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Gagne’s Nine Events of Instruction

Page history last edited by gonzalezamarco@csupomona.edu 12 years, 11 months ago

 

Gagne's Nine Events of Instruction

 

 

 

Robert Gagne

 

Robert Gagne (1916-2002) was a learning theorist whose work has had a huge impact on American education and training.  In 1965, Gagne published The Conditions of Learning which offered a clear explanation of how different types of learning requires unique types of instruction.  Gagne’s model is a behaviorist model that also draws from cognitivism.  Gagne calls his ideas of instruction “conditions of learning and learners,” and breaks his conditions into internal and external.  Internal conditions are what the learner already knows before instruction (cognitive).  External conditions are what instruction is given to the learner (behaviorist).  Gagne’s theory has nine sequential events of instruction that become the framework for the lesson.  These steps are described below.    

 

 

 

The Nine Events of Instruction

 

1. Gain attention:  Present a problem or new situation.  Grab the learners’ attention so they are interested in what you are presenting.  Tell a story, stress importance, act out a problem, or do a demonstration to engage learners.

 

2. Inform learner of objectives:  Let the learner know what they are going to be able to do by the end of the lesson.  This helps the learner organize their thoughts around the information they are about to learn.

 

3. Stimulate recall of prior learning:  Allows the learner to build on what they already know.  Remind learners of previous experiences or lessons to allow learners to expand on what they are capable of.

 

4. Present stimulus material:  Chunk the information to prevent memory overload.  Use a variety of media to present information, text, pictures, simulations, figures, sound, etc.

 

5. Provide learner guidance:  These are the instructions on how to learn.  Use a different channel or media to avoid mixing with subject matter.  By providing learner guidance, learners are less likely to become frustrated by basing their performance on concepts they don’t understand.

 

6. Elicit performance:  Let the learner try the skills, behavior, or knowledge they have acquired.

 

7. Provide feedback:  Show what the learner did correctly, or analyze their behavior.  The feedback should be specific.  Tell them why they are doing it correctly and how.

 

8. Assess performance:  Determine if the content has been learned by testing the learner.  This lets you know the general progress your learners are making.

 

9. Enhance retention and transfer:  Tell the learner about similar problems, give additional practice, or review the content.

 

 

 

The Nine Events in Action

 

 

Let’s say you want to teach someone how to drive a manual transmission (stick shift) car.  We’ll assume the person already knows how to drive an automatic car.  Here's an example of how one might use Gange's nine events:

 

1. Gain attention:  Even though most cars are sold with an automatic transmission, learning how to drive a stick shift can be considered a valued skill.  What if you have to borrow a car to get someone to the emergency room but it is a stick shift?  You just might save the day.

 

2. Inform learner of objectives:  By the end of this lesson, you will be able to start, accelerate, slow, and stop a manual transmission car.

 

3. Stimulate recall of prior learning:  Remind the driver about what they already know about driving.

 

4. Present stimulus material:  Present the information on how a stick shift car works, how to start, accelerate, and stop the car.  Chunk the information so the learner isn’t overwhelmed!

 

5. Provide learner guidance:  Get in the car and show the learner how to do each step.  Tell the learner what you are doing and why.

 

6. Elicit performance:  Let the learner get in the driver’s seat and practice what they have learned.

 

7. Provide feedback:  Tell the learner what they are doing correctly and why.  “Good, you kept the clutch down and have your foot on the break when you started the car, this makes sure the car isn’t going anywhere.”

 

8. Assess performance:  Can the driver successfully start, accelerate, slow, and stop the car?  What type of progress have they made?  Do you need to review acceleration?

 

9. Enhance retention and transfer:  Review the steps of driving a stick shift, and give the driver plenty of practice! practice! practice!

 

 

Here is one more example demonstrating Gagne's Nine Events of Instruction. In this video, two children will demonstrate how to make the ultimate cannonball.

 


 

 


 

References and Resources:

 

Clark, D. R. (2004), Robert Gagne’s nine steps of instruction. Retrieved April 25, 2011, from http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.htmll

 

Education Strategies. (n.d.). Gagne's nine events of instruction. Retrieved April 25, 2011, from http://de.ryerson.ca/portals/de/assets/resources/Gagne%27s_Nine_Events.pdf

 

[Photograph] Retrieved April 25, 2011, from http://www.marieclaire.com/celebrity-lifestyle/how-to/life-advice/drive-stick-shift

 

[Photograph] Retrieved April 25, 2011, from http://human-learning.wikispaces.com/Chapter+5+The+Cognitive+Perspective

 

 

Zoompacalypse. (n.d.). YouTube- making a big splash. YouTube - broadcast yourself.  . Retrieved April 28, 2011, from http://www.youtube.com/watch?v=tneN4A8XzkY

 

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