The document outlines the key components of effective instruction: planning, managing, delivering, and evaluating instruction. It discusses in detail the planning component, which involves deciding what to teach, how to teach, and communicating expectations. Deciding what to teach includes assessing students, analyzing tasks, establishing logical sequences, and identifying gaps. Deciding how to teach involves setting goals, selecting methods/materials, pacing appropriately, and monitoring performance. Communicating expectations means maintaining high standards and involving students in their learning. The document also discusses Gagne's nine events of instruction model for effective lesson planning and delivery.

1. What are the
Components
of the
EFFECTIVE
INSTRUCTION?
What are the
Components
of the
EFFECTIVE
INSTRUCTION?

2. TEACHING vs. INSTRUCTION
• Teaching –is the systematic presentation of
content assumed necessary for mastery within a
general area of knowledge.
• Instruction –is a general term that means
providing knowledge in a systematic way.

3. CHARACTERISTICS OF EFFECTIVE
INSTRUCTION
1. Planning instruction
2. Managing instruction
3. Delivering Instruction
4. Evaluating instruction
 All teachers plan, manage, deliver, and evaluate their
instruction, whether they are working with students who
are gifted, students with disabilities, or students without
special needs.

4. PLANNING INSTRUCTION
• If all students in a class were at the same instructional
level and if the goals and objectives of schooling were
clearly prescribed and the same for all students, then
instruction would consist of doing the same things with
all students, in the right order, at the right time.
• But all students are not alike, and the goals and
objectives of instruction are not the same for all students.
This is why planning is such an important part of
instruction.

5. PLANNING INSTRUCTION
• Planning means making decisions—about what
information to present, how to present the
information, and how to communicate realistic
expectations to students.
• Planning instruction, then, involves three steps:
1. Deciding what to teach
2. Deciding how to teach
3. Communicating realistic expectations

6. First Component of Effective
Instruction: PLANNING
Instructional Planning
Domain
STEPS
Deciding what to teach 1. Assessing the students’ skills and
knowledge
2. Analyze the instructional task
3. Establish a logical instructional
sequence
4. Considering contextual variables
(classroom elements that may affect
instruction)
5. Analyze instructional groupings
6. Identifying gaps between actual and
expected performance

7. First Component of Effective
Instruction: PLANNING
Instructional Planning
Domain
STEPS
Deciding how to teach 1. Set instructional goals
2. Select instructional methods and
materials
3. Pace instruction appropriately
4. Monitor performance and re-plan
instruction

8. First Component of Effective
Instruction: PLANNING
Instructional Planning
Domain
STEPS
Communicating goals
and expectations to the
learners
1. Involving students in learning
2. State expectations
3. Maintain high standards

9. Deciding What to Teach
• Deciding what to teach enables teachers to match
instruction to each student’s skill level.
1. Assessing Students’ Skills
– In making decisions about what to teach, educators have
to assess their students’ skill levels. They have to identify
which skills students have and which skills they do not
have.
– Typically, teachers assess students using tests,
observations, and interviews. Much of this assessment
goes on during instruction.

10. – Achievement tests indicate students’ level of
knowledge in academic content areas (e.g.,
mathematics, reading, science, social studies).
 Norm-referenced tests –are used to compare students
to each other and to groups on which the test was
originally developed.
 Criterion-referenced tests –are used to compare
students to standards of mastery relative to the content
being measured.

11. 2. Analyzing the Instructional Task
─It is not enough to know what students are able to
do; teachers also must know exactly what it is they
want students to do.
─Only then can they match content to their students’
skill level.
─Part of deciding what to teach is analyzing the
instructional task.
Task analysis –consists of breaking down a
complex task into its component parts.

12. 3. Establishing a Logical Instructional
Sequence
─Task analysis helps teachers plan a logical
sequence of instruction.
─Students are more likely to learn if teachers present
material in a clear, logical sequence.
─When planning what to teach, teachers must
understand that the acquisition of new skills
depends on the learning of lower-level skills.

13. 4. Considering Contextual Variables
─Contextual variables also play a part in deciding
what to teach.
─Relevant contextual variables may include where
instruction will take place, how long the lesson(s)
will be, and who will be in the room during
instruction.

