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Gagné’s nine events of instruction can help you build a framework to prepare and deliver instructional content while considering and addressing conditions for learning.
Ideally, you should prepare course goals and learning objectives before implementing the nine events—the goals and objectives will help situate the events in their proper context.
The nine events of instruction can then be modified to fit both the content and students’ level of knowledge.
Help learners retain more information by providing them opportunities to connect course concepts to potential real-world applications
Associate course concepts with prior (and future) concepts and build upon prior (and preview future) learning to reinforce connections
Continually incorporate questions from previous tests in subsequent examinations to reinforce course information.
convert infors
Have students convert information learned in one format into another format (e.g. verbal or
visuospatial). For instance, requiring students to create a concept map to represent connections between ideas (Halpern & Hakel, 2003, p. 39).
promote deep learning
clearly articulate your lesson goals, use your specific goals to guide your instructional design, and align learning activities to lesson goals (Halpern & Hakel, 2003, p. 41).
Test whether the expected learning outcomes have been achieved on previously stated course objectives
Implement a variety of assessment methods to provide students with multiple
opportunities to demonstrate proficiency.
At this point you have been providing feedback and evaluating understanding throughout the instruction so you now consider providing summative evaluation as a way to tie everything together. Assessment should tie to objectives and be suited to the types of outcomes go here for example.
Example:
Have a person explain a chemical process they perform involving a reaction. Then have them characterize the waste, write a waste label and choose an appropriate container for storing the waste.
Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston
to check for progression of competency in content or skills
throughout instruction using oral questioning, short active learning activities, or quizzes
implement a variety of assessment methods
to provide students with multiple opportunities to demonstrate proficiency
craft objective, effective rubrics
to assess written assignments, projects, or presentations
Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to identify gaps in understanding before it is too late.
This is something that should be ongoing; not just performed at the end of training. Feedback should be specific, not just “you are doing a good job.” Explain why they performed well. Provide specific suggestion to improve
“You did a great job of inspecting the harness and donning your gear. The only thing to keep in mind is to perform a few stretches to make sure the fit is still good. Then readjust the harness. Take your time with stretches. A good fit is being able to….” they are doing a good job and/or provide specific guidance.”
the student that they did what they were supposed to do. This typeof feedback does not tell the student what she needs to improve, but it encourages the learner.
apprises the student of the accuracy of their performance or response but does
not provide guidance on how to progress.
Remedial Feedback
directs students to find the correct answer but does not provide the correct
answer.
Descriptive analytic feedback
provides the student with suggestions, directives, and information to help them improve their performance.
Peer and self evaluation
learners identify learning gaps and performance shortcomings in their own and peers’ work.
Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct understanding of course concepts.
Let learners practice the newly acquired skill. This doesn’t mean asking multiple choice questions that abstract or approximate decisions. Better is to provide actual situations (even if scenarios) that help the learner position the learning into the context of real work. This can be to practice problem solving, practice performance tasks, and of course hands-on tasks or procedures. Often this is positioned at the end of instruction as a measure to
asses learning, but should be positioned as part of the upfront instructional activities. There is no reason to expect that a person will be able to perform a hands-on assessment when only provided lecture instruction. It is a misalignment of expectation, and practice is best positioned as part of instruction.
It is also important to provide immediate feedback as corrective measures to steer learning and allow person to fine tune. Feedback should be supportive and encouraging throughout. The idea overall is simple and common sense. Practice and supportive feedback is an efficient way to develop new skills and knowledge and the instructor is well positioned to guide practice
e.g. ask deep-learning questions, have students collaborate with their peers, facilitate practical laboratory exercises
e.g. written assignments, individual or group projects, presentations
design quizzes and test
i.e. test students in ways that allow them to demonstrate their comprehension and application of course concepts (as opposed to simply memorization and recall)
Help the students learn how to learn
Modeling is key. You should model a task (skill demonstration), problem solving, and functions or operations. Modeling is a highly efficient and effective teaching method that is often overlooked with the rise of PowerPoint. This includes "talking out loud" while demonstrating. Modeling eliminates learners' false assumptions about how to do something, reducing frustration when they practice or solve something based on poorly understood concepts.
