Here is another presentation I had in one of my master class about material design. :)

1. The Events of
Instruction
(MAELT 208;
Material Design and
Development)
MS JULIE MAE GAVIOLA

2. “Your smile is your logo, your personality
is your business card, how you leave
others feeling after an experience with
you becomes your trademark.”

3. The
Nature of
Instruction

4. The Nature of Instruction
– an instruction is a set of events that acts
upon and involves a student.
– the instructional events of a lesson material
take a variety of forms.

5. The Nature of Instruction
– they may require the teacher’s participation
to greater or lesser degree and they may be
determined by the student to a greater or
lesser degree.

6. The Nature of Instruction
– these events constitute a set of
communications to the students.
– their most typical form is as verbal
statements.

7. Self-
Instruction
and Self-
Learner

8. Self-Instruction and the Self-Learner
– Skill at self-instruction may be expected to
increase with the age of the learners, as they gain
experience with learning tasks.
– Events of the lesson, designed to aid and support
learning, require teacher activities to a much
greater extent in the first grade than they do on
the tenth.

9. Self-Instruction and the Self-Learner
– As learners can experience and continue to
pursue learning activities, they acquire more
and more of the characteristics of “self-
learners”.

10. Instruction
and
Learning

11. Instruction and Learning
– The purpose of instruction is to provide
support to the process of learning.
– The kinds of events that constitute
instruction should have a fairly precise
relation to what is going on within the
learner whenever learning is taking place.

12. To undertake instructional
design at the level of the
individual learning
episode; it is necessary to
derive the desirable
characteristics of
instructional events from
what is known about the
learning processes.

13. Instruction and Learning
– Each of the particular events that make up
instruction functions to aid or otherwise
support the acquisition and the retention of
whatever is being learned.

14. Instruction and Learning
– Functions of external events may be
derived by consideration of the internal
processing that makes up any single act of
learning.

15. Instruction and Learning
– The stimulation that affects the learner’s receptors
produces patterns of neural activity that are briefly
“registered” in the sensory registers.
– This information is then changed into a form that is
recorded in the short-term memory where
prominent features of the original stimulation are
stored.

16. Instruction and Learning
– The short-term memory has a limited
capacity in terms of the number of the
items that can be held in mind.
– The items that are so held, may be internally
rehearsed and thus, maintained.

17. Instruction and Learning
– The following stage, an important
transformation called semantic encoding takes
place when the information enters the long-
term memory for storage.
– As its name implies, in this kind of
transformation, information is stored according
to its meaning.

18. Instruction and Learning
– When the learner performance is called for, the
stored information or skill must be searched for and
retrieved. Transformed directly into action by a
response generator. Frequently, the retrieved
information is recalled to the working memory
(short-term memory) where it may be combined
with other incoming information to form new
learned capabilities.

19. Instruction and Learning
– Learning performance itself sets in motion a
process that depends upon external feedback,
involving the familiar process of reinforcement.
– The process that selects and sets in motion
cognitive strategies relevant to learning and
remembering.

20. Instruction and Learning
– A control process may select a strategy of
continued rehearsal of the contents of short-term
memory.

21. Instruction
and
Learning
KINDS OF PROCESSING

22. Kinds of Processing
– Attention determines the extent and nature
of reception of incoming stimulation.
– Selective Perception (pattern recognition)
transforms this stimulation into the form of
object-features, for storage in the short-
term memory.

23. Kinds of Processing
– Rehearsal maintain and renews the items
stored in the short-term memory.
– Scientific Encoding prepares information for
long-term storage.

24. Kinds of Processing
– Retrieval including search returns stored
information to the working memory or to a
response generator.
– Response Organization selects and
organizes performance

25. Kinds of Processing
– Feedback provides the learner with information
about performances and sets in motion the
process of reinforcement.
– Executive Control Process selects and activate
cognitive strategies; these modify any or all of
the previously listed internal processes.

26. Instructional
Events

27. Instructional Events
– The process involved in an act of learning are
activated internally. The output of any one
structure becomes an input for the next.
– These processes may also be influenced by
external events and this is what makes
instruction possible.

28. Instructional Events
– Instruction consists of a set of events external
to the learner designed to support the internal
processing of learning.
– The events of instruction are designed to make
it possible for learners to proceed from “what
they are” to the achievement of the capability
identified as the target objective.

29. Instructional Events
– The exact form of the events
(communications to the learner) is not
something that can be specified in general
for all lessons but rather must be decided
for each learning objective.

