There are a number of sequencing models that are standard in instructional design practice. These models can provide an instructional designer with a basis for organizing content.
In the known to unknown model of sequencing, learners first review what they are already familiar with and then move on to unknown concepts.
In a course about using Microsoft PowerPoint, the course first teaches how to open the program, which most people are familiar with. Students may even be familiar with opening a new slideshow and adding text or pictures. Eventually, the course moves on to less familiar topics such as animations, adding music, and so on.
The simple to complex model begins with simple concepts before moving on to more complex ones.
In a sales course on making phone calls to customers, start by teaching about introductory greetings, which most people are familiar with. The course later moves into complex topics, such as developing and delivering a sales pitch over the phone.
In the dependent vs. supportive relationships model of instructional design, the learner must master one concept, which is a supportive content to the dependent concept.
In a course on Microsoft Word that is delving into how to merge address labels, the learner must first know how to create and format the document that contains the label information, before it can be merged. The merging concept is dependent on creating the document.
The job performance model moves through steps of a process as it would be performed on the job. In a course about leading effective meetings, the course would first teach how to create an agenda and then move into how to schedule the meeting. Then, it would progress to how to facilitate an effective meeting. Finally, it would cover how to follow up with meeting participants. The sequence of the course are the steps in the process.