14. 5. Analyzing Instructional Groupings
─In planning what to teach, effective teachers
consider the instructional groupings that work best
in their classrooms.
─Knowing that having one or two students working
together at a computer is the most efficient use of
the technology directs teachers as much as
knowing that some students perform better in small
groups or that a large group is the best way to
present directions for an independent assignment.

15. 6. Identifying Gaps in Actual and Expected
Performance
─In deciding what to teach, teachers must identify any
gaps that exist between a student’s actual level of
performance and the expected level of performance.
─By recognizing the difference between actual
performance and expected performance, teachers are
able to keep instructional goals and objectives
realistic, neither too low nor too high.

16. Deciding How to Teach
• Teaching is an experimental process: Effective
teachers try approaches and materials until they find the
combination that works best in moving students toward
instructional objectives.
• In making decisions about how to teach, teachers must
make an educated guess about the kinds of approaches
that will work, then try those approaches and monitor the
results.

17. Guidelines of effective instruction (Wittrock,
1986):
 Begin with an overview or use advance organizers and
lists of objectives to set the stage for a presentation.
 Signal transitions between parts of a lesson and review or
summarize subparts as the lesson proceeds.
 Ask questions of varying levels of difficulty throughout a
presentation.
 Control the pace and continuity of lessons by regulating
the time allowed for students to ask or answer questions.

18. Deciding How to Teach
1. Setting Instructional Goals
– The process of deciding how to teach begins with
setting instructional goals for individual students, then
establishing an instructional sequence.
– Most complex skills consist of combinations of simpler
or lower-level skills.
– These lower-level skills must be taught in a logical
sequence in order for students to acquire the complex
skill.

19. 2. Selecting Instructional Methods and
Materials
– The next step in deciding how to teach is to choose
appropriate methods and materials.
– This relatively easy task can become complicated
when students have special needs.
– Students may require alternative methods (e.g., sign
language or acceleration) or may need special
instructional materials (e.g., tape-recorded lessons,
advanced reading materials, high interest/low-level
vocabulary reading books).

20. 3. Pacing Instruction Appropriately
– Setting a pace is also part of the process of figuring
out how to teach.
– Pace is how quickly or slowly the class moves
through the material.
– In addition to pace, teachers need to set a ratio of
known to unknown material and set standard rates of
success.

21. 4. Monitoring Performance and Re-planning
Instruction
– Probably the most important part of deciding how to
teach is monitoring student performance and then
using that information to plan subsequent instruction.
– Deciding what to teach is a form of diagnosis;
deciding how to teach is a prescription, a treatment.
– If that treatment is not appropriate to the individual’s
needs, it can lead to educational problems.

22. Communicating Realistic Expectations
• When teachers do not expect much from their students,
they are shortchanging them.
• If they have the skills to do so, students will, over time,
learn to perform at the level of expectation that teachers
hold for them (Good & Brophy, 1984).
• When those expectations are realistically high, students
succeed; when they are unrealistically low, students fail.

23. The nine steps of Gagne’s “Events of
Instruction” are:
1. Gaining the attention of the students
2. Informing the learner of the objective
3. Stimulating recall of prior learning
4. Presenting the content
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback
8. Assessing the performance
9. Enhancing retention and transfer

24. 1. Gaining attention (reception)
• No educator on Earth can teach a subject without first
getting the student’s attention. This is easier said than
done, but failing in this first task sets all subsequent
tasks up for failure, too.
• Students enter class with their minds on other things,
and it’s the teacher’s job to get them primed, focused,
and ready to learn the topic at hand.

25. 1. Gaining attention (reception)
 A few tricks to set the mood include:
– 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

26. 2. Informing the learner of the objective (expectancy)
• When giving speeches, we’re often told to ―tell them
what we’re going to tell them.‖
• That idea holds true here, as well.
• Once we have their attention, we want to quickly educate
the student about what they should expect to learn
during the lesson.
• This further primes them and gets them ready to receive
information and predict what they’ll need to comprehend
and deliver at the end.

