Amey-Thakur Curriculum sequencing
Material presented in a logical order for an expert is frequently unlearnable, because logical structure and learnable order are different things. Sequencing follows dependency and confidence rather than topic taxonomy.
Method
- Map prerequisites honestly. What must be understood before each piece, since a topic introduced before its prerequisite teaches confusion.
- Start with something that works end to end. A complete small thing early gives context and motivation that a foundations-first sequence delays (see agent-training-academy).
- Increase difficulty gradually. Each step slightly beyond the last, because a large jump loses people who cannot see the missing bridge (see deliberate-practice).
- Interleave practice with instruction. Applying immediately after learning is what converts exposure into retention.
- Revisit concepts in richer contexts. Spaced re-encounters strengthen understanding better than a single deep treatment (see spaced-repetition).
- Defer the exceptions. Rules first, edge cases later, since complete accuracy up front prevents the simple model that learning needs.
- Test the sequence on real learners. Where people get stuck is almost never where the designer expected.
Boundaries
Sequences serve a typical learner and fit individuals imperfectly, which is why self-paced paths matter. Comprehensive coverage conflicts with good sequencing, and coverage usually wins in institutions to the detriment of learning. Sequencing cannot compensate for material that is wrong or unmotivated.