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Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions”
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Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions”

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Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions” ...

Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions”

Objective

* What are the Nine Events of Instruction?
* How are these events related to the learning process?

Robert Gagne

* American educational psychologist
* Conditions of Learning
* Instructional Theory
* Instructional Design Model

According to Robert Gagne, there are nine events that activate processes needed for effective learning.
Instructional Design Model

* Gagne created a nine-step process called The Events of Instruction
* The events of instruction are related to the learning process
* The events of instruction lead to various learning outcomes
* The events of instruction support the internal processes of learning

Gain Attention

* Capture the attention of those learning (animated tutorial)
* Stimuli that ensure reception of coming instruction

Inform Learner of Objectives

* Internal process of expectancy
* List of learning objectives
* Level of expectation for learning
* What will the learner be able to perform after the instruction?
* Motivate the learner to complete the lesson.

Stimulate Recall of Prior Learning

* Recall of existing, relevant knowledge
* Retrieval to working, short-term memory
* Previous experience, previous concepts
* Correlate new information with prior knowledge

Present Stimulus Material

* Display the content
* Pattern recognition; selective perception
* New content (chunked, explained, then demonstrated)
* Multimedia (audio, video, graphics)

Provide Learner Guidance

* Guidance on the new content
* Chunking, rehearsal, encoding
* Assist learners in order to encode information for long-term storage
* Guidance strategies (case studies, examples, mnemonics)

Elicit Performance

* Practice (new skills or behavior)
* Confirm correct understanding
* Demonstrating learning
* Retrieval, responding

Provide Feedback

* Specific, immediate feedback on learner's performance
* Reinforcement, error correction

Assess Performance

* Post-test, final assessment
* No additional coaching; feedback
* Mastery of material

Enhance Retention and Transfer

* Determine whether or not the skills were learned
* Apply the skills that were learned
* Retention, retrieval, generalization

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Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions” Robert Gagne’s Instruction Design Model; “The Nine Events of Instructions” Presentation Transcript

  • Robert Gagne’s Instructional Design Model “The Nine Events of Instruction” by Christopher Pappas
  • Objectives
    • What are the Nine Events of Instruction?
    • How are these events related to the learning process?
  • Robert Gagne 1916-2002
    • American educational psychologist
    • Conditions of Learning
    • Instructional Theory
    • Instructional Design Model
  • Instructional Design Model
    • Gagne created a nine-step process called The Events of Instruction
    • The events of instruction are related to the learning process
    • The events of instruction lead to various learning outcomes
    • The events of instruction support the internal processes of learning
  • The “Nine events of Instruction”
    • Gain Attention
    • Inform Learner of Objectives
    • Stimulate Recall of Prior Learning
    • Present Stimulus Material
    • Provide Learner Guidance
    • Elicit Performance
    • Provide Feedback
    • Assess Performance
    • Enhance Retention and Transfer
  • Gain Attention
    • Capture the attention of those learner (animated tutorial)
    • Stimuli that ensure reception of coming instruction.
  • Inform Learner of Objectives
    • Expectancy
    • List of learning objectives
    • Level of expectation for learning
    • What will the learner be able to perform after the instruction?
    • Motivate the learner to complete the lesson
  • Stimulate Recall of Prior Learning
    • Recall of existing, relevant knowledge
    • Retrieval to working, short-term memory
    • Previous experience, previous concepts
    • Correlate new information with prior knowledge
  • Present Stimulus Material
    • Display the content
    • Pattern recognition; selective perception
    • New content (chunked, explained, then demonstrated)
    • Multimedia (audio,video, graphics)
  • Provide Learner Guidance
    • Guidance on the new content
    • Chunking, rehearsal, encoding
    • Assist learners in order to encode information for long-term storage
    • Guidance strategies (case studies, examples, mnemonics)
  • Elicit Performance
    • Practice (new skills or behavior)
    • Confirm correct understanding
    • Demonstrating learning
    • Retrieval, responding
  • Provide Feedback
    • Specific, immediate feedback on learner’s performance
    • Reinforcement, error correction
  • Assess Performance
    • Post-test, final assessment
    • No additional coaching; feedback
    • Mastery of material
  • Enhance Retention and Transfer
    • Determine whether or not the skills were learned
    • Apply the skills that were learned
    • Retention, retrieval, generalization
  • Outcomes
    • Effective learning
    • Maximize effectiveness of information processing
    • Learning occur
  • References
  • Thank you
    • Please visit my blog
    • http://cpappasonline.blogspot.com
    • Your feedback is valuable!