Gagne's Nine Events of Instruction

GAGNES NINE EVENTS OF
INSTRUCTION
Activity
Objective: Identify strategies you have used in your teaching
1. On you own, recall the lessons you have taught. What

are the activities you have carried out to facilitate
learning and to engage learners?
2. List down the activities on the activity sheet and state
the purpose of the activity.
3. Compare your list with a partner. Focus on the
purpose of the activity and see if there are any
similarities.
2010 Institute of Technical Education,
Micros oft Office

Word Document
Gagnes Nine Events of Instruction

1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention
Inform learners of objectives
Stimulate recall of prior learning
Present the content
Provide learning guidance
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer

1. Gain attention
Capture the attention of the learner
Examples:
Thought-provoking question
Interesting fact
Curiosity motivates learners to learn
How do you gain your learners attention?

2. Inform learners of objectives
Initiates internal process of expectancy
Helps motivate learners to complete the lesson
Basis for assessment & evaluation
E.g. Upon completing this lesson, you will be able to

3. Stimulate recall of prior learning
Facilitate association of new information with prior knowledge
Easier for encoding & storing information in long-term memory
E.g. Link to
personal experience and knowledge,
understanding of previous concepts, or a body of content
How do you recall prior learning?

4. Present the content
Content should be chunked & organised meaningfully
Typically, explain then demonstrate
Appeal to different learning modalities using a variety of media
including
Text
Graphics
Audio / narration
Video

5. Provide learning guidance
Help encode information for long term storage
Present content with additional guidance
Guidance strategies:
Examples / Non-examples
Case-studies
Graphical representations
Mnemonics
Analogies
How do you guide learning?


6. Elicit performance (Practice)
Learner practices new skill or behaviour
Provide opportunity for learner to confirm correct
understanding
Repetition increases likelihood of retention

7. Provide feedback
Provide specific and immediate feedback for performance,

especially for new behaviour
"Lecturers who really care about their learners'

learning provide feedback."
~ students, UTS
10

8. Assess performance
Upon completing instructional components, learner takes
post-test or final assessment
Assessment taken without additional coaching, feedback or
hint.
11

9. Enhance retention & transfer
Incorporate design & media that facilitate retention and
transfer
Repetition of learnt concepts is tried and true means of aiding
retention.
Apply learning in real-life situations
Provide practice variety (new / challenging tasks).
What are your strategies for retention

& transfer?
12

1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention
Inform learners of objectives
Stimulate recall of prior learning
Present the content
Provide learning guidance
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer
Instructional purpose
of teaching/learning
activities
trigger interest
activate prior
knowledge
present /practice
content
summarise learning
extend & transfer
learning
13

1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
Ensure lesson activities are
5. Provide
learning
guidance
designed
with these
5
6. instructional
Elicit performance
(practice)
purposes
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
Instructional purpose
of teaching/learning
activities
trigger interest
activate prior
knowledge
present /practice
content
summarise learning
extend & transfer
learning
14
FACILITATION STRATEGIES
15
Continuum of Student-centred learning
vs
Teacher-centred
Facilitation strategies
suitable for
enhancing frontal
teaching
Student-centred
Activity
Objective: Identify strategies you have experienced in frontal
teaching
Assign a number to each member (1 to 4).
Look at the slides flashed on the screen. Discuss among your
group members and decide what is the name of this strategy.
Ensure every member agree on the answer and write down on a
piece of paper the name of the strategy.
When facilitator says show, hold up your groups answer high to
show. The group that shows the correct answer fastest is the
winning group.
The facilitator will call a number. The group member with the
same number will explain how this strategy is being conducted in
class
17
Lets play the game!
Are you ready? Start!
18
Strategies to enhance frontal teaching
Pair Checks
Think Pair Share
Peer Check
Rally Robin
Reciprocal
Learning
TAPPS
Incomplete
Worksheets
19
Pair Checks
This strategy is useful for practicing skills. This is a way to structure
pair work on mastery-oriented worksheets.
Procedure to carry out Pair Checks:
1. The worksheet is set up with problems presented in pairs.
2. First student in each pair does the first problem with the partner
serving as coach.
3. After the first problem is done, change roles with the partner.
4. After each pair of problems, teams of four check each others'
work.
20
Think Pair Share

