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Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
Lesson Planning With Robert Mills Gagné
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Lesson Planning With Robert Mills Gagné

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  • 1. conditions of learning robert mills gagné categorize goals 2 outcome motor skills & attitudes five major categories of learning verbal information cognitive strategies intellectual skills Presented by : Brent Daigle, Ph.D.
  • 2. Presented by : Brent Daigle, Ph.D.
  • 3. Presented by : Brent Daigle, Ph.D.
  • 4. gagné principles outcomes drive instruction learning hierarchy & sequence conditions of learning Presented by : Brent Daigle, Ph.D.
  • 5. ASSURE model A nalyze learners S tate objectives S elect methods, media, materials U tilize media and materials R equire learner participation E valuate and revise Presented by : Brent Daigle, Ph.D.
  • 6. ASSURE model A nalyze learners S S U Who’s your audience? Before you can begin, you must know your target audience (your students). You need to write down R the following information about your students: General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social E problems, socioeconomic level, and so on. Specific entry competencies - prior knowledge, skills, and attitudes. Learning styles - verbal, logical, visual, musical, structured, and so on. Presented by : Brent Daigle, Ph.D.
  • 7. ASSURE model A S tate objectives S U The ABCD's of writing objectives are: Audience (who are your students?) R Behavior to be demonstrated Conditions under which the behavior will be observed Degree to which the learned skills are to be mastered. E Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition). Presented by : Brent Daigle, Ph.D.
  • 8. ASSURE model A S S elect methods, media, materials U R E Presented by : Brent Daigle, Ph.D.
  • 9. ASSURE model A S S U tilize media and materials R E
  • 10. ASSURE model A S S U R equire learner participation E Presented by : Brent Daigle, Ph.D.
  • 11. ASSURE model A Reflect on lesson ! This last stage is often neglected but it is the S most important one. Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the S stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or U more of them need to be changed the next time the lesson is done. You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't R reflect upon your lessons and work on revising elements of the lesson until your students become successful learners. E valuate and revise Presented by : Brent Daigle, Ph.D.
  • 12. Presented by : Brent Daigle, Ph.D.

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