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If the teacher believes that something there is missing, then he or she will have to make some of the pre-requisite knowledge part of the objective to be achieved (Scott, 2001).
Prioritizing and sequencing the information now becomes the important task for the teacher ("Techniques of Analysis," 2000). In order to process the information, students need it to be presented in a logical manner which includes ranking what is most vital to least vital. Although the teacher may not specifically state this to the students, the teacher should be aware of which tasks the students must master completely vs. other tasks that are secondary. Sequencing also plays an important part in a student's acquisition of information. If looked at from a Constructivist point-of-view, the students need to build their knowledge upon existing knowledge. Some of the existing knowledge they may already possess due to prior learning; however, in order to really master a new skill, the sequence of the new information needs...
The wise teacher will assess in both formal and informal ways as the students move through the tasks to be accomplished. The assessment should tell the teacher if the tasks are broken into logical and well sequenced information and are meeting the learning objectives. As during all learning, how the student is learning should be watched closely by the teacher. The job of the teacher is to ensure that all students are learning to their potential and are increasing their capacity for learning.
References
Scott, R. (2001). Review of Learning Task Analysis. Retrieved October 20, 2006 at http://www.ehhs.cmich.edu/~rmscott/Lesson4.html
Techniques of Analysis. (2000). Retrieved October 20, 2006 at http://wwwpersonal.psu.edu/jlf105/analysis.htm
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