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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”

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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!