ROBERT GAGNE’S NINE EVENTS OF INSTRUCTION

Presenter:Presenter:

Noorhazilawati bt Abdul Hadi Noorhazilawati bt Abdul Hadi

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Feruza Emi bt Abd MalekFeruza Emi bt Abd Malek

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About Robert Mills Gagne…About Robert Mills Gagne…

• was an American educational was an American educational psychologist best known for his psychologist best known for his "Conditions of Learning.“"Conditions of Learning.“

• was born in 1916 in North Andover, was born in 1916 in North Andover, Massachusetts.Massachusetts.

• In 1949, he became the research In 1949, he became the research director for the perceptual and director for the perceptual and motor skills laboratory of the United motor skills laboratory of the United States Air Force and studied military States Air Force and studied military training problems.training problems.

• also served as a consultant to the United also served as a consultant to the United States Department of Defense. States Department of Defense.

• during this time that he began to develop during this time that he began to develop ideas known as the "conditions of learning". ideas known as the "conditions of learning".

• believed that effective instruction should believed that effective instruction should reach beyond traditional learning theories.reach beyond traditional learning theories.

• wrote several books about his learning theory, wrote several books about his learning theory, of which the most well known is of which the most well known is The The Conditions of LearningConditions of Learning (Gagné, 1965) (Gagné, 1965)

Background on Gagné's Background on Gagné's Conditions of Learning Conditions of Learning

TheoryTheory• Developed by Robert M. Gagné (1916–2002) Developed by Robert M. Gagné (1916–2002)

and described in his book and described in his book Conditions of Conditions of LearningLearning, the theory includes the , the theory includes the Gagné Gagné AssumptionAssumption, the idea that different types of , the idea that different types of learning exist, and each requires a different learning exist, and each requires a different type of instruction or instructional condition type of instruction or instructional condition to promote the various desired learning to promote the various desired learning outcomes.outcomes.

Gagné identified Gagné identified five types of learningfive types of learning, , with each requiring a different type of with each requiring a different type of

instruction:instruction:

Signal LearningSignal Learning

• the learner makes the learner makes a general response a general response to a signalto a signal

Stimulus-response LearningStimulus-response Learning

• the learner the learner makes a precise makes a precise response to a response to a signalsignal

ChainingChainingthe connection the connection of a set of of a set of individual individual stimulus and stimulus and responses in a responses in a sequencesequence

Verbal associationVerbal association

the learner makes the learner makes associations using associations using verbal connectionverbal connection

Discrimination learningDiscrimination learning

the learner makes the learner makes

different responses different responses

to different stimuli to different stimuli

that are somewhat that are somewhat

alikealike

Concept learningConcept learning

the learner develops the ability to make a the learner develops the ability to make a generalized response based on a class of generalized response based on a class of stimulistimuli

Rule learningRule learning

• a rule is a chain of a rule is a chain of concepts linked to a concepts linked to a demonstrated demonstrated behaviourbehaviour

Problem solvingProblem solving

the learner the learner discovers a discovers a combination of combination of previously learned previously learned rules and applies rules and applies them to solve a them to solve a novel situationnovel situation

An Overview of Gagne’s Nine Events of Instruction

• A method for organizing instructional A method for organizing instructional strategies within the lesson designed by strategies within the lesson designed by Professor of Instructional Design, R.M. Professor of Instructional Design, R.M. Gagne. Gagne.

• do not produce or guarantee learning but do not produce or guarantee learning but instead support the internal process of the instead support the internal process of the student within the learning environment. student within the learning environment.

Gain attention(stimuli activate receptors)

• Functions to obtain the students’ attention so that they will watch and listen, while the instructor presents the learning content.

• Application:–Utilize ice breaker activities, current

news and events, brainstorming, case studies, YouTube videos, and so on. The object is to quickly grab student attention and interest in the topic.

Inform learners of objectives (creates level of expectation for learning)

• Allows the students to organize their thoughts and around what they are about to see, hear, and/or do.

• Application:- Include learning objectives in lecture slides, the syllabus, and in instructions for activities, projects, papers, and so on.

Stimulate recall of prior learning (retrieval and activation of

short-term memory)• Allows the students to build on their previous

knowledge or skills.• The goal is assisting students to build upon a

framework of prior knowledge• Application:

- Recall events from previous lecture, integrate results of activities into the current topic, relate previous information to the current topic.

Present the material/content (selective perception of content)

• Chunk the information to avoid memory overload. Blend the information to aid in information recall.

• This allows learners to receive feedback on individualized tasks

• Application:- Utilize a variety of methods including lecture, readings, activities, projects, multimedia, and others.

Provide guidance for learning• instructions on how to learn. This is normally

simpler and easier than the subject matter or content.

• The rate of learning increases because learners are less likely to lose time or become frustrated by basing performance on incorrect facts or poorly understood concepts.

• Application:– Include detailed information such

as rubrics in projects. Provide expectations, instructions, and timelines.

Elicit performance (practice)

• Allows students to apply knowledge and skills learned.

• Application:- Allow students to apply knowledge in group or individual projects and activities, written assignments, lab practicals, and so on.

Provide feedback (reinforcement and assessment of correct

performance)

• Show correctness of the learner's response, analyze learner's behaviour.

• Application:-This can be a test, quiz, or verbal comments. The feedback needs to be specific, not, "you are doing a good job“.- Tell them "why" they are doing a good job or provide specific guidance.

Assess performance• Allows students to see content areas that they

have not mastered.• Test to determine if the lesson has been learned.

Can also give general progress information• Application:

-Utilize a variety of assessment methods including exams/quizzes, written assignments, projects, and so on. Utilize rubrics when grading activities that are not standard exam and quiz questions.

Enhancing retention and transfer to other contexts

• Allows the student to apply information to personal contexts. Increases retention by personalizing information.

• Inform the learner about similar problem situations, provide additional practice, put the learner in a transfer situation, review the lesson.

• Application:- Provide opportunities for students to relate the work to their personal experiences such as in how essays and projects are structured.

ConclusionConclusion

• Had critics who charge that his nine instructional events are outdated and overly general, lead to boring instruction, are too behaviorist in nature, and are lacking in scientific support.

• Many educators, though, do recognize some value in considering and thinking through the steps and incorporating—and adapting—them as appropriate to their circumstances.

• We may wish to consider these nine elements to determine how we might apply them in our class/ courses to enhance the educational environment and support student growth and achievement.

QuestionsQuestions

1. Give the definitions of the Gagne’s Nine Events of Instruction.

2. What is the most well known book wrote by Robert Gagne?

3. Name five types of learning identified by Gagne.

4. Name at least four conditions of learning identified by Gagne.

Thank You…..