TECHNOLOGY FOR TEACHING AND LEARNING I

(Lesson 2.2 Gagne’s Nine Events of Instruction and the Bloom’s

Taxonomy)
• In 1965, Robert Gagné proposed a
series of events that are associated
with and address the mental
conditions for learning.
• One can use Gagné’s nine events in
conjunction with Bloom’s Revised
Taxonomy to design engaging and
meaningful instruction.
• Ensure the learners are ready to learn and
participate in activities by presenting a
stimulus to capture their attention.

Stimulate students with novelty, uncertainty,

and surprise (e.g. favorite student using a mirror)
Pose thought-provoking questions to students
(e.g. formula)
Have students pose questions to be answered
by other students
Lead an ice breaker activity
• Inform students of the objectives or
outcomes for the course and
individual lessons to help them
understand what they are expected
to learn and do. Provide objectives
before instruction begins.

• Simply show or tell them the

objectives
• Help students make sense of new information by
relating it to something they already know or
something they have already experienced.

Ask questions about previous experiences

Ask students about their understanding of
previous concepts
Relate previous course information to the
current topic
Have students incorporate prior learning
into current activities
• Use strategies to present and cue lesson
content to provide more effective
instruction. Organize and group content
in meaningful ways, and provide
explanations after demonstrations.

 Activities
 Self-Exploratory Learning
 Powerpoint Slides, Word Document
or Excel Sheets
• Advise students of strategies to aid them
in learning content and of resources
available. In other words, help students
learn how to learn.

Provide instructional support as needed –

i.e. scaffolding
Model varied learning strategies – e.g.
mnemonics, concept mapping, role playing,
visualizing
• Have students apply what they have learned to
reinforce new skills and knowledge and to confirm
correct understanding of course concepts.

Facilitate student activities – e.g. ask deep-learning

questions, have students collaborate with their peers,
facilitate practical laboratory exercises
Provide formative assessment opportunities – e.g.
written assignments, individual or group projects,
presentations
Design effective quizzes and tests – i.e. test students
in ways that allow them to demonstrate their
comprehension and application of course concepts (as
opposed to simply memorization and recall)
• Provide timely feedback of students’
performance to assess and facilitate learning
and to allow students to identify gaps in
understanding before it is too late.

Observe their work and guide them to the

right direction
Allow peer to peer checking of work
Inform them they are right or wrong
• Test whether the expected learning
outcomes have been achieved on
previously stated course objectives.

Group-based projects
Role-play a given scenario
Written examinations
• Help learners retain more information by
providing them opportunities to connect course
concepts to potential real-world applications.

Demonstrate how the concept could be

applied in different scenarios
Discuss on how the concepts could be
applied in different scenarios
Provide a summary of the lesson
The taxonomy in the cognitive domain was developed by
• Benjamin Bloom in 1956 so as the Bloom’s Taxonomy
of Cognition and was later revised by Lorin Anderson
and David Krathwohl in 2001.
Bloom (1956) Anderson & Krathwohl (2001)
 Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

Knowledge: Remembering or retrieving previously Remembering: Recognizing or recalling knowledge

learned material from memory. Remembering is when memory is used
to produce or retrieve definitions, facts, or lists, or to
recite previously learned information. Verbs that can
be used in formulating learning targets: define,
identify, list, name, recall, recognize, record, relate,
repeat
• Who? What? Where? When? How?
• Describe X:
• What is X?
 Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

Comprehension: The ability to grasp or construct
meaning from material.
Understanding: Constructing meaning from different
types of functions be they written or graphic
messages, or activities like interpreting, exemplifying,
classifying, summarizing, inferring, comparing, or
explaining. Verbs that can be used in formulating
learning targets: cite examples of, demonstrate use of,
describe, determine, differentiate between,
discriminate, express, give in own words, identify,
interpret, locate, pick, report, restate, review,
recognize, select, tell, translate, respond, practice,
simulate
• Re-tell X.
• What is the main idea of X?
• What differences exist between X AND Y?
• Write a brief outline.
 Bloom’s Taxonomy 1956
Application: The ability to use learned material, or to
implement material in new and concrete situations.
Anderson and Krathwohl’s Taxonomy 2001
Applying: Carrying out or using a procedure through
executing, or implementing. Applying relates to or
refers to situations where learned material is used
through products like models, presentations,
interviews or simulations. Verbs that can be used in
formulating learning targets: apply, calculate,
demonstrate, dramatize, employ, exhibit, generalize,
illustrate, interpret, operate, operationalize, practice,
relate, schedule, shop, use, utilize, initiate
• How is X an example of Y?
• How is X related to Y?
• Why is X significant?
Bloom’s Taxonomy 1956 Anderson and Krathwohl’s Taxonomy 2001

