NOREEN B.

POLO
MAELT
TESL 605 INSTRUCTIONAL MULTIMEDIA

Robert Gagné’s
Nine Events of Instruction

Biography

-Born on August 12, 1916 in North Andover, Massachusetts

-Attended Yale University where he got his BA in 1937

-Gagne got his PhD in Brown University in 1940.

-He was a professor of sociology and educational psychology at Connecticut College for
Women from 1940-1949, Pennsylvania State University from 1945-1946, Princeton from
1958-1949, and the University of California at Berkley form 1966-1969.

-Gagne was also a professor in the department of educational research at Florida State
University in 1969.

-From 1949-1958 Gagne was a research director of the perceptual and motor skills
laboratory of the US Air Force at which time he began to develop some of the ideas that
would go into his learning theory called the Conditions of Learning.

-1st published his well known book in 1965 called The Conditions of Learning

-Died May 1, 2002 at the age of 85

-His work has a big influence on American Education and Industrial training 

Gagne’s Theoretical Background

-Robert Gagne is best known for his learning outcomes, learning conditions, and his
nine events of instruction.

-Gagnes theories have been applied to the design of instruction in several domains
beyond the education realm, such as the military, Instructional system Development,
flying, troubleshooting, leadership, medical care, & engineering.

 Gagné’s instructional theory tends to side with behavioristic principles (teacher-

centered approach)
  He focuses on outcomes/behaviors that result from instruction

 He believes that the results of learning are measurable through testing,

and that drill, practice, and immediate feedback are effective.

Gagne's work is sometimes summarized as the Gagné assumption.

The assumption is that different types of learning exist, and that different instructional
conditions are most likely to bring about these different types of learning.

TWO MAIN COMPONENTS OF GAGNE’S ASSUMPTION

5 CATEGORIES OF LEARNING

 Verbal information: Reciting something from memory. (Rote memorization of names,

faces, dates, phone numbers, etc.)
 Intellectual skills: Create individual competence and ability to respond to stimuli.
 Cognitive strategies: Capability to learn, think, and remember
 Motor skills: Performing a physical task to some specified standard (Capability to
learn to drive, ride a bike, draw a straight line, etc.)
 Attitudes: Choosing to behave in a way that reflects a newly acquired value or belief.

The nine Events of Instruction can be divided into three segments:

Preparation

1. Gaining attention
2. Informing learners of the objective
3. Stimulating recall of prior learning

Instruction and Practice

1. Presenting the stimulus

2. Providing learning guidance
3. Eliciting performance
4. Providing feedback

Assessment and Transfer

1. Assessing performance
2. Enhancing retention and transfer
Nine Events of Instruction

1. Gain attention of the students :

-Stimuli activates receptors

Methods for gaining learners’ attention include:

— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students

2. Inform students of the objectives

- Creates level of expectation for learning

Methods for stating the outcomes include:

— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance

3. Stimulate recall of prior learning

- Retrieval and activation of short-term memory

Help students make sense of new information by relating it to something they

already know or something they have already experienced.

Methods for stimulating recall include:

— Ask questions about previous experiences
— Ask students about their understanding of previous concepts

4. Present the content

- Selective perception of content

Ways to present and cue lesson content include:

— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video, demonstration, lecture,
podcast, group work
— Use a variety of media to address different learning preferences
 5. Provide learning guidance
- Semantic encoding for storage long-term memory

Methods to provide learning guidance include:

— Provide instructional support as needed
as scaffolds (cues, hints, prompts) which can be removed after the student learns the
task or content
— Model varied learning strategies mnemonics, concept mapping, role playing,
visualizing
— Use examples and non-examples – in addition to providing examples, use non-
examples to help students see what not to do or the opposite of examples
— Provide case studies, analogies, visual images and metaphors – case studies for real
world application, analogies for knowledge construction, visual images to make visual
associations, metaphors to support learning

6. Elicit performance (practice)

- Responds to questions to enhance encoding and verification

Ways to activate learner processing include:

— Elicit student activities – ask deep-learning questions, make reference to what
students already know or have students collaborate with their peers
— Elicit recall strategies – ask students to recite, revisit, or reiterate information they
have learned
— Facilitate student elaborations – ask students to elaborate or explain details and
provide more complexity to their responses
— Help students integrate new knowledge – provide content in a context-rich way (use
real-world examples)

7. Provide feedback
- Reinforcement and assessment of correct performance

Types of feedback include:

— Confirmatory feedback – Informs the student they did what he or she were supposed
to do
— Corrective and remedial feedback – informs the student the accuracy of their
performance or response
— Remedial feedback – Directs students in the right direction to find the correct answer
but does not provide the correct answer
— Informative feedback – Provides information (new, different, additions, suggestions)
to a student and confirms that you have been actively listening – this information allows
sharing between two people
— Analytical feedback – Provides the student with suggestions, recommendations, and
information for them to correct their performance
 8. Assess performance
- Retrieval and reinforcement of content as final evaluation

Methods for testing learning include:

— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
— Conduct a post-test to check for mastery of content or skills
— Embed questions throughout instruction through oral questioning and/or quizzes
— Include objective or criterion-referenced performances which measure how well a
student has learned a topic
— Identify normative-referenced performances which compares one student to another
student

9. Enhance retention and transfer to the job

- Retrieval and generalization of learned skill to new situation.

Methods for helping learners internalize new knowledge include:

— Paraphrase content
— Use metaphors
— Generating examples
— Create concept maps or outlines
— Create job-aids, references, templates, or wizards

REFERENCES

https://www.slideshare.net/amyecarter/gagnes-nine-events-of-instruction-7670063
http//www.educationau.edu.au/archives/cp/04d.htm
http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
https://fatinmunirahblog.wordpress.com/