n 1965, Robert Gagné proposed a series of events that are associated with and address the mental conditions for learning. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction.

1. GAGNE'S 9 EVENTS OF
INSTRUCTION
By: ROMMEL LUIS C. ISRAEL III

2. • Gagne's model of instructional design is
based on the information processing model
of the mental events that occur when adults
are presented with various stimuli and
focuses on the learning outcomes and how
to arrange specific instructional events to
achieve those outcomes.
• Applying Gagne's nine-step model is an
excellent way to ensure an effective and
systematic learning program as it gives
structure to the lesson plans and a holistic
view to the teaching.

3. IMPLICATIONS
Gagne's instructional events can
produce an effective and
comprehensive lesson plan for
teaching procedural skills, preparing
learners with various preferred
learning styles to perform
psychomotor skills competently in
clinical practice.
This lesson plan can be of use for
both teachers and students across
clinical specialties, encouragingly
outlining how Gagne's systematic
and widely referenced theory can
be creatively and practically used.

5. GAINING ATTENTION
Asking a question
they don’t expect
Bringing up an
interesting point of
trivia
Challenging them
with a problem
Using a loud and
unexpected tone or
other audio stimuli
An eye-catching
visual stimulus
Establishing a
student-to-student
exercise

6. INFORMING THE LEARNER OF THE OBJECTIVE
Providing measurable
criteria they must meet
at the end of the lesson
1
Explaining a task they’ll
be asked to perform
2
Drawing a clear
connection between
prior-stated objectives
and later assessments
3
Involving the students
themselves by asking for
their input in
determining ways to test
knowledge and
understanding
4

7. STIMULATING RECALL OF PRIOR LEARNING
Doing a quick summary
or review of past
lessons
01
Prompting students to
answer questions
about things they
learned before related
to the subject
02
Asking the students to
explain what they
recall
03
Using engaging
audiovisual
presentations of
material
04
Incorporating elements
of prior-learned
information into the
new lessons, as a
bridge from one to the
other
05

8. PRESENTING THE CONTENT
Teachers should strive to offer
material using various delivery
methods, such as audiovisual media,
lectures, physical demonstrations
when applicable, and hands-on
practice whenever possible.
incorporate technology when feasible,
as most modern learners have grown
up using devices and the Internet and
are thus quite tech-savvy. Learning
management system platforms are a
great way to stay organized and keep
track of work while enabling simple
peer collaboration from a distance.

9. PROVIDING
LEARNING
GUIDANCE
For instance, if you ask them to write an essay, it’s
handy to offer them a sample of what a perfect
essay would look like for the purpose of the
lesson. Giving an example of what not to do is an
excellent way to offer contrast, so they can avoid
making mistakes.
Other aspects of this step include providing
anything that helps the learner achieve their goal
of understanding the lesson. Graphs, stories, role-
playing, mnemonic memory tricks, or stimuli that
facilitate memory by attributing value to the
lesson concepts are all potentially useful.

10. ELICITING
THE
PERFORMANCE
(PRACTICE)
Now it’s time for the students to do their part!
They must either practice or demonstrate their newfound
knowledge in a manner you can assess. i.e., giving them the
chance to show you that they did their job and learned what
you taught. Repetition always helps with memorization as
well as confidence-building.
A few ways to elicit performance include tests, quizzes,
classroom presentations, essays, group projects, and
application-oriented lab exercises.

11. PROVIDING
FEEDBACK
CONFIRMATORY FEEDBACK informs the student whether or not they are
complying with guidance on how to complete an assignment, without
exploring how well they did or what they might need to work on.
EVALUATIVE FEEDBACK lets the student know your current appraisal of
their assignment’s quality without getting into details about how they
might do better.
REMEDIAL FEEDBACK is a type of feedback designed to adjust a student’s
line of thinking or course of action so they can come to find an answer on
their own, without telling them that answer directly.
DESCRIPTIVE OR ANALYTIC FEEDBACK is explicitly designed to boost
student performance by offering additional assistance, including tips or
exact action steps to take.
Peer-evaluation helps students recognize differences between their work
and that of peers to close the gap. Self-evaluation teaches ways students
can spot areas for improvement on their own.

12. ASSESSING
THE
PERFORMANCE
After the student demonstrates their level of understanding
and has been given feedback, the teacher can do a
comprehensive assessment to gauge the extent they met
objectives. Keep in mind one performance cannot provide
enough data to measure overall knowledge and abilities.
Still, it will give enough insights to measure how well they
learned and stored the information provided during a
particular lesson.
Assessment techniques include giving oral quizzes or
offering pre- and post-lesson quizzes to measure learning
efficacy. No matter which methods are used, they should
be objective, logical, and based on pre-established criteria
outlined in rubrics when practical.

