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Gagne’s Events of Instruction

Gagne’s Events of Instruction. Gertrude W. Abramson, Ed.D. Nova Southeastern University, 1996, Updated 1999. Explanatory note.

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Gagne’s Events of Instruction

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  1. Gagne’s Events of Instruction Gertrude W. Abramson, Ed.D. Nova Southeastern University, 1996, Updated 1999

  2. Explanatory note This presentation outlines the events of instruction as prescribed by Gagne, Briggs, and Wager (1992). The model is accepted widely by instructional designers.

  3. Instructional events • Gain attention. • State learning objectives. • Stimulate recall of prior learning. • Present “distinctive” stimuli. • Guide learning. • Elicit performance. • Guide feedback. • Assess performance. • Enhance retention and transfer.

  4. Lesson: a problem-solving skill Given a drawing of a plot of land, the student generates a plan for a sprinkler system that will cover at least 90% of the land, using the smallest amount of materials (PVC pipe and sprinkler heads).

  5. Gain attention. Show pictures of sprinkler coverage of a rectangular plot of ground, one successful (90%) coverage, one failure (70%), and one using too many sprinkler heads. Show rapidly, invite comments. Ask students to describe lawns how they might determine whether a sprinkler system is a “good” one - even when no water is being distributed.

  6. State lesson objectives. • Inform the learner of the objective of the lesson. • The problem to be solved is to design the most efficient sprinkler system for a plot of ground. Cover at least 90% and use the smallest amounts of pipe and sprinkler heads.

  7. Stimulate recall. • Have learners recall applicable rules: • area of a circle, • area of quarter and half circles, • area of a rectangle, • area of irregular shapes made by the intersection of circular arcs with straight sides.

  8. Present the stimulus material • Restate the problem in general terms. • Add specific details: • rectangular lot 50x100 feet, • radius of the sprinklers, 5 feet, • water source in the center of the lot.

  9. Guide learning process. • The student will need to design tentative sprinkler layouts and calculate the relative efficiency of each. • Guidance may come in the form of: • questions (How about quarter-circle heads for corners?) • points to remember (Rules for areas as above.) • challenging learner (What rules are you following?) • picture of plot of land with water source in center.

  10. Elicit performance. • Help stragglers get started by recalling rules again. • Discuss why these rules are relevant to this problem. • Have students present solutions to group. • Discuss different options presented.

  11. Provide feedback. • Confirm positive work-in-progress. • Make suggestions: • Try drawing four circles that barely touch and calculate the areas. • Next, draw a rectangle around the circles and calculate the area. • How can you use these numbers to help solve the problem?

  12. Assess performance. • Present a different-but-similar problem. • Use the same type of sprinkler. • Make the lot a different size and shape. • Did the learner apply the concepts learned? • Did the learner find an effective solution? • Can the learner articulate the steps toward problem solution?

  13. Enhance retention and transfer. • Present several different problems varying • shape of lot, • position of water source, • area of sprinkler coverage. • Students should generalize learning to solve new problems presented.

  14. Reference Gagne, R.M, Briggs, L.J. & Wager, W. W. (1992). Principles of Instructional Design. 4th edition. Orlando, FL: Harcourt, Brace, Jovanovich.

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