gagnes_nine99_events_of_instruction1.ppt

9 EVENTS

1. Robert Gagne’s Nine Events
of Instruction
“Organization is the
hallmark of effective
instructional materials”.
Robert Gagne
1916-present
Presenter:
Ronda Critchlow

2. (Driscoll, 2000)
Gagne’s Theoretical Background
Robert Gagne is best known for his learning outcomes, learning
conditions, and his nine events of instruction.
Gagne’s 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.
Gagne’s 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.

3. Gagne’s Theoretical Orientation
Gagne’s 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.
Gagne’s 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)

4. Gagne’s Theoretical Orientation
(Cont’d)
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.

5. Overview of Gagne’s Theories
Gagne’s 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). Gagne’s hierarchy of intellectual
skills follows programmed instruction since one skill must be
learned before another can be mastered.

6. Overview of Gagne’s Theories
(Cont’d)
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

7. Overview of Gagne’s Theories
(Cont’d)
Gagne’s 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/04d.htm)

8. Overview of Gagne’s Theories
(Cont’d)
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/04d.htm

9. 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.

10. 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

11. The Nine Events of Instruction
(Cont’d)
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

12. The Nine Events of Instruction
(Cont’d)
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 instructionmust be deliberately arranged by the teacher to
support learning processes.
(Gagne, Briggs, & Wager, 1988)

13. 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. Gagné’s Contributions to the Study of Instruction
http://chd.gse.gmu.edu/immersion/knowledgebase/theorists/cognitivism/gagne.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: Gagne’s Instructional
Design theory. http://education.indiana.edu/~p540/webcourse/gagne.html
 Fields, Dennis. (1996). The Impact of Gagne’s 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'slearningoutcome.html
 Gagne's Nine Events of Instruction --http://online.sfsu.edu/~foreman/itec800/finalprojects/annie/gagne'snineevents.html
 Gagne’s Nine Events of Instruction. http://coe.sdsu.edu/eet/articles/gagnesevents/index.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. Gagne’s 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. Gagne’s Impact on Instructional Design Theory and Practice of the Future.EDRS-Academic
Search Database.
 Selwyn. 1999. A Constructivist Learning Event Following Gagne’s Steps of Instructional Design.
http://hagar.up.ac.za/catts/learner/smarks/constructionist-Gagne.htm
 Wall, Patricia.1998. Say it Naturally. Heinle & Heinle: Boston.