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?

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

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

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

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.

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

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

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)

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)

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

Practice (new skills or behavior)

Confirm correct understanding

Demonstrating learning

Retrieval, responding

Provide Feedback Specific, immediate feedback on learner’s performance Reinforcement, error correction

Specific, immediate feedback on learner’s performance

Reinforcement, error correction

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

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

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

Effective learning

Maximize effectiveness of information processing

Learning occur

References

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