Transcript How Do Students Learn? - Misericordia University

Gagne’s Nine Significant
Events Model
EDU 553 – Principles of
Instructional Design
Dr. Steve Broskoske
This is an audio PowerCast. Make sure
your volume is turned up, and press F5
to begin. Click to advance as usual.
Introduction to Robert Gagne
• View the video below to gain some
background on Gagne and his Nine
Significant Events Model.
Video on Gagne
Gagne’s Nine Significant Events
Model of Instruction
1. Gain Attention: Focus learners.
Do this as often as necessary.
2. Inform Learner of Objectives: Provide
an advanced organizer: tell learners what
will be learned. Get learners’ brains
prepared for learning new material.
3. Help Learner Recall Prerequisites:
Link previous instruction to new learning.
Gagne’s Nine Significant Events
Model of Instruction
4. Present Stimuli: Present new material
to be learned. Teach.
5. Provide Guidance: Help students learn
material through examples and
clarification.
6. Elicit Performance: Exercise student
learning in order to improve it.
7. Provide Feedback: Help students see
what is right and wrong and why.
Gagne’s Nine Significant Events
Model of Instruction
8. Assess Performance: Test: determine if
students have learned the material and
are ready to go on.
9. Enhance Retention and Transfer: Help
students retain material and apply it to
new situations. Connect to prior and
future learning.
Ways to Address
The Nine Events In Instruction
1. Gain attention.
a)
b)
c)
d)
Create a sense of curiosity.
Pose a problem.
Introduce a novel concept or viewpoint.
Use an attention-getting device.
2. Inform learner of objectives.
a)
b)
c)
d)
State the objectives in written and/or verbal form.
Graphically/visually illustrate the objectives.
Ask the learner to anticipate objectives.
Create a need for mastering the objectives.
Help students prepare for learning.
Ways to Address
The Nine Events In Instruction
3. Help learner recall prerequisites.
a) List the prerequisites, or graphically/visually display
them.
b) Review key vocabulary.
c) Relate what is to be studied to what has been
studied before.
Go deep! Prepare students to scaffold learning and build
& fortify neural networks.
Ways to Address
The Nine Events In Instruction
4. Present stimuli.
a) Present the new material in a variety of
forms. Allow for learner differences.
b) Provide active learning as much as possible.
c) Do not cognitively overload the learners
(7 ± 2).
d) Use supplementary materials to make a rich,
robust presentation.
e) Use many examples, illustrations, and nonexamples.
f) Ask questions of students to further engage
them in learning.
Ways to Address
The Nine Events In Instruction
5. Provide guidance.
a)
b)
c)
d)
Provide illustration of material.
Present an example.
Provide a non-example.
Provide an example of a “fuzzy” situation to
help students clarify fuzzy understandings of
the material.
Ways to Address
The Nine Events In Instruction
6. Elicit performance.
a) Give students a problem to be solved.
b) Ask students a question.
c) For a complex task, ask students to address
a portion of the solution.
d) Provide students drill-and-practice.
e) Link to a game that will practice the material.
Embedded questions are not graded. Instead, provide
feedback so students can learn from their responses.
Ways to Address
The Nine Events In Instruction
7. Provide feedback.
a) Use reinforcing, corrective, and remedial
feedback.
b) Provide explanations of how answers were
derived, what made one response stronger
than another, and common
misunderstandings.
c) Clarify any areas of confusion.
d) Provide an option to review the instruction
before moving forward.
Ways to Address
The Nine Events In Instruction
8. Assess performance.
a) Provide a summative test.
b) Provide a quiz.
c) Ask students to record their responses and
submit them at the end of training.
Ways to Address
The Nine Events In Instruction
9. Enhance retention and transfer.
a) After giving a test, go over it, explaining how
answers were derived, and explain areas of
confusion.
b) Re-teach content not mastered, applying new
content to different but related situations.
c) Distribute practice over time to ensure deeper
learning.
d) Relate future learning to this content where
appropriate.
e) Avoid isolating content.
f) Allow learner to “discover” related material.
g) Allow learner to apply learning to new situations.
h) Provide additional material or resources.
Importance of Gagne
• Gagne set the standard for instructional
design, both for instructor-led teaching as
well as for computer-based learning.
• Gagne, along with knowledge of
instructional design, may change many
aspects of your teaching!