Example:
Instead of explaining and showing pictures (using Power Point) for how to inspect a multimeter or a radiological survey instrument, simply show and model the process using the actual instruments. We often fall into patterns of using PowerPoint out of convenience, when more times than not it interferes with the end goal of instruction. Arranging the learning environment to align with this type of instruction is easy to do, and once you start, you begin to value this approach, and at the same time, students become more involved (real performance is better than mental approximations or visual representations).
scaffolding that can be removed slowly as the student
learns and masters the task or content
e.g. mnemonics, concept mapping, role playing, visualizing
use examples non examples
examples help students see what to do,
while non-examples help students see what not to do
Provide case studies visual images, analogies, metaphors
Case studies provide real world application,
visual images assist in making visual associations, and analogies and metaphors use
familiar content to help students connect with new concepts
Use strategies to present and cue lesson content to provide more effective instruction. Organize and group content in meaningful ways, and provide explanations after demonstrations.
The following are ways to present and cue lesson content:
Sequence and chunk the information to avoid cognitive overload. Sequencing is a difficult process of providing a scaffolded approach to learning (they need to know this before this, before this). It is commonly a challenge, but it is also an editing exercise with the aim of “Less is more” especially when you are presenting new content, or when having to learn how to do something differently that someone has been doing for a long time. Provide feedback often, and guage student understanding by introducing short knowledge checks, or asking questions. You want to validate understanding at each step (don’t assume) in order to determine the correct pace for teaching / learning.
Incorporate active learning strategies to keep students involved
Provide access to content on the board so students can access it ouside of class
Help students make sense of new information by relating it to something they already know or something they have already experienced.
There are numerous methods for stimulating recall:
Stimulating prior learning and relating this to the new content helps facilitate learning. Comparing and contrasting with existing knowledge helps encode new information as it connects new information with existing mental schema stored in memory. This is a cognitive strategy having to do with information processing and encoding. One method is to use scaffolding which is a way to build/develop understanding incrementally.
It is also helpful to encourage note taking or to use visual maps. This process of note taking has an overall effectof .99, indicating a percentile gain of 34 points. Use of visual maps (connecting concepts) has a 39% percentile gain in achievement (Marzano, 1998). If you think about this yourself, when you take notes you are actively relating the new information to your existing knowledge as a sense-making activity. As the instructor you need to remember to pace instruction so that students are rushed but have time to make connections.
Relate previous course infos to the current topic
Have students incorporate learning into current activities
Inform students of the objectives or outcomes for the course and individual
lessons to help them understand what they are expected to learn and do.
Learning objectives are used by instructional designers to clarify what specifically the learner
will be able to do as a result of completing the training. However, they also serve as a way to
help students organize their thoughts and cue their attention on the goals of the course. However,
you don’t need to use formal learning objectives (“You will be able to evaluate the effectiveness
of shielding through visual examination”). Instead you can use less formal language or form the
objective as a question. For example, you could rephrase the previous by stating “What are ways you
can evaluate the effectiveness of shielding before performing your experiment”). The use of
questions can help stimulate thinking and set up expectations for learning.
Marzano (1998, p.94) reported an effect size of 0.97 (which indicates that achievement can be
raised by 34 percentile points) when goal specification is used. When students have some control
over the learning outcomes, there is an effect size of 1.21 (39 percentile points). This suggest
another point of interest which is allowing participants to choose what objectives to focus on.
This sets relevance and involvement. For example “Here are five objectives for this training, which
three do you think are the most important to your working safely, and
we’ll focus on those.”
Learning objectives are used by instructional designers to clarify what specifically the learner
will be able to do as a result of completing the training. However, they also serve as a way to
help students organize their thoughts and cue their attention on the goals of the course. However, you don’t need to use formal learning objectives (“You will be able to evaluate the effectiveness of shielding through visual examination”). Instead you can use less formal language or form the objective as a question. For example, you could rephrase the previous by stating “What are ways you can evaluate the effectiveness of shielding before performing your experiment”). The use of questions can help stimulate thinking and set up expectations for learning.
Marzano (1998, p.94) reported an effect size of 0.97 (which indicates that achievement can be
raised by 34 percentile points) when goal specification is used. When students have some control over the learning outcomes, there is an effect size of 1.21 (39 percentile points). This suggest another point of interest which is allowing participants to choose what objectives to focus on. This sets relevance and involvement. For example “Here are five objectives for this training, which three do you think are the most important to your working safely, and we’ll focus on those.”
have learners establish criteria for standard performance
inclued course objectives on assessment prompts
This is sometimes called priming. In some cases this is referred to as
providing an “ice breaker,” but it’s more than that. The goal is to get people more interested in learning by showing how the training is useful. It’s important to remember that in many cases, students are not attending training because they want to , but rather because they have to fulfill a requirement.
With this as the starting point, you want to turn the tide so that students se value and interest in the learning that will occur.
How?
https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml[11/17/2022 6:23:06 AM]
pose thought provoking questions
allow peer questioning
lead an ice breaker activity