Analysis: The ability to Analyzing: Breaking materials or concepts into parts, determining how the parts
break down or relate to one another or how they interrelate, or how the parts relate to an overall
distinguish the parts of structure or purpose. Mental actions included in this function are differentiating,
material into its organizing, and attributing, as well as being able to distinguish between the
components so that its components or parts. When one is analyzing, he can illustrate this mental function
organizational structure by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.
may be better Verbs that can be used in formulating learning targets: analyze, appraise, calculate,
understood. categorize, compare, conclude, contrast, correlate, criticize, deduce, debate,
detect, determine, develop, diagram, diagnose, differentiate, distinguish, draw
conclusions, estimate, examine, experiment, identify, infer, inspect, inventory,
predict, relate, separate, solve, test
• What are the parts of X?
• Classify this according to X.
• Create an outline/concept map of X.
• Provide evidence that X is correct.
 Bloom’s Taxonomy 1956
Synthesis: The ability to put
parts together to form a
coherent or unique new
whole. In the revised version
of Bloom’s synthesis becomes
creating and becomes the last
and most complex cognitive
function.
Anderson and Krathwohl’s Taxonomy 2001
Evaluating: Making judgments based on criteria and standards through
checking and critiquing. Critiques, recommendations, and reports are some of
the products that can be created to demonstrate the processes of evaluation.
In the newer taxonomy, evaluating comes before creating as it is often a
necessary part of the precursory behavior before one creates something. Verbs
that can be used in formulating learning targets: appraise, assess, choose,
compare, critique, estimate, evaluate, judge, measure, rate, score, select,
validate, value, test
• Compare and contrast X to Y.
• Select the best product.
• Critique the play.
• Judge the following in these merits: X, Y, Z.
 Bloom’s Taxonomy 1956
Evaluation: The ability to
judge, check, and even
critique the value of material
for a given purpose. This
function goes to #5 in the
revised version of Bloom’s.
Anderson and Krathwohl’s Taxonomy 2001
Creating: Putting elements together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure through generating,
planning, or producing. Creating requires users to put parts together in a new
way, or synthesize parts into something new and different thus creating a new
form or product. This process is the most difficult mental function in the new
taxonomy. Verbs that can be used in formulating learning targets: arrange,
assemble, collect, compose, construct, create, design, develop, formulate,
manage, modify, organize, plan, prepare, produce, propose, predict,
reconstruct, set-up, synthesize, systematize, devise
• Organize the following: X,A,Q.
• Predict what will happen next.
• What solutions would you suggest for X?
• How would you design a new X?
Examples of cognitive levels in terms of math:
• Remembering
Identify the steps on how to solve, factor, evaluate, etc.
• Understanding
Describe what we are looking for and why – zeros, vertex, intersection, etc.
• Applying
Solve an equation or draw a graph
• Analyzing
Compare, contrast, and classify different functions
• Evaluating
Explain and defend your solution
• Creating
Write your own problem
By the end of this lesson, the student will be able to
• Remembering
Recite Newton’s three laws of motion
• Understanding
Describe Newton’s three laws of motion to in her/his own words
• Applying
Calculate the kinetic energy of a projectile
• Analyzing
Differentiate between potential and kinetic energy
• Evaluating
Determine whether using conservation of energy or conservation of momentum would be
more appropriate for solving a dynamics problem
• Creating
Design an original homework problem dealing with the principle of conservation of energy
• https://www.niu.edu/citl/resources/guides/instructiona
l-guide/gagnes-nine-events-of-instruction.shtml
• https://sites.google.com/site/perrysintrotogagnes9eve
nts/home/step-1-gain-attention
• https://www.algebra-and-beyond.com/blog/the-reason-
behind-the-catchphrase
• https://tips.uark.edu/using-blooms-taxonomy/