Robert Gagne developed nine events of instruction based on his theory of conditions of learning. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the stimulus, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. When these events occur in instruction, they support various internal learning processes that lead to different learning outcomes. The events are not prescriptive but must be deliberately designed for each learning objective.

1. Robert Gagne’s Nine Events of Instruction
“Organization is the
hallmark of ef fective
instructional
materials”.
Rober t Gagne
1916-present
Presenter:
Ronda Critchlow

2. Gagne’s Theoretical Background
Robert Gagne is best known for his learning outcomes,
learning conditions, and his nine events of instruction.
Gagne’s theories have been applied to the design of
instruction in several domains beyond the educational
realm, such as the military, Instructional Systems
Development, flying, troubleshooting, leadership, medical
care, & engineering.
Gagne’s theory should be classified as instructional theory
as opposed to a learning theory. A learning theory
consists of a set of propositions and constructs that
account for how changes in human performance abilities
come about. On the other hand, an instructional theory
seeks to describe the conditions under which one can
intentionally arrange for the learning of specific
performance outcomes.
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3. Gagne’s Theoretical Orientation
Gagne’s instructional theory tends to side with behavioristic
principles (teacher-centered approach) because he
focuses on outcomes/behaviors that result from
instruction. Further, he believes that the results of
learning are measurable through testing, and that drill,
practice, and immediate feedback are effective.
Gagne’s theories became influenced by cognitive theorists.
He proposed that the information-processing model of
learning could be combined with behaviorist concepts to
provide a more complete view of learning tasks (Molenda,
2002):
Gagne (1997): “These [cognitive] theories propose that stimulation
encountered by the learner is transformed or processed in a
number of ways (i.e., through commitment to short-term memory,
conversion to long-term memory, and the retention and retrieval of
that information) by internal structures during the period in which the
changes identified as learning takes place. ”
( Campos, 1999)

4. Gagne’s Theoretical Orientation
(Cont’d)
In his view, effective instruction must reach
beyond traditional learning theories
(behaviorism, cognitivism, and
constructivism) and provide support to
transition from simple to complex skills, thus
using an hierarchical model for learning.

5. Overview of Gagne’s Theories
Gagne’s Taxonomy of Learning states that there are five
major categories of learning outcomes: verbal
information, intellectual skills, cognitive strategies,
motor skills, and attitudes; The five subcategories of
intellectual skills are hierarchical in nature (low-level
skills to high-level skills). Gagne ’s hierarchy of
intellectual skills follows programmed instruction
since one skill must be learned before another can be
mastered.

6. Overview of Gagne’s Theories (Cont’d)
• Verbal information: Reciting something from memory
• Intellectual skills:
 Discrimination: Recognizing that two classes of things differ
 Concrete concept: Classifying things by their physical features alone
 Defined concept: Classifying things by their abstract (and possibly
physical) features
 Rule: Applying a simple procedure to solve a problem or accomplish a task
 Higher-order rule: Applying a complex procedure (or multiple simple
procedures) to solve a problem or accomplish a task
• Cognitive strategies: Inventing or selecting a particular mental
process to solve a problem or accomplish a task
• Attitudes: Choosing to behave in a way that reflects a newly-
acquired value or belief
• Motor skills: Performing a physical task to some specified
standard

7. Overview of Gagne’s Theories (Cont’d)
Gagne’s Theory says that learning hierarchies can be
constructed by working backwards from the final learning
objective. So, the key question to keep in mind when
developing a learning hierarchy is “What are the intellectual
skills one needs to have mastered in order to learn the new
objective(s)?
The significance of this hierarchy is to identify prerequisites
that should occur to facilitate learning at each level and to
provide the basis for the sequencing of instruction.
(
http://www.educationau.edu.au/archives/cp/04d.htm )

8. Overview of Gagne’s Theories (Cont’d)
Gagne developed ideas known as Conditions of Learning, whereby
he claimed that there are several different types or levels of
learning. Therefore, he posits that each different type of
learning requires different types of instruction.
Different internal & external conditions are necessary for each
type of learning. The external conditions are the things that the
teacher arranges during instruction, while internal conditions
are skills and capabilities that the learner has already
mastered.
(Driscoll, 2000)
For example, for cognitive strategies to be learned, there must be
a chance to practice developing new solutions to problems; to
learn new attitudes, the learner must be exposed to a credible
role model or persuasive arguments.
http://www.educationau.edu.au/archives/cp/04d.htm

9. The Nine Events of Instruction
When the Events of Instruction occur, internal learning
processes take place that lead to various learning
outcomes.
(Campos, 1999)
The Events of Instruction constitute a set of
communications to the student, which have the aim of
aiding the learning process.
Instruction consists of a set of events external to the
learner designed to support the internal processes of
learning.
(Gagne, Briggs, & Wager, 1988)
This theory outlines nine instructional events and their
corresponding processes.

10. The Nine Events of Instruction
Event of Instruction Learning Process
1. Gaining attention Attention
Giving learner a stimulus to
ensure reception of coming
instruction
2. Informing the learner of the Expectancy
objective
Telling learner what they will
be able to do for the
instruction Retrieval to working memory
3. Stimulating recall of prior
learning
Asking for recall of existing
relevant knowledge
4. Presenting the stimulus Pattern recognition; selective
perception
Displaying the content
5. Providing learner guidance
Chunking, rehearsal, encoding
Supplying organization and
relevance to enhance
understanding

11. The Nine Events of Instruction (Cont’d)
Events of Instruction Learning Process
6. Eliciting performance Retrieval, responding
Asking learners to respond,
demonstrating learning
7. Providing Feedback
Giving immediate feedback Reinforcement, error correction
on learner's performance.
8. Assessing performance
Providing feedback to
learners' more performance Responding, retention
for reinforcement
9. Enhancing retention and
transfer
Providing diverse practice Retention, retrieval,
to generalize the capability generalization

12. The Nine Events of Instruction (Cont’d)
Keep in mind that the exact form of these events is not
something that can be specified in general for all
lessons, but rather must be decided for each learning
objective. The events of instruction must be
deliberately arranged by the teacher to support
learning processes.
(Gagne, Briggs, & Wager,
1988)

13. References
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Mater ials for Preservice Teachers in Zimbabwe . Academic Search Premier Database.
Ca mpos, Tracy. 1999. Gagné’s Contributions to the Study of Instruction http://chd.gse.gmu.edu/immersion/knowledgebase/theorists/cognitivism/gagne. htm
Conditions of Learning. http: //tip.psychology.org/gagne. html
Conditions of Learning: Exponent/Originator http://www. educationau.edu.au/archives/cp/04d.htm
Driscoll, M. (2000). Psychology of learning for instruction, 2nd edition. New York: Allyn & Bacon. Unit 6: Gagne’s Instructional Design theory.
http://education.indiana.edu/~p540/webcourse/gagne.html
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Gagne's Nine Events of Instruction --http://online.sfsu.edu/~foreman/itec800/finalprojects/annie/gagne'snineevents.html
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House, Daniel J. 2002. The Use of Computers in a Mathematics lesson in Japan: A Case Analysis from the TIMSS Videotape Classroom Study. International Journal
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Molenda, Michael 2002. A New Framework for Teaching in the Cognitive Domain. ERIC Digest. Academic Search Premier Databa se.
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Wall, Patricia.1998. Say it Naturally . Heinle & Heinle: Boston.