Robert Gagn

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Robert Gagné

• Nine Events of Instruction

by Jennifer Landwehr
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Robert Gagné (August 21, 1916 April 28, 2002)

• Education
• Bachelor's degree from Yale university in
  1937.
• Ph.D. from Brown University in 1940.
• Work
• Connecticut College (1940 - 1949)
• Penn State University (1945 - 1946).
• The US Air force (1949 - 1958)
• Princeton University (1958-1962).
• University of California at Berkeley (1966-
  1969)
• Florida State University (1969-2002)

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Robert Gagné

• Gagnés theories have been applied to the design
  of instruction in several domains
• His theory is classified as an instructional
  theory
• His instructional theory has behaviorist
  principles
• His theories are also influenced by cognitive
  theorists

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Gagnés Taxonomy of Learning

• 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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Nine Events of Instruction

1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention transfer

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Event 1 Gain attention of learners

• Interest/motivation/ curiosity
• Giving background information creates validity.
• Internal Mental Process
• Stimuli activates receptors

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Event 2 Inform leaner of objectives

• Clarify expectations and relevance
• Make learners aware of what to expect so that
  they are aware and prepared to receive
  information.
• Internal Mental Process
• Creates level of expectation for learning

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Event 3 Stimulate recall of prior learning

• Previous experience, previous concepts
• Correlate new information with prior knowledge.
• Internal Mental Process
• Retrieval and activation of short-term memory

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Event 4 Present stimulus material

• Provide/present the new material to be learned
• The goal is information acquisition
• Internal Mental Process
• Selective perception of content

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Event 5 Provide learner guidance

• Guidance on the new content
• Guidance strategies (case studies, examples,
  mnemonics)
• Internal Mental Process
• Semantic encoding for storage long-term memory

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Event 6 Elicit performance

• Practice (new skills or behavior)
• Confirm correct understanding
• Demonstrating learning
• Retrieval, responding
• Internal Mental Process
• Responds to questions to enhance encoding and
  verification

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Event 7Provide feedback

• Teacher gives immediate feedback to learners
  after eliciting responses.
• Regular feedback enhances learning.
• Reinforcement, error correction
• Internal Mental Process
• Reinforcement and assessment of correct
  performance

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Event 8 Assess performance

• Post-test, final assessment
• No additional coaching feedback
• Assessing gives instructors a means of testing
  student learning outcomes.
• Internal Mental Process
• Retrieval and reinforcement of content as final
  evaluation

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Event 9Enhance retention transfer

• Determine whether or not the skills were learned
• Apply the skills that were learned
• Internal Mental Process
• Retrieval and generalization of learned skill to
  new situation

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References

•  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
• 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
• Kruse, Kevin. Gagnes Nine Events of Instruction
  An Introduction.
• www.e-learningguru.com/articles/art3_3.htm
• Selwyn. 1999. A Constructivist Learning Event
  Following Gagnes Steps of Instructional Design.
  http//hagar.up.ac.za/catts/learner/smarks/constru
  ctionist-Gagne.htm