Tuesday, June 14, 2016

Gagne's Nine Events Of Instruction Presented By Rosendo Molina





















Fig 1

This blog will describe in detail the instructional model know as Gagne’s Nine Events Of Instruction.
First off, Gagne’s Nine Events Of Instruction is a model that is based off ideas stemming from the Cognitivist Theory of learning.  Cognitivist Theory is based upon the belief that learning can be maximized via an approach that is chiefly centered upon the mental processes that enable effective learning.  Additionally, it posits that learning is chiefly facilitated through a structured approach that utilizes graphic organizers, schema, links to prior learning, and other cognitive mechanisms in order to transfer learning from short term to long term memory.  In this theory, the teacher is the primary distributor of knowledge via a rather didactic approach to instruction.

Linda Harasim stated that cognitivism is “interested in theorizing and modeling the mental structures and processes that could explain human behavior” in order to “devise accurate models…to create and/or prescribe learning events to address more complex behaviors, such as problem solving and decision making” (2012, p. 58).

Thus, students are tasked to assimilate knowledge chiefly via the cognitive powers of their intellectual abilities.  Moreover, this process is enhanced and facilitated by graphic organizers and other highly structured, brain-based strategies.

Click here for more information about cognitivism.
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Fig 2

Gagne’s Nine Events Of Instruction was created by Robert M. Gagne (1916-2002).  It incorporates the above ideals of Cognitivist Theory and it is primarily teacher centered and highlights the belief that learning transpires in the context of effective cognitive-based strategies and routines.

Gagne’s Nine Events Of Instruction consist of the following steps:   

1) Gain Attention: Gain students’ attention so they will be focused upon the lesson at hand.  This can be achieved via an engaging YouTube videos or graphics of interest on the whiteboard in order to pique students’ interest ect.

2) Inform Learners Of The Objectives: This can be achieved by orally stating or explicitly writing on the board the learning objectives.

3) Stimulate Recall Of Prior Learning: Help students to recall pertinent prior knowledge in order to build upon that existing foundation/schema.  This can be done via a class brainstorm/discussion or a journal writing ect.

4) Present The Content: Present the lesson content utilizing diverse strategies in order to appeal to differing learning styles.  This can be accomplished using PowerPoints, readings, computer simulations and other computer software, YouTube videos, lectures etc.

5) Provide Learning Guidance:  Provide detailed instructions, modeling, and other support mechanisms so students can correctly learn in an assisted manner.

6) Elicit Performance (Practice): Students apply and demonstrate their gained knowledge via individual and group activities.

7) Provide Feedback: Provide feedback to students regarding what they are doing well and what they need to improve in. This may take the form of teacher feedback or peer feedback or self-assessment.

8) Assess Performance: Use a variety of assessments i.e. tests, quizzes, essays, and projects etc to assess student performance.

9) Enhance Retention and Transfer: This is done to permanently transfer lesson content from short term memory to long term memory. This can be achieved by further repetitive practice, metacognitive journal entries regarding the importance of the lesson learned, a game based on the lesson content, and other fun activities.

Click here for detailed information pertaining to Gagne’s Nine Events Of Instruction.
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Fig 3

The following is a practical example of Gagne’s Nine Events Of Instruction:

1) Gain Attention:
Watch a short (yet fun) YouTube video about the importance of rounding whole numbers to any place value.

2) Inform Learners Of The Objective:
Write the following Common Core standard on the board and read aloud with the class - CCSS.MATH.CONTENT.4.NBT.A.3 “Use place value understanding to round multi-digit whole numbers to any place.”

3) Stimulate Recall Of Prior Learning:
Students have already learned how to round multi-digit whole numbers to the nearest 10 or 100 in the 3rd grade.  Therefore, remind them of this fact by writing some numbers on the board like 1659 and 35498 and 500001. Then ask for volunteers to raise their hand to show to the class how to round those numbers to the nearest 10 or 100.

4) Present The Content:
Show a Khan Academy video about how to round whole numbers to any place value.  Next, write several large numbers on the board and model how to round to the nearest 1,000, 10,000, and 100,000.

Next, model how to round whole numbers to any place value.

5) Provide Learning Guidance:
Provide students with a written set of directions that shows how to round whole numbers to any place value.  Next, have students separate into groups of 4 and provide 5 large whole numbers for them to round to specified place values.  Walk around the class and answer questions.  Lastly, review the answers as a whole class and answer questions.

6) Elicit Performance (Practice):
Ask students to remain in groups of 4.  Then write several whole numbers on the board and ask them to work together to round to the nearest 1,000, 10,000, and 100,000.

Then pass out a worksheet for students to work on individually so they can practice rounding whole numbers to any place value.

7) Provide Feedback:
Review answers to group problems.  Then, have students exchange papers & grade each other’s paper as the teacher reviews the answers on the board to the worksheet.  Next, students hand back the paper and provide feedback to their peer.    

8) Assess Performance:
Have students write in their journal how to round whole numbers to any place value.  Next, have them individually complete a small quiz.

9) Enhance Retention and Transfer:
Students play a fun computer game that involves rounding.

Click here for more detailed information pertaining to Gagne’s Nine Events Of Instruction.

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References



Harasim, L. (2012). Learning theories and online technologies. New York, NY: Routledge



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