In 1965, Robert Gagné proposed a series of events that are associated with and address the mental conditions for learning. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné’s nine events in conjunction with Bloom’s Revised Taxonomy to design engaging and meaningful instruction. The following steps have been adapted from Gagné, Briggs, and Wager (1992). Show
1. Gain attention of the studentsEnsure the learners are ready to learn and participate in activities by presenting a stimulus to capture their attention. These are a few methods for capturing learners’ attention:
2. Inform students of the objectivesInform 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. Here are some methods for stating the outcomes:
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. 3. Stimulate recall of prior learningHelp students make sense of new information by relating it to something they already know or something they have already experienced. There are numerous methods for stimulating recall:
4. Present the contentUse strategies to present and cue lesson content to provide more effective instruction. Organize and group content in meaningful ways, and provide explanations after demonstrations. The following are ways to present and cue lesson content:
5. Provide learning guidanceAdvise students of strategies to aid them in learning content and of resources available. In other words, help students learn how to learn. The following are examples of methods for providing learning guidance:
… help students learn how to learn 6. Elicit performance (practice)Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of course concepts. Here are a few ways to activate learner processing:
7. Provide feedbackProvide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late. The following are some types of feedback you may provide to students:
Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding… 8. Assess performanceTest whether the expected learning outcomes have been achieved on previously stated course objectives. Some methods for testing learning include the following:
Implement a variety of assessment methods to provide students with multiple opportunities to demonstrate proficiency. 9. Enhance retention and transferHelp learners retain more information by providing them opportunities to connect course concepts to potential real-world applications. The following are methods to help learners internalize new knowledge:
SummaryGagné’s nine events of instruction can help you build a framework to prepare and deliver instructional content while considering and addressing conditions for learning. Ideally, you should prepare course goals and learning objectives before implementing the nine events—the goals and objectives will help situate the events in their proper context. The nine events of instruction can then be modified to fit both the content and students’ level of knowledge. ReferencesGagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers. Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, 35(4), 36-41. https://seaver-faculty.pepperdine.edu/thompson/projects/wasc/Applying%20the%20science%20of%20learning.pdf Selected ResourcesGagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York, NY: Holt, Rinehart & Winston. University of Florida, Center for Instructional Technology and Training. (2018). Gagné’s 9 events of instruction. Retrieved from https://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ Virginia Tech, School of Education. (2008). Instructional planning sheet based on Gagné’s nine events of instruction [Doc File]. Retrieved from https://www.itma.vt.edu/courses/currip/lesson2/currip2.doc What is one potential problem with bribery RBT?The biggest issue with bribery is how it subconsciously bolsters unwanted behaviors. With reinforcement, you're rewarding positive actions.
Which of the following is a problem with a prescriptive approach RBT?Which of the following is problem with a prescriptive approach? Failure to generalize behaviors.
Which prompting system involves giving the learner the opportunity to respond independently prior to providing a prompt?Which prompting system involves giving the learner the opportunity to respond independently prior to providing a prompt? Which prompting system involves providing a prompt and then fading prompts until the learner responds independently? gross motor task.
Which of the following is a prerequisite for using the Teaching Interaction Procedure?Which of the following is a prerequisite for using the Teaching Interaction Procedure? provide self-instructions for the learner.
Which prompting system involves providing a prompt?Simultaneous prompting is a procedure designed to minimize errors. It involves the use of a controlling prompt (i.e., a prompt that results in the learner making a correct response 100% of the time) immediately following the instruction.
What is the philosophy of corrective feedback within the Autism Partnership method?What is the philosophy on corrective feedback within the Autism Partnership Method? Should not be blindly avoided. What instructional formats are appropriate for the use of DTT in Autism Partnership Method? 1:1, small groups, and large groups.
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