Successful instruction requires sequencing learning tasks from simple to complex and concrete to abstract. Effective sequencing considers the learner's readiness and moves from meaningless to meaningful, immediate concepts to remote ones, crude understanding to discrimination. Sequencing involves defining principles, applying them in models with feedback, and considering variations to gradually increase difficulty and build understanding.

2.  Successful instructions depend on the
effective ordering of a series of learning
tasks. Sequence is a movement from
meaningless to emergence of meaning,
from immediate toward remote, from
concrete toward symbolic, from the
crude to discriminating. Sequence is a
process of transformation.

3.  1. sequence through logical succession
of blocks of content (lesson and courses)
 2.sequence through knitting
learning/lesson/course together by
instructions, previews, pretests, reviews
 3. sequence organized in terms of
readiness
 4 sequence is organized in terms of lines
emerging meanings

4.  This reinforcement will also provide
development and acquisition of skills
necessary for building up understanding
and translating concepts into actual
practice.
 Learning sequence can pass through the
ff stages.

5.  1. define the principle.( what is it? What
does it do? How does it apply?)
 2. define the principle within models.(
where is it?, how does it differ?)
 3. generate the principle.( how do I do
it? How do I apply it?)
 4. receive feedback. (how did I do it?
What did I accomplish?

6.  5. define principle or practice.( when
and why does the principle change?
What a variations if ever can I make use
of?)
Learning sequence provides for a gradual
increase in difficulty and complexity. As it
is, it is much simpler to find something
than to do it, it is simpler to look for
models or prototypes than to think of
variations and deviations.

7.  Learning sequence calls for doing
simpler tasks before moving on to more
challenging or complicated tasks.

8.  Sequence is organized in terms of
readiness. Effective instructions is achieved
if teacher is able to order or set the
particular learning task according to the
readiness of the learner to understand/
assimilate whatever material is to be given
them. It is therefore important for the
teacher to measure the level of readiness
or preparedness of the learners to
understand simple to complex materials for
instruction.