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An important part of structuring activities is to
determine whether one objective builds on another. If so, activities
should be arranged in the appropriate sequential order.
If we look again at Bloom's (1956) Taxonomy , note
that upper levels in the hierarchy are dependent upon the levels
beneath. In other words, learners must have a basic understanding
of the content before being able to complete higher order thinking
tasks. While this is not always a sequential path, generally lower
levels provide the foundation for higher levels. Students will not
be able to critically reflect on issues if foundational knowledge
is not there from which to draw.
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