This document outlines Cosme Zinsou Odjo's plan to train a new teacher based on Gagne's nine events of instruction. It provides background on Gagne and his theory of nine instructional events: gain attention, inform learners of objectives, stimulate recall of prior learning, present stimulus material, provide learner guidance, elicit performance, provide feedback, assess performance, and enhance retention and transfer. For each event, Odjo describes the theory behind it, provides guiding questions for planning instruction, and lists example strategies for incorporating the event into a lesson. The goal of the training is for the new teacher to be able to successfully handle Odjo's current position as an English teacher.

1. EDTV 508: THEORY AND PRACTICE IN EDUCATION
INDIVIDUAL PRESENTATION
GAGNE’S NINE EVENTS OF
INSTRUCTIONS
Cosme Zinsou Odjo
MTVET-1st Semester

2. Presentation
Training a New Teacher
BasedonGagne`snineeventsof instruction
Presented by
Cosme Zinsou Odjo
MTVET 1st Semester 2019

3. OUTLINE
INTRODUCTION
OBJECTIVE OF MY PRESENTATION
BACKGROUND OF GAGNE
GAGNE`S NINE EVENTS OF INSTRUCTIONS WITH MY TRAINING PLAN
CONCLUSION
REFERENCES

4. INTRODUCTION
Before getting my scholarship, I was teaching English in Ekpe
secondary school. One month before travelling to Nepal, my school
principal asked me to train the new teacher with the purpose of
handling my current position.
Then, I develop a lesson plan based on Gagne`s Nine Events of
Instructions so as to train him/her.

5. OBJECTIVE OF MY TRAINING
By the end of this training, my trainee
will be able to handle successfully and
efficiently my current position as an
ENGLISH TEACHER.

6. BACKGROUNDOF GAGNE
Robert Gagne (1916-2002) is an American educational psychologist.
His background
- Study on Conditions of Learning
-Focus on Instructional Theory and Instructional Design Model

7. Gagne’s 9 events of instruction
These were based on the information processing model of the
mental events that occur when adults are presented with various
stimuli. Gagne created a nine-step process called the events of
instruction, which correlate to and address the conditions of learning.

9. 1- Gain attention
Gagne’s Events of
Instruction *
Theory/Reason
Behind Planning for
the Event
Guiding Question for
Planning
Examples of How to
Incorporate the Event
Your Answers to the
Guiding Question
(Instructional
Strategies)
Gain Attention Reception How will you get and
keep the students’
attention?
 Begin with the
question “What do
you think”?
 Use novelty or
creativity to present
the topic.
 Relate the topic to a
current event or a
subject relevant to
the students.

10. 2- Informlearner of objectives
Gagne’s Events of
Instruction *
Theory/Reason
Behind Planning for
the Event
Guiding Question for
Planning
Examples of How to
Incorporate the Event
Your Answers to the
Guiding Question
(Instructional
Strategies)
Inform Learners of the
Objectives
Expectancy How will you inform
your students of the
lesson objectives?
 Provide the written
objectives or an outline
as an advance organizer.
 Solicit their thoughts on
what they would like to
know or think they
should know about the
topic, then present what
you think. (KWL charts:
Know-Want to Know-
Have Learned charts)
 Show a video of the
desired performance.
 Provide a rubric for the
activity or task.

11. 3- Stimulate recall of prior learning
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Stimulate Recall of
Prior
Knowledge/Learning
Retrieval How will you remind
students of the
applicable
knowledge that they
learned in the past,
or their previous
related experiences?
 Review a previous lesson.
 Give a quiz or “pre-test”
on the knowledge or skills
they are to recall and use.
 Draw or have students
draw a concept map of
their current perceptions
about the topic.
 Have students summarize
the prerequisite
knowledge and/or skills.
 Pose a discussion question
to encourage students to
think of related
experiences.

12. 4- Present stimulus material
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Present the Stimulus
(content or learning
activity)
Selective Perception How will you teach
the information or
what type of learning
activity or
environment will
you create to foster
learning?
 Give a lecture on the
topic.
 Give a multimedia
introduction to the new
knowledge and/or skills.
 Present the content in
story form.
 Provide a guest speaker.
 Present a problem or case
and require students to
research the content to
determine a solution or
analyze the case.
 Require students to take a
self-paced tutorial to learn
the content.

13. 5- Provide learner guidance
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Provide Guidance to
the Learners
Semantic Encoding How will you
provide guidance
(scaffolding,
support) to the
learners?
 Demonstrate the skill or
apply the knowledge as an
example or non-example.
 Use questioning to help
students exercise critical
thinking skills.
 Model the desired
behavior or thought
processes (cognitive
apprenticeship).
 Use teacher-student or
peer-collaboration to
conduct an experiment or
try out the desired
behavior.
 Use a physical model or
concept maps to portray
the relationships.

14. 6- Elicit performance (practice)
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Elicit Performance
from the Learners
Responding (also
Retrieval)
What type of
homework, practice,
or learning activities
will you provide to
help the students
learn?
 Use role-plays based on
authentic scenarios.
 Have students work
through case studies or
problem scenarios.
 Use simulations and
games to practice.
 Provide homework.
 Have students complete
projects or construct job
aids that display the
relevant skills or
knowledge they are to
have learned.
 Have students provide
examples.

15. 7- Provide feedback
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Provide Feedback to
the Learners
Reinforcement What will you do to
let the learners know
how they’re doing?
How will you
correct, affirm, or
encourage them?
 Indicate whether
student examples are
correct/incorrect.
 Correct projects or
papers.
 Have peers critique
the performance or
project.
 Suggest alternatives to
achieve the same or
different results.
 Pose “what if?”
questions.

16. 8- Assess performance
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Assess the
Performance of the
Learners
Retrieval How will you know
that the students
have learned the
material or can do
the desired tasks?
 Provide a test of the new
knowledge, a skills mastery
test, or opportunity to
exhibit a changed attitude.
 Require the development of
a project that demonstrates
the desired behavior, or
provides evidence of
application of the learned
concepts.
 Require students to suggest
alternatives to a procedure,
plan or product presented.
 Require the learner to
construct a summary of the
new information.

17. 9- Enhance retention and transfer
Gagne’s Events of
Instruction *
Theory/Reason
Behind
Planning for
the Event
Guiding Question
for Planning
Examples of How to
Incorporate the
Event
Your Answers to the
Guiding
Question
(Instructional
Strategies)
Enhance the
Retention &
Transfer of the New
Skills, Knowledge,
and/or Attitudes
Generalization What will you do to
enhance the retention
& transfer of the new
skills, knowledge,
and/or attitudes?
 Provide remediation when
the student exhibits
incomplete or unsatisfactory
performance.
 Provide job aids or memory
(mnemonic) aids that
students can use in the future
to remind them of the
knowledge or procedures, or
that can guide them in the
desired behavior.
 Provide recommendations of
future knowledge or skills to
acquire that build upon the
current lesson.
 Provide ill-structured
authentic problems that will
aid the future transfer of the
learned knowledge or skills.

18. CONCLUSION
Gagne’s Nine Events of Instruction can help build the framework with which to prepare and
deliver instructional content.
Ideally, we should prepare course goals and learning objectives before implementing the nine
events (the goals and objectives will actually help situate the events in their proper context).
The nine events of instruction can then be modified to fit both the content to be presented and
the students’ level of knowledge.

19. reference
Adapted from: Gagne, R. (1985). The Conditions of Learning (4th
ed.). New York: Holt, Rinehart & Winston.
Gagne’s nine events of instruction