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Nine Events of Instruction: Behaviorist

1. Gagne developed the "nine events of instruction" model which draws from both behaviorism and cognitivism. It identifies nine steps for effective instruction including gaining attention, presenting goals, recalling prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing learning, and enhancing retention. 2. The model is based on Gagne's "conditions of learning" which include internal conditions like prior knowledge and external conditions like instructional stimuli. 3. The nine steps of instruction must be designed differently depending on the type of learning outcome being targeted, such as concepts, rules, or problem-solving skills. The model emphasizes identifying learning outcomes before designing instruction.

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45 views

Nine Events of Instruction: Behaviorist

1. Gagne developed the "nine events of instruction" model which draws from both behaviorism and cognitivism. It identifies nine steps for effective instruction including gaining attention, presenting goals, recalling prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing learning, and enhancing retention. 2. The model is based on Gagne's "conditions of learning" which include internal conditions like prior knowledge and external conditions like instructional stimuli. 3. The nine steps of instruction must be designed differently depending on the type of learning outcome being targeted, such as concepts, rules, or problem-solving skills. The model emphasizes identifying learning outcomes before designing instruction.

Uploaded by

Catherine Ping
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Nine events of instruction

"Nine events of instruction" is an instructional design model put together by Gagne. This is
a behaviorist model that also draws from cognitivism.
Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks
these down into internal and external conditions. The internal conditions deal with previously
learned capabilities of the learner. Or in other words, what the learner knows prior to the
instruction. The external conditions deal with the stimuli (a purely behaviorist term) that is
presented externally to the learner. For example, what instruction is provided to the
learner. (Cory, 1996)
Gagn's most essential ingrediants of teaching are:

presenting the knowledge or demonstrating the skill

providing practice with feedback

providing learner guidance

These elements have to be designed differently according to the type of learning level (learning
goal) to be achieved. For Gagn, instructional design means to first identify the goal (a learning
outcome) and then construct the learning hierarchy, i.e. do a task analysis of skills needed to
perform a measurable activitiy that demonstrates a learning goal.

Gagn's most essential ingrediants of teaching are:

presenting the knowledge or demonstrating the skill

providing practice with feedback

providing learner guidance

These elements have to be designed differently according to the type of learning level (learning
goal) to be achieved. For Gagn, instructional design means to first identify the goal (a learning
outcome) and then construct the learning hierarchy, i.e. do a task analysis of skills needed to
perform a measurable activitiy that demonstrates a learning goal.

Gagne's 9 general steps of instruction for learning are:


1. Gain attention:

e.g. present a good problem, a new situation, use a multimedia advertisement,


ask questions.

This helps to ground the lesson, and to motivate

2. Describe the goal:

e.g. state what students will be able to accomplish and how they will be able to
use the knowledge, give a demonstration if appropriate.

Allows students to frame information, i.e. treat it better.

3. Stimulate recall of prior knowledge

e.g. remind the student of prior knowledge relevant to the current lesson (facts,
rules, procedures or skills). Show how knowledge is connected, provide the student
with a framework that helps learning and remembering. Tests can be included.

4. Present the material to be learned

e.g. text, graphics, simulations, figures, pictures, sound, etc. Chunk information
(avoid memory overload, recall information).

5. Provide guidance for learning

e.g. presentation of content is different from instructions on how to learn. Use of


different channel (e.g. side-boxes)

6. Elicit performance "practice"

let the learner do something with the newly acquired behavior, practice skills or
apply knowledge. At least use MCQ's.

7. Provide informative feedback ,

show correctness of the trainee's response, analyze learner's behavior, maybe


present a good (step-by-step) solution of the problem

8. Assess performance test, if the lesson has been learned. Also give sometimes general
progress information
9. Enhance retention and transfer :

e.g. inform the learner about similar problem situations, provide additional
practice. Put the learner in a transfer situation. Maybe let the learner review the
lesson.

The way Gagne's theory is put into practice is as follows.


First of all, the instructor determines the objectives of the instruction. These objectives must
then be categorized into one of the five domains of learning outcomes. Each of the objectives
must be stated in performance terms using one of the standard verbs (i.e. states, discriminates,
classifies, etc.) associated with the particular learning outcome.
The instructor then uses the conditions of learning for the particular learning outcome to
determine the conditions necessary for learning.
And finally, the events of instruction necessary to promote the internal process of learning are
chosen and put into the lesson plan. The events in essence become the framework for the
lesson plan or steps of instruction. (Corry, 1996)

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