Gagne Nine Events of Instruction

ROBERT GAGNE Robert Gagne's distinguished career began with a bachelor's degree from Yale in 1937, and a Ph.D. in 1940 from Brown University. He served on the faculties of Connecticut College (1940 - 1949), Penn State University (1945 - 1946), the US Air force (1949 - 1958), and at Florida State University until his death in 2002. Gagne's major contributions were as an experimental psychologist who worked with learning and instructional methods. His landmark book, "The Conditions of Learning" was published in 1965.

Robert Gagne's distinguished career began with a bachelor's degree from Yale in 1937, and a Ph.D. in 1940 from Brown University. He served on the faculties of Connecticut College (1940 - 1949), Penn State University (1945 - 1946), the US Air force (1949 - 1958), and at Florida State University until his death in 2002.

Gagne's major contributions were as an experimental psychologist who worked with learning and instructional methods. His landmark book, "The Conditions of Learning" was published in 1965.

EVENT 1 Gain attention of learners Interest/motivation/ curiosity Giving background information creates validity.

Interest/motivation/ curiosity

Giving background information creates validity.

EVENT 2 Informing the Learner of the Objective Make learners aware of what to expect so that they are aware and prepared to receive information. Clarify expectations and relevance

Make learners aware of what to expect so that they are aware and prepared to receive information.

Clarify expectations and relevance

EVENT 3 Stimulating Recall of Prior Learning When learning something new, accessing prior knowledge is a major factor in the process of acquiring new information. Access existing cognitive structures to enhance meaningful learning

When learning something new, accessing prior knowledge is a major factor in the process of acquiring new information.

Access existing cognitive structures to enhance meaningful learning

EVENT 4 Presenting the Stimulus Provide/present the new material to be learned The goal is information acquisition,

Provide/present the new material to be learned

The goal is information acquisition,

EVENT 5 Providing Learner Guidance Discovery learning, labs, demonstrations, action, examples, reflective questioning Teacher facilitates the learning process by giving hints and cues when needed.

Discovery learning, labs, demonstrations, action, examples, reflective questioning

Teacher facilitates the learning process by giving hints and cues when needed.

EVENT 6 Eliciting Performance Requiring the learner to produce based on what has been taught enables the learner to confirm their learning. Learners produce some output based on new learning.. practice a skill, discussion, group activity, written response, answer a question, etc.

Requiring the learner to produce based on what has been taught enables the learner to confirm their learning.

Learners produce some output based on new learning.. practice a skill, discussion, group activity, written response, answer a question, etc.

EVENT 7 Giving Feedback Teacher gives immediate feedback to learners after eliciting responses. Regular feedback enhances learning. Teacher has opportunity to reinforce and correct the performances

Teacher gives immediate feedback to learners after eliciting responses.

Regular feedback enhances learning.

Teacher has opportunity to reinforce and correct the performances

EVENT 8 Assessing Performance Independent practice forces students to use what they learned and apply it. Assessing such gives instructors a means of testing student learning outcomes. Test to see if stated objectives have been met

Independent practice forces students to use what they learned and apply it.

Assessing such gives instructors a means of testing student learning outcomes.

Test to see if stated objectives have been met

EVENT 9 Enhancing Retention and Transfer Applying learning in real-life situations is a step towards Mastery Learning. Teacher asks learners to create activities Teacher also charges learner with teaching another learner Store in long-term memory, apply learning to real-life situations and in other contexts.

Applying learning in real-life situations is a step towards Mastery Learning.

Teacher asks learners to create activities

Teacher also charges learner with teaching another learner

Store in long-term memory, apply learning to real-life situations and in other contexts.

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www.arlanvillanueva.blogspot.com

Manila, Philippines