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Sequencing and Pacing
During the Planning and Preparation stage of B-SLIM, we note that sequencing and pacing are an important part of developing lesson plans. As the description below indicates, sequencing and pacing need to be determined by the teacher before the lesson(s) even begins. Over time and with practice and experience with the material, choosing the correct sequence and pace of lessons and topics will become easier. When sequencing and pacing is appropriate for the learner they will be more likely to take in information and will have an easier time understanding and remembering what is being taught. Let’s look closer at what is involved in sequencing and pacing.
What does sequencing and pacing mean with regards to B-SLIM?
Sequencing is the order in which something is taught and it relates to scaffolding. Pacing refers to how much time is spent on each of those steps. If learning something is particularly challenging, or if the concept is exceptionally different from the student's mother mother tongue it is worth going especially slowly the first time you teach such a concept. For example, in French learning the sequence “je le vois” [I see it] can be really hard for students because the ‘le’ [it] is not in the same place it would be in English. This construct would therefore not be an ideal starting point for a beginner student.
How can sequencing and pacing be used effectively?
Teachers have to be sure to provide lots of examples to show students the difference between the second language and the mother tongue. This is necessary so that the students can see it and get it. This doesn’t mean the students won’t make mistakes, but at least the teacher has started strongly. If all concepts were treated as having equal value and given the same amount of time and attention students would never be able to grasp certain more complex concepts or unfamiliar linguistic constructs.