Robert Gagné’s Nine Events of Instruction

1. Robert Gagné’s Nine Events of Instruction “Organization is the hallmark of effective instructional materials” Robert Gagné 1916-2002 Art Wolfskill, ALEC 601

2. Gagné’s Theoretical Background • Robert Gagné is best known for his: • Learning Outcomes • Learning Conditions • Nine Events of Instruction • Gagné’s theories have been applied to instructional design in many other areas: • Military • Instructional Systems Development • Flying • Lots of others

3. Gagné’s Theoretical Background • Gagné’s theory should be classified as instructional theory - as opposed to learning theory. • A learning theory consists of a set of propositions and constructs that account for how changes in human performance abilities come about. • An instructional theory describes the conditions under which one can intentionally arrange for the learning of specific performance outcomes.

4. Gagné’s Theoretical Orientation • Gagné’s instructional theory tends to side with behavioristic principles (teacher-centered approach) • He focuses on outcomes/behaviors that result from instruction • He believes that the results of learning are measurable through testing, and that drill, practice, and immediate feedback are effective. • As a result, he does have some hecklers!

5. Gagné’s Theoretical Orientation • Gagné’s theories became influenced by cognitive theorists. He proposed that the information-processing model of learning could be combined with behaviorist conceptsto provide a more complete view of learning tasks (Molenda, 2002)

6. Tying the Nine Events of Instruction to Learning • When the Events of Instruction occur, internal learning processes take place that lead to various learning outcomes. (Campos, 1999) • The Events of Instruction constitute a set of communications to the student, which have the aim of aiding the learning process. • Instruction consists of a set of events external to the learner designed to support the internal processes of learning. (Gagné, Briggs, & Wager, 1988) • The theory outlines Nine Instructional Events and their corresponding processes.

7.  Event of Instruction 1. Gaining attention Giving learner a stimulus to ensure reception of coming instruction 2. Informing the learner of the objective Telling learner what they will be able to do for the instruction 3. Stimulating recall of prior learning Asking for recall of existing relevant knowledge Learning Process Attention Expectancy Retrieval to working memory The Nine Events of Instruction

8.  Event of Instruction 4. Presenting the stimulus Displaying the content 5. Providing learner guidance Supplying organization and relevance to enhance understanding 6. Eliciting performance Asking learners to respond, demonstrating learning Learning Process Pattern recognition; selective perception Chunking, rehearsal, encoding Retrieval, responding The Nine Events of Instruction

9. Events of Instruction 7. Providing Feedback Giving immediate feedback on learner's performance. 8. Assessing performance Assessing and providing feedback to learners 9. Enhancing retention and transfer Providing diverse practice to generalize the capability Learning Process Reinforcement, error correction Responding, retention Retention, retrieval, generalization The Nine Events of Instruction

10. Gagné’s Detractors • Donald Clark: • Called Gagné “a closet behaviourist” • “Gagné's Nine Dull Commandments” • Follow the recipe and learning will surely follow! Retrieved on 02 Mar 07 from http://donaldclarkplanb.blogspot.com/2006/09/gagnes-nine-dull-commandments.html

11. The Nine Events of Instruction • Keep in mind that the exact form of these events is not something that can be specified in general for all lessons, but rather must be decided for each learning objective. • The events of instruction must be deliberately arranged by the teacher to support learning processes. (Gagné, Briggs, & Wager, 1988)

12. References • Campos, T. (1999). Gagné’s contributions to the study of instruction. http://chd.gse.gmu.edu/immersion/ knowledgebase/theorists/cognitivism/gagne.htm • Clark, D. (2006). Gagné’s nine dull commandments. http://donaldclarkplanb.blogspot.com/ 2006/09/gagnes-nine-dull-commandments.html • Driscoll, M. (2000). Psychology of learning for instruction, 2nd edition. New York: Allyn & Bacon. Unit 6: Gagné’s Instructional Design theory. http://education.indiana.edu/~p540/webcourse/gagne.html • Fields, D. (1996). The Impact of Gagné’s Theories on Practice. EDRS-Academic Search Database. • Gagné, Briggs, & Wager.1988. Principles of Instructional Design. Holt, Rinehart & Winston: New York. • Gagné’s Nine Events of Instruction -- http://online.sfsu.edu/~foreman/itec800/finalprojects/annie/gagne’snineevents.html • Gagné’s Nine Events of Instruction. http://coe.sdsu.edu/eet/articles/gagnesevents/index.htm • Kruse, K. Gagné’s Nine Events of Instruction: An Introduction. www.e-learningguru.com/articles/art3_3.htm • Molenda, M. (2002). A New Framework for Teaching in the Cognitive Domain. ERIC Digest. Academic Search Premier Database. • Richey, R. C. (1996). Robert M. Gagné’s Impact on Instructional Design Theory and Practice of the Future. EDRS-Academic Search Database. • Selwyn. 1999. A Constructivist Learning Event Following Gagné’s Steps of Instructional Design. http://hagar.up.ac.za/catts/learner/smarks/constructionist-Gagne.htm