27. 2. Informing the learner of the objective (expectancy)
 The best way to accomplish this step is to outline the
concrete learning objectives and outcomes simply. This
can be done any number of ways, including:
– Providing measurable criteria they must meet at the end of
the lesson
– Explaining a task they’ll be asked to perform
– Drawing a clear connection between prior-stated
objectives and later assessments
– Involving the students themselves by asking for their input
in determining ways to test knowledge and understanding

28. 3. Stimulating recall of prior learning (retrieval)
• After you’ve gotten their attention and explained the
lesson’s objectives, it’s time to prime them even further
and draw out their prior-learned knowledge of the given
topic.
• Having students remember what they know provides a
refresher, so they’re ready to add to that foundation via
scaffolding techniques.

29. 3. Stimulating recall of prior learning (retrieval)
 This step also has several ways it can be completed. For
example:
– Doing a quick summary or review of past lessons
– Prompting students to answer questions about things
they learned before related to the subject
– Asking the students to explain what they recall
– Using engaging audio-visual presentations of material
– Incorporating elements of prior-learned information
into the new lessons, as a bridge from one to the
other

30. 4. Presenting the content (selective perception)
• Now that you’ve told the students what you’re going to tell
them and gotten them pre-engaged with the subject matter,
it’s time to present the lesson material and scaffold upon that
prior knowledge base.
• Ideally, this presentation stage should be carefully planned
out, but with enough flexibility to allow for spontaneous
discourse.
• Teachers should strive to offer material using various delivery
methods, such as audio-visual media, lectures, physical
demonstrations when applicable, and hands-on practice
whenever possible.

31. 4. Presenting the content (selective perception)
• It’s also encouraged to 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.

32. 5. Providing learning guidance (semantic encoding)
• Before and during the content presentation, it’s beneficial to
provide students with examples of suitable outcomes. This
way, there is no confusion about what will be considered
acceptable versus what falls outside that range.
• 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.

33. 5. Providing learning guidance (semantic encoding)
• 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.

34. 6. Eliciting the performance (responding)
• Students must either practice or demonstrate their newfound
knowledge in a manner the teacher can assess.
• This is known as eliciting the performance, i.e., giving them the
chance to show us that they did their job and learned what we
taught.
• It’s a critical step because it allows educators to gauge their success
and lets the student practice and thereby reinforce knowledge.
• 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.

35. 7. Providing feedback (reinforcement)
• Instructor real-time feedback is crucial to completing the
teaching-learning cycle. Generally-speaking, feedback should
be personalized, constructive, positive, and immediate.
• There are a few unique types of feedback with specific
purposes:
a) 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.
b) Evaluative feedback –lets the student know your current
appraisal of their assignment’s quality without getting into
details about how they might do better.

36. 7. Providing feedback (reinforcement)
c) 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.
d) 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.

37. 8. 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.

38. 8. Assessing the performance
• 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.

39. 9. Enhancing retention and transfer (generalization)
• Once teachers have assessed the above steps’ effectiveness,
it is time to build upon them to increase retention and transfer.
• Here, retention implies the student’s ability to internalize then
remember what they learned, whereas transfer describes their
capacity to apply the knowledge and skills in the real world.
• Both are readily enhanced through an abundance of practice,
though to the greatest extent possible such practice should be
creative and not merely rote repetition, which tends to bore
learners.

40. 9. Enhancing retention and transfer (generalization)
• Another potential problem educators can run into with this
step is time itself, for it’s often difficult to squeeze in
meaningful practice at the end of lessons.
– 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

41. In Conclusion..
• Clearly, Gagne’s Nine Events of Instruction is a highly-
organized, action-oriented methodology that empowers
educators with a solid framework they can use to increase
teaching efficacy in virtually any setting.
• It’s flexible enough to be modified for a wide range of
circumstances and simple enough to be readily incorporated
into your existing lesson plans.
• The emphasis is firmly placed on the learner and teachers
doing everything possible to ensure students capture, retain,
and use the information taught to them. In this regard, it’s
every teacher’s dream come true!

42. Thank you! Question??