Lesson Planning With Robert Mills Gagné

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Lesson Planning With Robert Mills Gagné

  1. 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. 2. Presented by : Brent Daigle, Ph.D.
  3. 3. Presented by : Brent Daigle, Ph.D.
  4. 4. gagné principles outcomes drive instruction learning hierarchy & sequence conditions of learning Presented by : Brent Daigle, Ph.D.
  5. 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. 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. 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. 8. ASSURE model A S S elect methods, media, materials U R E Presented by : Brent Daigle, Ph.D.
  9. 9. ASSURE model A S S U tilize media and materials R E
  10. 10. ASSURE model A S S U R equire learner participation E Presented by : Brent Daigle, Ph.D.
  11. 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. 12. Presented by : Brent Daigle, Ph.D.

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