This strategy encourages sharing of opinion and views. Through
discussion and negotiation, learners are able to arrive at common
solution with his partner and able to share their ideas to the class.
When used at the beginning of a lecture, it can help learners organize
prior knowledge and brainstorm questions. When used later in the
lesson, it helps to summarise and integrate new information
Procedure to carry out Think Pair Share:
1. Pose a question related to the lesson.
2. Give sufficient time for learners to think.
3. learners work in pairs to discuss the question.
4. Call upon any student, the student will have to share with the whole
class what his partner has discussed with him.
21
Peer Check
This strategy is useful for mastery and presentation of new materials
and concept development. It also allows learners to practice their
presentation and communication skills.
Procedure to carry out Peer Checks:
1. Student on his own generate idea or create content.
2. Find another student to form a pair.
3. Student check on each others work and give comment to improve.
22
Rally Robin
This strategy encourages sharing of ideas and promotes listening skills.
Learners learn to listen to others views and evaluate if the partner has
given the right answer.
Procedure to carry out Rally Robin:
1. Learners work in pairs.
2. Pose a question to the class, student A in the pair tell student B his
answer. Student B may agree or disagree.
3. Pose another question to the class, this time, student B answer and
student A listens.
4. Continue posing questions, each student takes turns to answer.
23
Reciprocal Learning
Based on the principle that learners learn better when they are required
to teach another person, this strategy allows students to help each
other to master and practice what was taught previously by the teacher.
Procedure to carry out Reciprocal Learning:
1. Put learners in pairs. One takes the role of a student while the
other the role of a coach/teacher.
2. Pose questions or assign tasks to the student & provide correct
answers or steps with brief explanations to the coach.
3. While the student respond to the question or performs the tasks,
the coach listens & observes, giving appropriate feedback or hints.
4. Get learners to reverse roles to work on another set of tasks.
24
TAPPS
TAPPS stands for Thinking Aloud Pair Problem-Solving. This strategy
can be used to get learners to work on a problem in pairs.
Procedure to carry out TAPPS:
1. Pose a problem to learners.
2. Get learners to work on the problem in pairs, with one member
taking the role of the problem-solver while the other acting as
listener (observer).
3. The problem-solver will verbalise his/her thought process as he/she
solves the problem while the listener encourages his/her partner &
offers suggestions or hints, when necessary.
4. Reverse the roles for the next problem.
25
Incomplete Worksheets
Incomplete worksheet can help learners to think and be focus during
lesson because they would not want to miss out the important point in
the notes.
Procedure to carry out Incomplete Worksheets:
1. Distribute incomplete worksheet to learners.
2. As instructor teach the content, pose questions for learners to think,
discuss and then complete the worksheet.
26
Continuum of Student-centred learning
vs
Teacher-centred
Facilitation strategies
suitable for
enhancing frontal
teaching
Student-centred
Facilitation
strategies -cooperative
learning
What is Cooperative Learning?

It is a teaching strategy that allows learners to work in small
groups within the classroom
Learners may have different levels of ability
It uses a variety of learning activities to improve students
understanding of a subject
Learners help team members to learn, thus creating an
atmosphere of achievement
Learners work through assignment until all group members
successfully understand and complete the assignment
It promotes learning, and foster respect and friendships among
diverse group of learners
28
What are the other benefits of using

cooperative learning?
Promotes student learning and academic achievement
Increases student retention
Enhances student satisfaction with their learning
experience
Helps learners develop oral communication skills
Promotes student self-esteem and positive race
relations
29
How to facilitate cooperative learning?

Form cooperative groups/team
Assign roles
Give instruction
Set rules/goals
Facilitate group activity, manage conflict and group
dynamics
Summarise learning
30
What do you do during cooperative learning?

Form teams
Assign roles
There are many ways to form

teams:
Give instruction
Set rules/goals
Facilitate activity( manage
conflict and group dynamics)
Summarise learning
Cards
Puzzles
Birthday
Height
1
Numbers
colours
Friends
31

Form teams
Roles can be assigned by

teacher or learners
Assign roles
Leader: make sure everyone

is participating
Recorder: record each

members idea
Time keeper : ensure the

group to stay on task
Presenter: present the groups

work to class
Encourager: provide support

to each member
Give instruction
Set rules/goals
Summarise learning

Form teams
Roles can be rotated in each

activity. Advantages of rotating
roles for every task include:
Assign roles
Give instruction
Discourage domination by 1
student
Set rules/goals

