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

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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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Transcript

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

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