Gagne’s Events of Instruction

1
Gagnes Events of Instruction

• Gertrude W. Abramson, Ed.D.
• Nova Southeastern University,
• 1996, Updated 1999

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Explanatory note

• This presentation outlines the events of
  instruction as prescribed by Gagne, Briggs, and
  Wager (1992). The model is accepted widely by
  instructional designers.

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Instructional events

• Gain attention.
• State learning objectives.
• Stimulate recall of prior learning.
• Present distinctive stimuli.
• Guide learning.
• Elicit performance.
• Guide feedback.
• Assess performance.
• Enhance retention and transfer.

4
Lesson a problem-solving skill

• Given a drawing of a plot of land, the student
  generates a plan for a sprinkler system that will
  cover at least 90 of the land, using the
  smallest amount of materials (PVC pipe and
  sprinkler heads).

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Gain attention.

• Show pictures of sprinkler coverage of a
  rectangular plot of ground, one successful (90)
  coverage, one failure (70), and one using too
  many sprinkler heads. Show rapidly, invite
  comments.
• Ask students to describe lawns how they might
  determine whether a sprinkler system is a good
  one - even when no water is being distributed.

6
State lesson objectives.

• Inform the learner of the objective of the
  lesson.
• The problem to be solved is to design the most
  efficient sprinkler system for a plot of ground.
  Cover at least 90 and use the smallest amounts
  of pipe and sprinkler heads.

7
Stimulate recall.

• Have learners recall applicable rules
• area of a circle,
• area of quarter and half circles,
• area of a rectangle,
• area of irregular shapes made by the intersection
  of circular arcs with straight sides.

8
Present the stimulus material

• Restate the problem in general terms.
• Add specific details
• rectangular lot 50x100 feet,
• radius of the sprinklers, 5 feet,
• water source in the center of the lot.

9
Guide learning process.

• The student will need to design tentative
  sprinkler layouts and calculate the relative
  efficiency of each.
• Guidance may come in the form of
• questions (How about quarter-circle heads for
  corners?)
• points to remember (Rules for areas as above.)
• challenging learner (What rules are you
  following?)
• picture of plot of land with water source in
  center.

10
Elicit performance.

• Help stragglers get started by recalling rules
  again.
• Discuss why these rules are relevant to this
  problem.
• Have students present solutions to group.
• Discuss different options presented.

11
Provide feedback.

• Confirm positive work-in-progress.
• Make suggestions
• Try drawing four circles that barely touch and
  calculate the areas.
• Next, draw a rectangle around the circles and
  calculate the area.
• How can you use these numbers to help solve the
  problem?

12
Assess performance.

• Present a different-but-similar problem.
• Use the same type of sprinkler.
• Make the lot a different size and shape.
• Did the learner apply the concepts learned?
• Did the learner find an effective solution?
• Can the learner articulate the steps toward
  problem solution?

13
Enhance retention and transfer.

• Present several different problems varying
• shape of lot,
• position of water source,
• area of sprinkler coverage.
• Students should generalize learning to solve new
  problems presented.

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Reference

• Gagne, R.M, Briggs, L.J. Wager, W. W. (1992).
  Principles of Instructional Design. 4th edition.
  Orlando, FL Harcourt, Brace, Jovanovich.