Equal opportunity to practice

social, communication,
leadership skills
Allow learners to understand

difficulties faced by members
assuming certain roles
Summarise learning

Form teams
Assign roles
Give instruction
It means inform the class how

to carry out the activities
Guidelines to give instruction:
Obtain learners attention
Set rules/goals
Inform and explain task at

beginning of instruction
Clear and concise, be specific
Break up instruction
Summarise learning
Use words that learners can

easily understand

Form teams
Assign roles
Give instruction
Set rules/goals
Summarise learning
Inform learners the

objective of the activity
Rules and expectations
may be established by
learners
Examples of rules &
expectations:
show respect to everyone
be able to take
constructive criticism
work towards common
goal
share out the workload

Form teams
Assign roles
Manage group dynamics

Monitor progress
Provide guidance
Manage conflicts
intervene when there is
misconception, conflict
Give instruction
Set rules/goals
Motivate and ensure

learners are on task
Summarise learning
Manage time for each

activity effectively

Form teams
Assign roles
Summarise learning can be

done at end of every task
Give instruction
Summarise discussions or
group (s) solution
Set rules/goals
Summarise learning
Clarify misconception
Activity
Objective: Identify strategies you have experienced in
cooperating learning.
Assign a number to each member (1 to 4).
Look at the slides flashed on the screen. Discuss among your
group members and decide what is the name of this strategy.
Ensure every member agree on the answer and write down on a
piece of paper the name of the strategy.
When facilitator says show, hold up your groups answer high to
show. The group that shows the correct answer fastest is the
winning group.
The facilitator will call a number. The group member with the
same number will explain how this strategy is being conducted in
class
38
Lets play the game!
Are you ready? Start!
39
Strategies for Cooperative learning
Showdown
Jigsaw
3 Corners
Gallery Walk
Opinion Line
Circle of
Knowledge
Flash Card
Number-Heads
Together
Send a Problem
40
Showdown
This strategy engages learners actively and gives every student a
chance to response to questions pose by teacher. Group members
provide each other with immediate feedback to the questions.
Procedure to carry out Showdown:
1. Organise learners in groups of 4 or 5. Appoint 1 student as the
captain.
2. Pose a question to the class.
3. Each student writes down the response on a paper without
consulting the others in the group.
4. When all pens in the group are down, the captain says showdown.
41
Showdown
5. All learners in the group show their response on the table. The
group compares responses and tries to reach consensus.
6. The class comes together to discuss the responses.
7. The role of captain rotates for the next question.
42
Jigsaw
In this strategy, information to be learned is taken apart. Each student
learns part of the information before coming together to share it with the
other learners in the group. In this way, the learners share the learning
and help one another master all the necessary information.
Procedure to carry out Jigsaw:
1. Organise learners into groups of 4-5 (Home group).
2. Assign a number to every member.
3. Members of the same number get together to form the Expert group.
4. Assign different topics to each Expert group. Members of each
Expert group help one another to master the material, select the
main ideas and prepare to teach the material.
Jigsaw
5. Members of Expert group return to their respective Home group.
Each expert takes turn to teach their material to the rest of the
home group members.
3 Corners
This strategy helps learners to see that not everyone shares the same
point of view. It may stretch their own way of thinking. Through
articulation, learners are able to help fellow learners to see and
reconcile what was being given (materials) as well as their own views.
Procedure to carry out 3 Corners:
1. Give reading materials (either the same or different) to the learners.
2. Allocate the 3 corners in the classroom as 3 choice.
3. Based on the reading materials given, learners are to decide on the
choice and move to the respective corner.
4. Other learners already at the particular corner may share the
materials with each other and help each other to confirm if they
have go to the right corner.
Gallery Walk
This strategy encourages collaborative learning and peer critique for each
others work. In this strategy, the works of each group is exhibited, thus
reinforcing the self-esteem and pride learners have in their work. This
strategy may be used after group discussion, equipment assembly or
installation, brainstorming or peer-teaching strategies.
Procedure to carry out Gallery Walk:
1. Organise learners into small groups of 4-5.
2. Groups discuss/brainstorm and write their presentation pointers on
flipchart.
3. Once completed, groups move around the class to view and evaluate
each other's work, and provide feedback. Take the opportunity to
clarify doubts with the group that prepare the chart.
4. Review critiques/feedback as a class & summarise key learning
Opinion Line
This strategy encourages respect and recognizes differences of
opinion. It is useful for learners to stand up for their beliefs even if their
friend disagrees. It helps learners to pay attention to issues and decide
what they think about it. Recognise that there can be varying opinion
about the same issue. However, one should take a position on the issue
and to be able to state the reason for it.
Procedure to carry out Opinion Line:
1. Pose a question to the class. It should be one on which opinion
can vary from a strong Yes to a strong No
2. The learners are asked to take their stand along the imaginary line
between the 2 extreme positions.
Opinion Line
3. Ask learners at the 2 extreme to explain their rationale of picking that
stand.
4. After hearing their reasons, other learners who are at any position
along the line (including the 2 extremes) are allowed to switch the
position.
5. Ask learners along the line randomly to state their reasons until
every student is happy with their position and do not want to change.
Circle of Knowledge
In this strategy, all learners are given equal opportunity to contribute
their ideas or give their views, while practicing their listening skills as
they are required to listen attentively to the ideas or views of others. It
can be used to generate ideas within a group.
Procedure to carry out Circle of Knowledge:
1. Organise learners into groups of 4-5. Appoint a recorder in each
group.
2. Pose a question and signal learners to start generating ideas. Every
member of each group takes turn to give their responses as the
recorder writes them on a piece of paper.
Circle of Knowledge
3. At the end of a pre-determined time, signal learners to stop.
4. Call on one team at a time to give an idea from their list. Teams with
the same idea cross out that idea from their list. Write the idea on
the board/flipchart
5. Stop activity when all teams have exhausted their answers or when
a pre-determined time is reached.
Flash Card
This strategy is effective for recalling knowledge, with the competition
element. It will encourage learners to read the notes given by the
teacher
Procedure to carry out Flash Card:
1. Give each group of learners a set of answer cards.
2. Pose a question to the class.
3. Group pick the correct answer and flash the answer up high to
show the teacher.
4. The first group that shows the correct answer is the winning group.
5. Continue with the next question.
51
Number-Heads Together
This strategy is similar to a group discussion but the presenter of the
group is not known in advance. It is a good way to review concepts that
have been previously taught.
Procedure to carry out Number -Heads Together:
1. Organise learners into groups of 4-5. Assign a number to every
member.
2. Pose a question & give the groups a few minutes to discuss &
decide on an appropriate answer. Each group should make sure
that every group member knows the agreed upon answers.
3. Call a number at random. Group members with that number are
expected to respond to the question.
4. Continue with questions, making sure numbers change frequently.
52
Send a Problem
This strategy encourages learners to discuss and review materials
previously taught, or to brainstorm for possible solutions to problems.
Procedure to carry out Send a Problem:
1. Generate a list of problems (or get learners to generate their own
problem). Print or paste each problem on an envelope or a folder.
2. Organise learners into groups of 4-5.
3. Give a problem to each group. Each group will look at the problem,
discuss for solutions & write their solutions on a piece of paper. This
paper is put into the envelope.
53
Send a Problem
4. Signal the groups to pass the envelope to the next group.
5. The next group will then discuss the problem without looking at the
solutions in the envelope. Similarly, each group will write their
solutions on a piece of paper, put it into the same envelope & pass
it on to another group when the signal is given. This process
continues until every group has discussed all the problems.
6. At the end of the activity, the teacher can read out (or get
representative of each group to read out) the solutions.
54

