Sequencing Objectives

DOE-HDBK-1200-97

Consider the following example:

Terminal Objective:

1.0

Given a malfunctioning circuit board, hand tools, equipment, and schematic

diagrams, repair the circuit board in accordance with IEEE standard practices.

Enabling Objectives:

1.1

Determine if the resistance of resistors is within specified limits.

1.2

Determine total resistance of a series/parallel circuit within plus or minus 3%

given a schematic diagram.

In the first enabling objective (1.1), the conditions and standard are the same as those in the

terminal objective and are therefore implied. In the second enabling objective (1.2), the

standard is not the same as that in the terminal objective and therefore must be expressed.

Sequencing Objectives

Complex subjects have an underlying structure that, when recognized, can simplify learning.

Determining this structure and using it to sequence learning objectives can help trainees

learn more efficiently. Sequencing or organizing learning objectives to take advantage of

the relationships within the subject can reduce the time needed for trainees to meet the

objectives. Sequencing of objectives establishes the order in which instruction will be

organized and presented. This may be the same as the sequence of performance of the job,

but sequencing of objectives is often based on some other logical relationship.

Objectives can be organized based on any logical progression of the instruction. One of the

most fundamental principles involves the use of Bloom's taxonomy. Objectives may be

grouped according to their cognitive level; that is, known to unknown or simple to complex.

Translated into practical terms, this means that objectives that have been classified as being

at the knowledge level would be taught before higher level objectives such as those at the

application level. Sometimes it may be necessary to deviate from the actual task