Gagnes Learning Theory http://coe.sdsu.edu/eet/Articles/gagnesevents/index.

htm Nine Events of Instruction

Gagne's Nine Events apply to traditional teacher-led settings. 1. Gain Attention Pique the learners' interest in the subject. Example: Show a s'more. Talk about how delicious it is. 2. Inform Learner of Objective Let the learners know what they will be learning. Example: Today, we will learn how to make a s'more. 3. Recall Prior Knowledge Get the learners to think about what they already know. Example: Has anyone ever had a s'more? Where? When? What is it made of? 4. Present Material Teach the topic. Example: Show learners how to make a s'more. 5. Provide Guided Learning Help the learners follow along as the topic is presented. Example: Provide picture posters of steps involved in making a s'more.

Gagne's Nine Events also apply to distance learning environments. 6. Elicit Performance Ask learners to do what they have been taught. Example: Give learners ingredients to make their own s'more. 7. Provide Feedback Inform learners of their performance. Example: Circulate around the classroom to observe and help learners.

8. Assess Performance Evaluate learners on their knowledge of the topic. Example: Examine learners' s'mores. If correctly made, they get to eat them. 9. Enhance Retention and Transfer Aid learners in remembering and applying the new skill. Example: Have learners make s'mores for a snack during the week or a class field trip.

http://pegasus.cc.ucf.edu/~es529086/home.html Gagne's Definition of Learning Learning is a Change in Human Disposition or Capability that Persists over a Period of Time and is not Simply Ascribable to Processes of Growth. Outcomes of Learning Reflects the distinct types of skills that individuals acquire as a result of learning. Capabilities are influenced by internal and external conditions of learning. Learning Hierarchy Refers to a set of component skills that must be learned before the complex skill of which they are a part can be learned Nine Events of Instruction

Gaining Attention Informing the Learner of the Objective Stimulating Recall of prior Learning Presenting the Stimulus Providing Learner Guidance Eliciting Performance Providing Feedback Assessing Performance Enhancing Retention and Transfer

Instructional Theory Instructional theory is prescriptive and assures learning. It should include Instructional Goals, Learning Outcomes, Learning Hierarchy and the Nine Events of Instruction

ISL 7 Activity: The magic of magnet In the beginning of the lesson, I must gain my students attention. There are varieties of ways to attract their attention. Instead of showing them the variety shape of magnet such as U shape, bar shape and rod shape, I will pose a problem to the children and let them find the answer. This practical application known as verbal information which make the students recall science concept orally. Teachers should ask questions that will lead naturally to activities. As example, ask the student whether they have experience to see how magnet affected. Hence, I can ask them whether the magnet that they had seen is same like the magnet that I brought. After stimulating them with the questions, I should inform my students the objective of the activity. My explanation is about the activity of magnet. The same pole of magnet will repel to each other while the different pole will attract to each other. Before starting the activity, the third instructional event which is stimulating the recall of prior knowledge can be applied. I will conduct a quiz on naming the pole of magnet according to their existing knowledge. Let them guessing by not blaming them if the answer is wrong. Besides that, let students to jot down a formula to remember the arrangement according to their own creativity. Actually, Gagnes idea is applied during this process which is cognitive strategies. Based on Gagnes theory, we must encourage children to find their own ways to remember information and ideas. The fourth Gagnes instructional event is presenting the stimulus. So, before starting the activity I will do a demonstration that raises a question in the childrens minds. For this topic, I will show the attraction and repel of the magnet bar to variety types of spoon such as wooden spoon, plastic spoon, silver spoon, and steel spoon. Then ask the students Do you see the attraction and repel between magnet and different types of spoon? and How the magnet works?.

Through this way, students are encouraged to construct hypothesis, make decisions, and discover principles by themselves. After that, I can invent a hand-on activity that requires children to predict the activity of magnet. The material needed can be provides by science laboratory. For this simple activity, we need bar of magnets, plastic ruler, eraser, keys, and paper clips. Get students to do the activity by their own using the materials provided. It will improve the science skills which are used in handling materials and apparatus. The experience of children itself is very important. Based on the experience, the generalization can be made through thinking, comparing, and contrasting to identify the concept and main ideas. This is where the intellectual skills have applied. First of all, I will ask the students to work in group. Then, let them move the magnet bar to each prepared materials. After that, I will ask them to observe what kinds of materials that magnet bar attracts. This interesting activity is related with our daily life. The practical application of Gagnes ideas is attitude. Teacher can tell the students to put the note on the refrigerator by using fridge magnet, which is one activity that is relevant to the concepts of magnet. The note will be hold by fridge magnet. So that, the child develops a positive attitude towards science and chooses science related experiences during leisure time. It is related with the practical application in this experiment. Instead of improving the scientific skills, the students will also develop their thinking skills. The scientific skills applied in this experiment are predicting and observing. The students required to observe the attraction and repel of magnet in this experiment. Hence, the thinking skill in this experiment is attributing. His skill is applied when the students listed the different material that can be attracted and repelled by magnet. Besides that, students thinking skill is also developed when they making conclusion using data obtained from activities. During this practical

application, teacher must provide learning guidance to the students by observing and guiding them when they are doing the experiment. In addition, eliciting performance is also applied during the activity. Teacher must get students response by asking their experiences while doing experiment. Teacher can also ask the students observations. After that, teacher must provided feedback which is as reinforcement like praise them if the do right things and correct their mistakes. Lastly, assess students performance by giving them a homework that related to the topic.