Robert Gagné was an educational psychologist known for his theory of Conditions of Learning. He proposed that there are different types of learning outcomes that require different instructional events. The nine instructional events are: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior learning, 4) presenting the stimulus, 5) providing learning guidance, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The document provides examples of how to apply each instructional event when teaching or training others.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Different internal and external conditions are necessary for each type of learning.
A complete presentation on 'Train the Trainer' including various aspects of preparing a Trainer to deliver effective training, certification criteria for the trainer and certificate templates for both trainees and trainer.
This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Different internal and external conditions are necessary for each type of learning.
teaching clinical skills in a classroom is essential, considering the fact that medical schools are getting larger and larger number of students. Patients, students, and teachers too are getting uncomfortable with having students practice skills for the first time using real patients. Hence the need for students first learning the skill in a classroom before applying the skills to real patients
If you have questions about the presentation or would like to receive more supplementary materials, please contact the Program Assistant, Katie kbeckman@lcnv.org. This presentation is used within the teacher training instruction. To register for the next LCNV teacher training or to refer a friend, contact the Director of Volunteers Belle at volunteers@lcnv.org
The specific knowledge, skills, and attitudes required, as well as provide educational practices under supervision. Has a direct bearing on students’ ability to integrate theory to practice.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Introduction
SURAJ SAH B.Sc.MIT 2nd Yr. NAMS BIR HOSPITAL 212/2/2018
• Robert M. Gagné Robert Mills Gagné (Aug
ust 21, 1916 – April 28, 2002) was an
American educational psychologist best
known for his Conditions of Learning. He
pioneered the science of instruction during
World War II when he worked with the
Army Air Corps training pilots.
8. • Different instruction is required for different learning outcomes.
• Events of learning operate on the learner in ways that constitute the conditions of learning.
• The specific operations that constitute instructional events are different for each different
type of learning outcome.
• Learning hierarchies define what intellectual skills are to be learned and a sequence of
instruction
9. INSTRUCTION
AL EVENTS
SURAJ SAH B.Sc.MIT 2nd Yr. NAMS BIR HOSPITAL 912/2/2018
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer
(generalization).
10. • Start the learning experience by gaining the attention of your audience. This
change in stimulus alerts the group that learning will soon take place.
• Apply: Gain attention by raising the volume of your voice, gesturing,
showing a short video on the topic of instruction, or using any other event
that brings the period of "waiting for the lesson to start" to an end.
Level 1: Gaining Attention (Reception)
Level 2: Informing Learners of the Objective (Expectancy)
• Start the learning experience by gaining the attention of your audience.
This change in stimulus alerts the group that learning will soon take place.
• Apply: Gain attention by raising the volume of your voice, gesturing,
showing a short video on the topic of instruction, or using any other event
that brings the period of "waiting for the lesson to start" to an end.
11. • When your people learn something new, match the new information with related information
or topics they've learned in the past.
• Apply: Review any previous learning that you've done with your team, and apply it to what
they're learning now. Also, ask your team if they have any previous experiences with the topic,
or if they have experienced the problems that the training is trying to resolve. Then make
connections between what they are learning, and their previous learning.
Level 3: Stimulating Recall of Prior Learning (Retrieval)
Level 4: Presenting the Stimulus (Selective Perception)
Present the new information to the group in an effective manner.
Apply: Organize your information in a logical and easy-to-understand manner. Try to use a variety
of different media and styles (such as visual cues, verbal instruction, and active learning) to suit
people with different learning styles.
12. • To help your team learn and retain the information, provide alternative approaches that
illustrate the information that you're trying to convey.
• Apply: Help your team learn more effectively by including examples, case studies ,
graphics, storytelling , or analogies.
Level 5: Providing Learning Guidance (Semantic Encoding)
Level 6: Eliciting Performance (Responding)
At this stage, you need to ensure that your people can demonstrate their knowledge of what
you've taught them. The way that they show this depends on what they're learning.
Apply: If you've taught a new process or skill, ask your people to demonstrate how to use it
(role playing) exercises can be useful for this). If you've taught new information, ask questions
so that they can show their knowledge.
13. • After your team demonstrates their knowledge, provide feedback and reinforce any points as
necessary.
• Apply: Imagine that you've taught your team a new technique for handling difficult customers.
After several role playing scenarios, you notice that a few team members aren't assertive
enough to calm the customer in this fictional "tense situation." Your feedback and tips point
out their mistakes so that they can correct them.
Level 7: Providing Feedback (Reinforcement)
Level 8: Assessing Performance (Retrieval)
Your team should be able to complete a test, or other measurement tool, to show that they've
learned the material or skill effectively. Team members should complete this test
independently, without any help or coaching from you.
Apply: Tests, short questionnaires, or even essays can be good ways of testing your team's new
knowledge.
14. • After your team demonstrates their knowledge, provide feedback and reinforce any points as
necessary.
• Apply: Imagine that you've taught your team a new technique for handling difficult customers.
After several role playing scenarios, you notice that a few team members aren't assertive
enough to calm the customer in this fictional "tense situation." Your feedback and tips point
out their mistakes so that they can correct them.
Level 7: Providing Feedback (Reinforcement)
Level 8: Assessing Performance (Retrieval)
Your team should be able to complete a test, or other measurement tool, to show that they've
learned the material or skill effectively. Team members should complete this test
independently, without any help or coaching from you.
Apply: Tests, short questionnaires, or even essays can be good ways of testing your team's new
knowledge.
15. • In this last stage, your team members show that they've retained information by transferring
their new knowledge or skill to situations that are different from the ones you've trained them
on.
• Apply: Repeated practice is the best way to ensure that people retain information and use it
effectively. Make sure that your team has enough opportunity to use their learning on a regular
basis. Schedule "practice runs" if you've been training on a new process, or have a follow-up
session to review information or skills.
• As people become more proficient, schedule in variants of the practice runs and expose people
to different situations, so that they become comfortable generalizing.
Level 9: Enhancing Retention and Transfer (Generalization)
16. • In this last stage, your team members show that they've retained information by transferring
their new knowledge or skill to situations that are different from the ones you've trained them
on.
• Apply: Repeated practice is the best way to ensure that people retain information and use it
effectively. Make sure that your team has enough opportunity to use their learning on a regular
basis. Schedule "practice runs" if you've been training on a new process, or have a follow-up
session to review information or skills.
• As people become more proficient, schedule in variants of the practice runs and expose people
to different situations, so that they become comfortable generalizing.
Level 9: Enhancing Retention and Transfer (Generalization)
17. • In this last stage, your team members show that they've retained information by transferring
their new knowledge or skill to situations that are different from the ones you've trained them
on.
• Apply: Repeated practice is the best way to ensure that people retain information and use it
effectively. Make sure that your team has enough opportunity to use their learning on a regular
basis. Schedule "practice runs" if you've been training on a new process, or have a follow-up
session to review information or skills.
• As people become more proficient, schedule in variants of the practice runs and expose people
to different situations, so that they become comfortable generalizing.
Level 9: Enhancing Retention and Transfer (Generalization)