Gagne's Nine Events of Instruction

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Gagne's Nine Events of Instruction

Загружено:

Авторское право:

Доступные форматы

GAGNES NINE EVENTS OF

1. On you own, recall the lessons you have taught. What

Micros oft Office

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

How do you gain your learners attention?

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

How do you recall prior learning?

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

How do you guide learning?

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

Provide specific and immediate feedback for performance,

"Lecturers who really care about their learners'

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

What are your strategies for retention

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Gagnes Nine Events of Instruction

2010 Institute of Technical Education,

Continuum of Student-centred learning

2010 Institute of Technical Education,

Lets play the game!

Are you ready? Start!

2010 Institute of Technical Education,

Strategies to enhance frontal teaching

Think Pair Share

2010 Institute of Technical Education,

2010 Institute of Technical Education,

Think Pair Share

2010 Institute of Technical Education,

2010 Institute of Technical Education,

2010 Institute of Technical Education,

Continuum of Student-centred learning

2010 Institute of Technical Education,

What is Cooperative Learning?

What are the other benefits of using

2010 Institute of Technical Education,

How to facilitate cooperative learning?

2010 Institute of Technical Education,

What do you do during cooperative learning?

There are many ways to form

2010 Institute of Technical Education,

What do you do during cooperative learning?

Roles can be assigned by

Leader: make sure everyone

Recorder: record each

Time keeper : ensure the

Presenter: present the groups

Encourager: provide support

2010 Institute of Technical Education,

What do you do during cooperative learning?