... Instruction 'Organization is the hallmark of effectiv

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Robert Gagnes Nine Events of Instruction

• Organization is the hallmark of effective
  instructional materials.
• Robert Gagne
• 1916-present
• Presenter
• Ronda Critchlow

2
Gagnes 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
  educational realm, such as the military,
  Instructional Systems Development, flying,
  troubleshooting, leadership, medical care,
  engineering.
• Gagnes theory should be classified as
  instructional theory as opposed to a learning
  theory. A learning theory consists of a set of
  propositions and constructs that account for how
  changes in human performance abilities come
  about. On the other hand, an instructional theory
  seeks to describe the conditions under which one
  can intentionally arrange for the learning of
  specific performance outcomes.

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Gagnes Theoretical Orientation

• Gagnes instructional theory tends to side with
  behavioristic principles (teacher-centered
  approach) because he focuses on
  outcomes/behaviors that result from instruction.
  Further, he believes that the results of learning
  are measurable through testing, and that drill,
  practice, and immediate feedback are effective.
• Gagnes theories became influenced by cognitive
  theorists. He proposed that the
  information-processing model of learning could be
  combined with behaviorist concepts to provide a
  more complete view of learning tasks (Molenda,
  2002)
• Gagne (1997) These cognitive theories
  propose that stimulation encountered by the
  learner is transformed or processed in a number
  of ways (i.e., through commitment to short-term
  memory, conversion to long-term memory, and the
  retention and retrieval of that information) by
  internal structures during the period in which
  the changes identified as learning takes place.
• (Campos, 1999)

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Gagnes Theoretical Orientation (Contd)

• In his view, effective instruction must reach
  beyond traditional learning theories
  (behaviorism, cognitivism, and constructivism)
  and provide support to transition from simple to
  complex skills, thus using an hierarchical model
  for learning.
•  

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Overview of Gagnes Theories

• Gagnes Taxonomy of Learning states that there
  are five major categories of learning outcomes
  verbal information, intellectual skills,
  cognitive strategies, motor skills, and
  attitudes The five subcategories of intellectual
  skills are hierarchical in nature (low-level
  skills to high-level skills). Gagnes hierarchy
  of intellectual skills follows programmed
  instruction since one skill must be learned
  before another can be mastered.

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Overview of Gagnes Theories (Contd)

• Verbal information Reciting something from
  memory
•  Intellectual skills
• Discrimination Recognizing that two classes of
  things differ
• Concrete concept Classifying things by their
  physical features alone
• Defined concept Classifying things by their
  abstract (and possibly physical) features
• Rule Applying a simple procedure to solve a
  problem or accomplish a task
• Higher-order rule Applying a complex procedure
  (or multiple simple procedures) to solve a
  problem or accomplish a task
• Cognitive strategies Inventing or selecting a
  particular mental process to solve a problem
  or accomplish a task
• Attitudes Choosing to behave in a way that
  reflects a newly-acquired value or belief
• Motor skills Performing a physical task to
  some specified standard

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Overview of Gagnes Theories (Contd)

• Gagnes Theory says that learning hierarchies can
  be constructed by working backwards from the
  final learning objective. So, the key question to
  keep in mind when developing a learning hierarchy
  is What are the intellectual skills one needs to
  have mastered in order to learn the new
  objective(s)?
• The significance of this hierarchy is to identify
  prerequisites that should occur to facilitate
  learning at each level and to provide the basis
  for the sequencing of instruction.
• (http//www.educationau.edu.au/archives/cp/04
  d.htm)
•  

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Overview of Gagnes Theories (Contd)

• Gagne developed ideas known as Conditions of
  Learning, whereby he claimed that there are
  several different types or levels of learning.
  Therefore, he posits that each different type of
  learning requires different types of instruction.
• Different internal external conditions are
  necessary for each type of learning. The external
  conditions are the things that the teacher
  arranges during instruction, while internal
  conditions are skills and capabilities that the
  learner has already mastered. (Driscoll,
  2000)
•  For example, for cognitive strategies to be
  learned, there must be a chance to practice
  developing new solutions to problems to learn
  new attitudes, the learner must be exposed to a
  credible role model or persuasive arguments.
• http//www.educationau.edu.au/archives/cp/0
  4d.htm

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The Nine Events of Instruction

• When the Events of Instruction occur, internal
  learning processes take place that lead to
  various learning outcomes. (Campos, 1999)
• The Events of Instruction constitute a set of
  communications to the student, which have the aim
  of aiding the learning process.
• Instruction consists of a set of events external
  to the learner designed to support the internal
  processes of learning.
• (Gagne, Briggs, Wager, 1988)
• This theory outlines nine instructional events
  and their corresponding processes.

