Centre for the Advancement of Teaching and Learning

197) topics have been presented in logical sequence

The organisation and sequencing of topics will be influenced by the educational objectives identified and the assessment of students’ current level of understanding. General guidelines and suggestions which may assist are provided below:

A course syllabus or outline organises all the details of the course into one place. This is beneficial for both the student and the teacher. McKeachie (1999) provides guidelines on how to construct an effective syllabus. (pp. 9 - 19).
Gibbs & Habeshaw ( 1989) explain the need for students to see the whole picture in order to understand and remember individual parts, and they suggest the use of course guide and course maps to provide a holistic view (pp. 22-23).
Cox (1994) gives practical tips on how to structure a course into a sequence suitable for student learning (pp. 25-26)

Cox, B. (1994). Practical Pointers for University Teachers. London: Kogan Page.

Gibbs, G., & Habeshaw, T. (1989). Preparing to teach: An introduction to effective teaching in higher education. Bristol: Technical Educational Services, Ltd.

McKeachie, W. (1999). Teaching Tips (10th ed.). Boston: Houghton Mifflin.

UWA SPOT/SET Project