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Higher Order Thinking
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Definition of Temporal-Sequential Ordering:
Dr. Mel Levine explains that, "Sequencing is one of the brain's ordering systems, which doesn't do a lot of thinking on its own but provides a platform upon which more sophisticated thinking and output can occur." Remembering phone numbers, being able to tell time, tying your shoe laces, and following directions are all sequences that are a part of daily life. Sequences come in many different forms that children must be prepared to remember throughout the day. Sequences can either be linear or temporal. An example of linear is the letters in a word. An example of temporal is the order of a day's events.
Areas of Temporal-Sequential Ordering:
1. Sequential Awareness
This involves being alert to the presence of an incoming sequence and recognizing sequences as they occur.
2. Sequential Perception
Involves processing the order of the parts of incoming information.
3. Sequential Memory
Involves retaining the order of steps, events, or other sequences. This allows us to store sequences in our mind.
Short-term sequential memory - Ability to retain information in a particular order long enough to use it.
Long-term sequential memory - Ability to store and recall information
4. Sequential Output
Involves creating products in which the content is arranged in optimal order. This is the ability to rearrange the information in logical order and present it in a speech, writing, or a physical performance.
5. Time Management
The ability to use time efficiently. This can include estimating, allocating, and being able to think about the time.
6. Higher Sequential Thinking
This is the minds ability to use sequencing for sophisticated kinds of thinking. Allowing people to solve problems in a logical order, think through how a process might work, and understand casual events.
For memory, one could show a picture for 1 minute and then have the teachers recall and write down what they saw. You could also play the telephone game.
How to ID a Student with issues with Temporal-Sequential Ordering:
Student does not use cues to enhance alertness that a sequence will follow
Student appears unready to process a sequence
Student has difficulty seeing order within a group of items
May complete only one of several steps in a sequence
Requires multi-step directions to be repeated
Confuses the order of events with narrating a story
Does not present ideas in a logical order
Appears to be in a time warp - is not always aware of time or shows a pattern of losing track of time
Is often late and misses deadlines
Has difficulty reasoning through a problem in a logical order to solve it
Strategies to Use in the Classroom:
Provide visual displays of commonly used sequences - post in plain view sequences that students are currently working on
Cue children when giving them instructions, for example tell the student, "I am going to give you instructions that have three steps. Get ready to listen to the steps."
Talk about sequences - explain their purpose and functions
Adjust the rate - slow the rate of delivery and expected response when presenting learning sequences
Preview the steps - have children tell you the steps they are going to use before they start on a project or task
Use musical jingles - when teaching a sequence, help students remember the order by incorporating musical melodies or jingles
Provide checklists - break longer tasks into chunks or steps. Have students check off each step as it is completed
Make graphic representations - encourage students to make charts and flow diagrams of concepts that involve sequences
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