Gagné's theory of instruction outlines nine events of instruction that correspond to different cognitive processes. The theory states that there are different types of learning that require different types of instruction. The nine events are: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimuli, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory provides a framework for designing instruction that facilitates learning through defined processes that match learning conditions to internal cognitive processes.

1. Topic: Gagné’s Theory of Instruction
Group Members: Will Perez, Jennipha-Laurén Nielsen, James Centeno
Quick summation of Gagne’s theory-
what
I will present:
• Gagne’s learning theory gives us a
conceptual framework that states that
there are several different types or levels
of learning. Therefore, each respective
type must have its different types of
instruction.

2. Nine Events of Instruction
In addition, the theory outlines nine instructional events
and corresponding cognitive processes:
(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).

3. sources
• ONLINE SOURCE FOR THEORY &
CORRESPONDING COGNITIVE
PROCESSES-
• http://tip.psychology.org/gagne.html

4. Presentation strategies
• Explain succinctly in 2 minutes the events
of instruction and their respective
meaning.

5. IDT Implications
• (1) Functional implications: designing
experiences that facilitate learning easily and
effectively, creating resources that help users
achieve their learning goals, designing
instruction that uses a defined process that
matches learning conditions to internal
processes such as engagement, meaning, and
recall.

6. IDT Implications
• (2) Social implications: designing learning that
changes the way we think, feel, and act, brings
about social change locally and through
distance learning, creating learning
environments that cause learners to feel valued
(CRRE)

7. IDT Implications
• (2) Social implications: designing learning that
changes the way we think, feel, and act, brings
about social change locally and through
distance learning, creating learning
environments that cause learners to feel valued
(CRRE)