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The Nine Events of Instruction

•  Event of Instruction
• 1. Gaining attention
• Giving learner a stimulus to ensure reception of
  coming instruction
• 2. Informing the learner of the objective
• Telling learner what they will be able to do for
  the instruction
• 3. Stimulating recall of prior learning
• Asking for recall of existing relevant knowledge
• 4. Presenting the stimulus
• Displaying the content
• 5. Providing learner guidance
• Supplying organization and relevance to enhance
  understanding

• Learning Process
• Attention
• Expectancy
• Retrieval to working memory
• Pattern recognition selective perception
• Chunking, rehearsal, encoding

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The Nine Events of Instruction (Contd)

• Events of Instruction
• 6. Eliciting performance
• Asking learners to respond, demonstrating
  learning
• 7. Providing Feedback
• Giving immediate feedback on learner's
  performance.
• 8. Assessing performance
• Providing feedback to learners' more performance
  for reinforcement
• 9. Enhancing retention and transfer
• Providing diverse practice to generalize the
  capability

• Learning Process
• Retrieval, responding
• Reinforcement, error correction
• Responding, retention
• Retention, retrieval, generalization

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The Nine Events of Instruction (Contd)

• Keep in mind that the exact form of these events
  is not something that can be specified in general
  for all lessons, but rather must be decided for
  each learning objective. The events of
  instruction must be deliberately arranged by the
  teacher to support learning processes.
• (Gagne, Briggs, Wager, 1988)

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References

• Bassoppo-Moyo, Temba C. 1997. The Effects of
  Preinstructional Activities and Mental Maps in
  Enhancing Learner Recall and Conceptual Learning
  of Instructional Materials for Preservice
  Teachers in Zimbabwe. Academic Search Premier
  Database.
•  Campos, Tracy. 1999. Gagnés Contributions to
  the Study of Instruction http//chd.gse.gmu.edu/
  immersion/knowledgebase/theorists/cognitivism/gagn
  e.htm
• Conditions of Learning. http//tip.psychology.org/
  gagne.html
• Conditions of Learning Exponent/Originator
  http//www.educationau.edu.au/archives/cp/04d.htm
• Driscoll, M. (2000). Psychology of learning for
  instruction, 2nd edition. New York Allyn
  Bacon. Unit 6 Gagnes Instructional Design
  theory. http//education.indiana.edu/p540/webcour
  se/gagne.html
• Fields, Dennis. (1996). The Impact of Gagnes
  Theories on Practice. EDRS-Academic Search
  Database.
• Gagne, Briggs, Wager.1988. Principles of
  Instructional Design. Holt, Rinehart Winston
  New York.
• Gagne's Learning Outcomes-- http//online.sfsu.edu
  /foreman/itec800/finalprojects/annie/gagne'slearn
  ingoutcome.html 
• Gagne's Nine Events of Instruction
  --http//online.sfsu.edu/foreman/itec800/finalpro
  jects/annie/gagne'snineevents.html
• Gagnes Nine Events of Instruction.
  http//coe.sdsu.edu/eet/articles/gagnesevents/inde
  x.htm
• House, Daniel J. 2002. The Use of Computers in a
  Mathematics lesson in Japan A Case Analysis from
  the TIMSS Videotape Classroom Study.
  International Journal of Instructional Media.
  Vol. 29(1). Academic Search Premier Database.
• Kruse, Kevin. Gagnes Nine Events of Instruction
  An Introduction.
• www.e-learningguru.com/articles/art3_3.htm
• Molenda, Michael 2002. A New Framework for
  Teaching in the Cognitive Domain. ERIC Digest.
  Academic Search Premier Database.
• Richey, Rita C. (1996). Robert M. Gagnes Impact
  on Instructional Design Theory and Practice of
  the Future. EDRS-Academic Search Database.
• Selwyn. 1999. A Constructivist Learning Event
  Following Gagnes Steps of Instructional Design.
  http//hagar.up.ac.za/catts/learner/smarks/constru
  ctionist-Gagne.htm
• Wall, Patricia.1998. Say it Naturally. Heinle
  Heinle Boston.
•