gagnes contribution in effective teaching and learning to the students and teachers

1. 1
Robert Gagné’s
Nine Events of Instruction
“Organization is the
hallmark of effective
instructional
materials”
Robert Gagné
1916-2002
Art Wolfskill, ALEC 601

2. 2
Gagné’s Theoretical Background
 Robert Gagné is best known for his:
 Learning Outcomes
 Learning Conditions
 Nine Events of Instruction
 Gagné’s theories have been applied to instructional
design in many other areas:
 Military
 Instructional Systems Development
 Flying
 Lots of others

3. 3
Gagné’s Theoretical Background
 Gagné’s theory should be classified as
instructional theory - as opposed to learning
theory.
 A learning theory consists of a set of propositions
and constructs that account for how changes in
human performance abilities come about.
 An instructional theory describes the conditions
under which one can intentionally arrange for the
learning of specific performance outcomes.

4. 4
Gagné’s Theoretical Orientation
 Gagné’s instructional theory tends to
side with behavioristic principles
(teacher-centered approach)
 He focuses on outcomes/behaviors that
result from instruction
 He believes that the results of learning
are measurable through testing, and that
drill, practice, and immediate feedback
are effective.
 As a result, he does have some hecklers!

5. 5
Gagné’s Theoretical Orientation
 Gagné’s theories became influenced
by cognitive theorists. He proposed
that the
information-processing model
of learning
could be combined with
behaviorist concepts
to provide a more complete view of
learning tasks (Molenda, 2002)

6. 6
Tying the Nine Events of
Instruction to Learning
 When the Events of Instruction occur, internal learning
processes take place that lead to various learning outcomes.
(Campos,
1999)
 The Events of Instruction constitute a set of communications to
the student, which have the aim of aiding the learning process.
 Instruction consists of a set of events external to the learner
designed to support the internal processes of learning.
(Gagné, Briggs, & Wager, 1988)
 The theory outlines Nine Instructional Events and their
corresponding processes.

7. 7
The Nine Events of Instruction
Event of Instruction
 1. Gaining attention
Giving learner a stimulus to
ensure reception of coming
instruction
 2. Informing the learner
of the objective
Telling learner what they will
be able to do for the
instruction
 3. Stimulating recall of
prior learning
Asking for recall of existing
relevant knowledge
Learning Process
 Attention
 Expectancy
 Retrieval to working
memory

8. 8
The Nine Events of Instruction
Event of Instruction
 4. Presenting the
stimulus
Displaying the content
 5. Providing learner
guidance
Supplying organization and
relevance to enhance
understanding
 6. Eliciting performance
Asking learners to respond,
demonstrating learning
Learning Process
 Pattern recognition;
selective perception
 Chunking, rehearsal,
encoding
 Retrieval, responding

9. 9
The Nine Events of Instruction
Events of Instruction
 7. Providing Feedback
Giving immediate feedback
on learner's performance.
 8. Assessing
performance
Assessing and providing
feedback to learners
 9. Enhancing retention
and transfer
Providing diverse practice to
generalize the capability
Learning Process
 Reinforcement, error
correction
 Responding, retention
 Retention, retrieval,
generalization

10. 10
Gagné’s Detractors
 Donald Clark:
 Called Gagné “a closet behaviourist”
 “Gagné's Nine Dull Commandments”
 Follow the recipe and learning will surely
follow!
Retrieved on 02 Mar 07 from
http://donaldclarkplanb.blogspot.com/2006/09/g
agnes-nine-dull-commandments.html

11. 11
The Nine Events of Instruction
 Keep in mind that the exact form of these events is
not something that can be specified in general for
all lessons, but rather must be decided for each
learning objective.
 The events of instruction must be deliberately
arranged by the teacher to support learning
processes.
(Gagné, Briggs, & Wager, 1988)

12. 12
References
 Campos, T. (1999). Gagné’s contributions to the study of instruction. http://chd.gse.gmu.edu/immersion/
knowledgebase/theorists/cognitivism/gagne.htm
 Clark, D. (2006). Gagné’s nine dull commandments. http://donaldclarkplanb.blogspot.com/
2006/09/gagnes-nine-dull-commandments.html
 Driscoll, M. (2000). Psychology of learning for instruction, 2nd edition. New York: Allyn & Bacon. Unit 6:
Gagné’s Instructional Design theory. http://education.indiana.edu/~p540/webcourse/gagne.html
 Fields, D. (1996). The Impact of Gagné’s Theories on Practice. EDRS-Academic Search Database.
 Gagné, Briggs, & Wager.1988. Principles of Instructional Design. Holt, Rinehart & Winston: New York.
 Gagné’s Nine Events of Instruction --
http://online.sfsu.edu/~foreman/itec800/finalprojects/annie/gagne’snineevents.html
 Gagné’s Nine Events of Instruction. http://coe.sdsu.edu/eet/articles/gagnesevents/index.htm
 Kruse, K. Gagné’s Nine Events of Instruction: An Introduction.
www.e-learningguru.com/articles/art3_3.htm
 Molenda, M. (2002). A New Framework for Teaching in the Cognitive Domain. ERIC Digest. Academic
Search Premier Database.
 Richey, R. C. (1996). Robert M. Gagné’s Impact on Instructional Design Theory and Practice of the
Future. EDRS-Academic Search Database.
 Selwyn. 1999. A Constructivist Learning Event Following Gagné’s Steps of Instructional Design.
http://hagar.up.ac.za/catts/learner/smarks/constructionist-Gagne.htm