Charles Jd Robert Gagne
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Robert Gagne was an influential educational psychologist known for his work on instructional design and the conditions of learning. He received his PhD from Brown University and worked as a professor at various universities. Gagne identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. He also proposed nine instructional events that should be followed when designing lessons: gain attention, inform learner, recall, present content, guide learning, elicit performance, provide feedback, assess performance, and enhance retention. Gagne's work was influential in the development of instructional systems design and based on B.F. Skinner's principles of sequenced learning.
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The document describes a demonstration activity to teach students proper table manners. The instructors will set up a table and demonstrate correct posture, use of napkins, getting food, and etiquette over 6-10 minutes. The objectives are to guide students on mealtime behavior and distribute information through demonstration by being good role models. Materials needed include a table, plates, utensils, glasses, and napkins.
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Lian Ernest%20%80%A0%A0%92%B6%20 Simulation
This document provides information about a simulated sushi restaurant management activity. The activity aims to demonstrate how simulation can support learning. Players take on the role of a chef in a sushi restaurant, using the correct recipes to serve customers over the course of a 1-week trial period. To complete orders, players must select the right ingredients, mix them using a roller, and watch customers' moods so orders are not too late. The activity is estimated to take 10-15 minutes and can be played on a computer with an internet connection or downloaded copy of the game.
Kye Kenneth Cooperative Learning
The document describes an activity called "Around The World" which aims to enhance students' thinking and creativity skills. In groups, students will create brochures to attract tourists to their assigned country within 10 minutes. Each group will then present their brochure in 5 minutes. The objectives of the activity are to teach students to learn from each other, recognize their shared fate as a group, and feel proud of one another's achievements. Working cooperatively in groups, students will maximize their individual potentials and become open to each other's ideas.
Kurt Tricia Discovery Learning
This activity is an educational game show that focuses on geography. It will have teams of 5 students answering geography questions to earn clues to unlock combination codes. The objectives are to enhance critical thinking skills, promote discovery, encourage cooperation, and increase geography vocabulary. The game is estimated to last 10-15 minutes and will involve questions, clues, codes for the teams to solve.
Johnny Jenna Cooperative Learning
The cooperative learning activity aims to teach students proper techniques for designing educational websites. The activity will have students explore and evaluate specific websites in groups. Each group will be assigned a different educational website to explore for 15 minutes, evaluating it based on questions about its helpfulness and what they learned. The groups will then briefly report their findings to the class. The objectives are to inform students about effective website design, the benefits of educational websites, and to give hands-on experience evaluating example sites.
Jim Macky Games
The document describes a 10-15 minute general knowledge quiz game for a class where students compete to answer trivia questions correctly, with the highest scoring student winning a prize of a Mentos. The activity aims to inform students on general information in a fun game format. Students will need scratch paper and the questions will be asked orally to the class.
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Charles Jd Robert Gagne
- 1. Charles Rafferty Sy John David Felix
- 4. Professor, Penn State University (1945-46)
- 5. Director of Perceptual and Motor Skills Laboratory, U.S. Air Force (1949-58)
- 7. wrote The Conditions of Learning, 1965 co-wrote Principles of Instructional Design
- 8. Five Categories of Learning: 1. Verbal Information 2. Intellectual Skills 3. Cognitive Skills 4. Attitudes 5. Motor Skills
- 9. Verbal Information - Stating previously learned materials such as facts, concepts, principles, and procedures, e.g., listing the seven major symptoms of cancer
- 10. 2. Intellectual Skills: Discriminations - Distinguishing objects, features, or symbols, e.g., hearing different pitches played on a musical instrument. ConcreteConcepts - Identifying classes of concrete objects, features, or events, e.g., picking out all the green M&Ms from the candy jar. DefinedConcepts - classifying new examples of events or ideas by their definition, e.g., noting "she sells sea shells" as alliteration. Rules - Applying a single relationship to solve a class of problems, e.g., calculating the earned run averages (ERA) of the Atlanta Braves. HighOrderRules - Applying a new combination of rules to solve a complex problem, e.g., generating a balanced budget for a state organization
- 11. 3. Cognitive Skills - Employing personal ways to guide learning, thinking, acting, and feeling, e.g., devising a corporate plan to improve customer relations. 4. Attitudes - Choosing personal actions based on internal states of understanding and feeling, e.g., deciding to exercise daily as a part of preventive health care. 5. Motor Skills - Executing performances involving the use muscles, e.g., doing a triple somersault dive off the high board. (Instruction Development Timeline)
- 12. Nine Events of Instruction: Gain Attention Pique the learners' interest in the subject. Inform Learner of Objective Let the learners know what they will be learning. Recall Prior Knowledge Get the learners to think about what they already know. Present Material Teach the topic. Provide Guided Learning Help the learners follow along as the topic is presented. Elicit Performance Ask learners to do what they have been taught. Provide Feedback Inform learners of their performance. Assess Performance Evaluate learners on their knowledge of the topic. Enhance Retention and Transfer Aid learners in remembering and applying the new skill. Gagne’s idea is tied to Skinner’s idea of sequenced learning events as displayed in his Nine Events of Instruction.
- 13. Nine Events of Instruction (Example): Gain Attention Example: Show a s'more. Talk about how delicious it is. Inform Learner of Objective Example: Today, we will learn how to make a s'more. Recall Prior Knowledge Example: Has anyone ever had a s'more? Where? When? What is it made of? Present Material Example: Show learners how to make a s'more. Provide Guided Learning Example: Provide picture posters of steps involved in making a s'more. Elicit Performance Example: Give learners ingredients to make their own s'more. Provide Feedback Example: Circulate around the classroom to observe and help learners. Assess Performance Example: Examine learners' s'mores. If correctly made, they get to eat them. Enhance Retention and Transfer Example: Have learners make s'mores for a snack during the week or a class field trip.
- 14. Sources Instruction Development Timeline. (n.d.). Retrieved June 6, 2009, from Instruction Development Timeline: http://my-ecoach.com/project.php?id=12152&project_step=28465 Killpatrick, L. (2001). Gagne's Nine Events of Instruction. Retrieved June 6, 2009, from The Encyclopedia of Educational Technology: http://coe.sdsu.edu/eet/Articles/gagnesevents/index.htm