13. ENHANCING
RETENTION
AND
TRANSFER
A few practical tips for enhancement include adding
questions about previously-taught content into future
exams to keep students on their toes
Finding ways to link concepts together versus isolating
them
Giving creative assignments that require students to
think about the lesson in dynamic new ways
Being transparent about goals and learning outcomes,
so students can see exactly what they’re supposed to
learn for each lesson as well as by the end of all lessons

14. APPLICATION

15. GAIN ATTENTION
Use attention-grabbing “ice
breaker-type” leading
questions or challenges
Throw out a bit of
interesting trivia about a
controversial current event
Ask their opinions and
comments about an
entertaining topic
Bring out eye-catching
visuals and audio stimuli

16. INFORM LEARNERS OF OBJECTIVE
Deliver this information via slides, a
written syllabus, or other formats
Include complete details about
assignments, readings, activities, etc.

17. STIMULATE RECALL OF PRIOR LEARNING
Conduct summaries of
past lessons
Explain how you’ll scaffold
upon the foundation of
prior lessons
Connect the material from
the past to the current
lesson and bridge the gap
Utilize discussion forums
if teaching online.

18. PRESENT
THE
CONTENT
Ensure you did your homework and devised a carefully planned out lesson
Keep things flexible enough to allow for discussions
Incorporate a variety of content delivery methods to keep students engaged,
such as audiovisual content, readings, group projects, and other creative ideas
Demonstrate through physical methods when applicable and appropriate
Allow for hands-on practice when feasible
everage the power of technology and the Internet whenever lessons can be
tailored around it

19. PROVIDE
LEARNING
GUIDANCE
Don’t make students guess what they’re supposed to be learning
or doing
Don’t make
Offer examples of what is acceptable versus what is not
Offer
Make relevant facts and guidance clear, not ambiguous
Make
Use graphs, timelines, stories, rubrics, role-playing, mnemonic
memory tricks, and anything else that helps students comprehend
and store pertinent information
Use

20. ELICIT PERFORMANCE
Be sure all steps above have been completed and that students are aware they’ll be assessed and
given feedback
Create a stress-free environment where students can focus on showing their understanding of what
was taught
Have students practice in groups, when possible
Offer a range of practice opportunities, including lab work and other hands-on activities
Use scaffolding techniques to ensure practice builds upon previous work and sets the stage for future
work

21. PROVIDE FEEDBACK
CONFIRMATORY — telling a
student if they’re complying
with guidance or not
EVALUATIVE — appraising
student work quality but
without giving details
REMEDIAL — guiding
students to find the correct
answer without telling it to
them
DESCRIPTIVE OR ANALYTIC
FEEDBACK — boosting
student performance by
giving extra assistance
PEER-EVALUATION AND SEL-
EVALUATION — having
students help each other and
themselves

22. ASSESS PERFORMANCE
Use a mix of assessment tools, including but not limited to standard tests, pre- and post-lesson
quizzes, essays, activities, and hands-on assignments
Be transparent, objective, and fair in all assessments
Grade work against pre-established criteria and evaluation rubrics
Remember that one assessment isn’t a gauge of ability; take into consideration the unique
aspects of the applicable learner as well as any obstacles to learning they may face

23. ENHANCE
RETENTION
AND
TRANSFER
Ask students to write an essay describing how
the lesson impacted them and what they might
do with the new information
Assemble students into discussion groups and
provide prompts for them to talk about
If the lesson is conducive to a hands-on activity
related to practical, customized use of the
information given, have students complete such
activities either in class or as homework

24. REFERENCES:
• Kurt, S. (2021, January 1). Gagne’s Nine Events of Instruction. Educational
Technology. https://educationaltechnology.net/gagnes-nine-events-of-
instruction/
• Khadjooi, K., Rostami, K., & Ishaq, S. (2011). How to use Gagne’s model of
instructional design in teaching psychomotor skills. Gastroenterology and
Hepatology from Bed to Bench, 4(3), 116–119.
https://pubmed.ncbi.nlm.nih.gov/24834168/
• Buscombe, C. (2013). Using Gagne’s theory to teach procedural skills. The
Clinical Teacher, 10(5), 302–307. https://doi.org/10.1111/tct.12051
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