30. Instructional Events
– The particular communications chosen to fit
each set of circumstances should be designed to
have the desired effect in supporting learning
processes.
– It should be realized that the nine events of
instruction do not invariably occur in exact order
but is the most probable order.

31. Instructional Events
– The role of the events of instruction is to stimulate
internal information processes, not to replace them.
– One or more of these events are frequently provided
by learners themselves, particularly when they are
experienced self-learners.
– In designing instruction the list of instructional
events becomes a checklist.

32. Gagne’s Nine
Event of
Instruction

33. Who is Robert Mills Gagne?
Robert Mills Gagné
was an American
educational psychologist
best known for his
Conditions of Learning.

34. Gaining Attention (start at 36:00)

35. Gaining Attention
– A fundamental and frequently used method
of gaining attention is to appeal to the
learner’s interest.
– Skill at gaining attention is a part of the
teacher’s art, involving insightful knowledge
of the particular students involved.

36. Informing Learners of the
Objectives (start at 36:00)

37. Informing Learners of the
Objectives
– Communicating the objectives also appears to
be an act consistent with the frankness and
honesty of a good teacher.
– The planning of instruction includes making the
kind of communication of the lesson’s objectives
that will be readily understood by students.

38. Stimulating Recall of
Prerequisite Learning (start at 36:00)

39. Stimulating Recall of
Prerequisite Learning
– Component ideas must be previously learned if
the new learning is to be successful.
– The previously acquired capabilities must be
highly accessible to be part of the learning
event.
– The recall of the previously learned capabilities
may be stimulated by a recall question.

40. Presenting the Stimulus
Material (start at 36:00)

41. Presenting the Stimulus
Material
– The stimuli to be displayed (communicated) to the learner are
those involved in the performance that reflects the learning.
– The proper stimuli should be presented as a part of the
instructional event.
– Stimulus presentation often emphasizes features that
determine selective perception; also stimulus presentation for
learning of concepts and rules requires the use of a variety of
examples.

42. Providing Learning Guidance
(start at 36:00)

43. Providing Learning Guidance
– Guidance for learning is an event that may be readily
adapted to learner differences.
– Instruction that is highly didactic and that makes use of
“low-level” questions is likely to find greatest appeal
and effectiveness among learners of high anxiety.
– Low anxiety learners are positively affected by the
challenge of difficult question.

44. Eliciting the Performance
(start at 36:00)

45. Eliciting the Performance
– Having had sufficient learning guidance, the
learners will now be carried to the point
where the actual internal combining event
of learning takes place.
– Accordingly, the event is a communication
that in effect says, “show me” or “do it”

46. Providing Feedback about
Performance Correctness (start at 36:00)

47. Providing Feedback about
Performance Correctness
– Is the aftereffects of the learning event and the
important influence on determining exactly what is
learned.
– There should be feedback concerning the correctness
or degree of correctness to the learner’s performance.
– The feedback communication may be delivered in
many different ways; smile, nod, etc.

48. Assessing the Performance
(start at 36:00)

49. Assessing the Performance
– Raises the largest questions of reliability and
validity that relate to all systematic attempts
to assess outcomes or to evaluate the
effectiveness of instruction.
– Asking learners to “do it again” using
different example.

50. Enhancing Retention and
Transfer (start at 36:00)

51. Enhancing Retention and
Transfer
– The existence of the meaningful context in which the
material has been learned appears to offer the best
assurance that the information is can be reinstated.
– Assurance of transfer of learning can best be done by
setting some variety of new tasks for the learner; tasks
that requires the application of what has been learned
in situation that differ substantially from those used for
the learning itself.

52. The Events of
Instruction

53. So what is in Gagne’s Instructional Model
that makes it so distinctive from others?
– First, it is based on Information-Processing
Theories of Learning.
– Second, it includes all types of learning
outcomes addressed by instruction.
– Lastly, it combines the external instruction with
the internal learning process and memory.

54. “The biggest mistake of past centuries in
teaching has been to treat all students as if
they were variants of the same individual and
thus to feel justified in teaching them all the
same subjects the same way.” ~H. Gardner

55. Thank you
for listening!
THE CONTINUATION OF THIS REPORT
WILL BE DELIVERED BY MY CO-
REPORTER, MS ARPILLEDA. 

56. References:
Gagne, R.M. (1980). Preparing the learner for new learning.
Theory Into Practice. 19 (1), 6-9.
Gagne, R.M. Briggs, L.J, Wager, W. (1974). The Events of
Instruction. Principles of Instructional Design. 10 (1), 185-203.
https://www.youtube.com/user/jclarkgardner/videos