The Gagné Instructional Model outlines 9 steps to effective instructional design: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting the material, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The model correlates these instructional events with cognitive learning processes and considers different levels of learning.

1. Gagné Instructional Model
9 conditions of Learning

2. Description
“[Gagnés nine steps are] general considerations
to be taken into account when designing
instruction. Although some steps might need to be
rearranged (or might be unnecessary) for certain
types of lessons, the general set of considerations
provide a good checklist of key design steps”
(Good, Brophy, 1977).
• Correlates specific events of instruction with
cognitive learning process
• Demonstrates a concern for the different levels
of learning

3. Gaining
Attention
Provide a
Learning
Objective
Stimulate
recall of prior
knowledge
Present the
material
Provide
guidance for
learning
Elicit
performance
Provide
feedback
Assess
performance
Enhance
retention and
transfer

4. Instructional Event
Relation to Learning
Process
1. Gaining attention
Reception of patterns of
neural impulse
2. Informing leaner of the
objective
Activating a process of
executive control
3. Stimulating recall of the
prerequisite learning
Retrieval of prior learning
to working memory
4. Presenting the stimulus
material
Emphasizing features for
selective perception
5. Providing learning
guidance
Semantic encoding; clues
for retrieval
6. Eliciting the performance
Activating response
organization
7. Providing feedback about Establishing reinforcement
performance correctness
8. Assessing the
performance
Activating retrieval; making
reinforcement possible
9. Enhancing retention and
transfer
Providing cues and
strategies for retrieval

5. Gain attention
• Present a story, problem, or a new situation
that will grab the learners' attention.
• The ideal is to grab the learners' attention
E.g.
• Storytelling
• Demonstrations
• Presenting a problem to be solved
• Stressing why it is important to them
• discuss what they need to learn and
achieving it at the end

6. Provide a Learning Objective
• This allows the
learners to organize
their thoughts on
what they will learn
and to perform.
• tell them what you're
going to tell them
(state the
objectives), tell them
(lesson proper), and
finally telling them
what you told them
(conclusion).

7. Stimulate recall of prior knowledge
take notes and drawing mind maps.
Learning is enhanced by encouraging the use of graphic
representations when taking notes (mind or concept maps), has
a 39 points (Marzano, 1998).

8. Stimulate recall of prior
knowledge
Ways:
Retrieval Practice Retrieval enhances
learning by retrieval-specific
mechanisms rather than by elaborative
study processes and is an effective
tool to promote conceptual
•
Scaffolding is building upon the
learners' previous knowledge and skills.
(1) slowly build on what the learners
know, 2) add more details and
information over a period of time, and
then 3) allowing the learners to perform
on their own. After this,
the fading process begins

9. Stimulate recall of prior
knowledge
• semantic mapping or concept mapping. the
learner represents the key ideas in a lesson by
drawing nodes (circles) with spokes depicting
key details emanating from the node.

10. Present the material
Chunk the information to avoid cognitive overload. Blend the information to aid
in information recall.

11. Provide guidance for learning
Provide coaching on how to learn the skill.

12. Elicit performance
•
Practice by letting the learner do something with the newly
acquired behavior, skills, or knowledge. (In addition,
demonstrate as required.
Modeling has several affects on learners:
•
Acquisition - New responses are learned by observing the
model.
•
Inhibition - A response that otherwise may be made is
changed when the observer sees a model being punished.
•
Disinhibition - A reduction in fear by observing a model's
behavior go unpunished in a feared activity.
•
Facilitation - A model elicits from an observer a response
that has already been learned.
•
Creativity - Observing several models performing and then
adapting a combination of characteristics or styles.

13. Provide feedback
• This can be a
test, quiz, or
verbal comments.
The feedback nee
ds to be
specific, not, “you
are doing a good
job.” Tell them
why they are
doing a good job
and/or provide
specific guidance.

14. Assess performance
Test to determine if the lesson has been learned and provide general progress
information.

15. Enhance retention and transfer
Inform the learner about similar problem situations, provide additional practice,
put the learner in a transfer situation, review the lesson.

16. Reference
• Clark, D.C. (2004). Robert Gagné's Nine Steps
of Instruction. Retrieved from:
http://www.nwlink.com/~donclark/hrd/learning/id
/nine_step_id.html on: Dec. 6, 2013