Robert Gagne's approach to instructional design involves organizing external events to support internal learning processes. It focuses on arranging what teachers and learners do in a way that influences learning. The critical aspects are determining the learning objectives, organizing instructional events in a sequence, and including appropriate activities within each event. Gagne's model of instruction involves gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting content, providing guidance, eliciting performance, giving feedback, and enhancing retention and transfer.

1. Instructional Design
the approach of Robert Gagne
(Conditions of Learning, 1985)

2. Instructional Design
concerned with arranging
external events (external to the mind)
that support internal processes
(internal to the mind)
a guide for organising what teachers
and learners do that influences what
goes on inside learners’ minds so that
they can learn

3. Instructional Design
how to organise instruction to achieve
specific learning objectives
critical aspects of instruction
- the kind of outcomes to be learned
- the events of instruction
- the sequence of instructional events
- the appropriate activities within
each event

4. Instructional Design (Gagne)
consider the outcome to be achieved
- what kind of objective/outcome?
organise specific instructional events
- provide information, activities, and
interactions to facilitate learning

5. Events of Instruction (Gagne)
Gaining attention
Informing the learner of the objective
Stimulating recall of prerequisite learning
Presenting stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance
correctness
Assessing the performance
Enhancing retention and transfer

6. The teacher
Provokes interest through
statement or question or
use of media
Makes it clear where the
session is going and what
should be achieved
Refers to earlier relevant
learning and indicates its
links with the new topic
Tunes in to the correct
wavelength
Recalls relevant prior
knowledge
Starts to shape up for
new learning (create
ideational scaffolding)
Gaining
attention
Informing learners
of objectives
The student
Stimulating recall
of prior learning

7. The teacher
Concepts and principles
presented in organised
structured way
Explanations provided
Links suggested back to
other subjects
Links projected forward
to application
Builds up his/her
knowledge structure
Exercises thinking
abilities to work things
out, find meaning, and
build links between ideas
Tries to envisage how the
new knowledge can be
applied
Presenting the
Content
The student
Providing Learner
Guidance

8. The teacher
Checks that the students
have learned what was to
be learned
Provides corrective/
supplementary guidance
as required
Confirms that learning has
taken place
Summarises and
encourages thinking
about application
Responds to questions
by checking his/her
understanding
Corrects
misunderstanding
Monitors understanding
(metacognition)
Thinks about how
knowledge can be
applied
Elicits
Performance
The student
Assesses
Performance
Provides
Feedback
Enhances
Transfer

9. Instructional Design
- the Schema Theory approach

10. Schema activation
helping the learner to “tune-in” to the
correct wavelength
encouraging the learner to bring to
mind relevant prior knowledge
assisting the learner to prepare his/her
prior knowledge to be the foundation
on which new knowledge will now be
constructed

11. Schema construction
Helping the learner to make sense of the
new material by:
linking it to existing knowledge
making it relevant to learning need
highlighting its significance to future
practice
presenting it in an organised and
structured way
providing appropriate explanations

12. Schema construction
Recognising the nature of the learning
that needs to take place and facilitating
such learning accordingly:
learning of concepts
learning of principles
learning of problem-solving
learning of skills & procedures
learning of attitudes

13. Schema refining
reviewing the topic to give the learner
a chance to check his/her construction
reviewing what has been presented to
let the learner reflect upon what had
been learned
reviewing the topic and projecting
forward to situations that let the
learner make application of what has
been learned

15. Essentially a learning hierarchy
analysis
Diagrammatic representation of the
learning-prerequisite relations among
the components of the subject matter
Topic Analysis
Blood Pressure
Systolic
Pressure
Diastolic
Pressure

16. Task Analysis
Procedural-prerequisite relations:
The performer must do X before
he can do Y
Procedural-decision relations:
Given condition A, the performer
must do X rather than Y or Z

18. Events of Instruction (Gagne)
Gaining attention
Informing the learner of the objective
Stimulating recall of prerequisite learning
Presenting stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance
correctness
Assessing the performance
Enhancing retention and transfer

19. http://www.authorstream.com/Presen
tation/aSGuest71459-578593-teaching/
http://www.authorstream.com/Presen
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methods-evaluation-law-learning-
education-ppt-powerpoint/
http://www.authorstream.com/Presen
tation/aSGuest74317-632990-micro-
teaching/-mt