Robert Gagne's Nine Events Of Instruction

Gagne’s Nine Events of Instruction
Gagne’s learning theory is based on two basic elements: the internal conditions that will intervene in the process and the external conditions that will promote optimal learning. From his point of view both elements, learning and instruction, become two sides of the same theory therefore must be created and studied together. According to Robert Gagne’s instructional theory, the instructor acts as a tutor or guide during the learning process; generating motivation, providing the stimulus, encouraging feedback and being present in each of the stages of learning. On the other hand, the learner is active in each of the stages of learning subject; processing information and giving answers to the demands of the
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After that, the instructor can ask male students to choose a girl for a selfie and vice versa. Finally, when the fuss is over, the instructor should ask each student to come to the front of the classroom and share with the rest of the group a picture with a student who did not know before; once the photo is shared, both students must formally present to each other and with the rest of the class (Garrett & Clement, 2015).
Inform Learners of Objectives
This course is comprised of five units, which were divided into two lessons each. Both units and lessons have terminal and enabling objectives. At the beginning of each class, the instructor will write the objectives on the board, which will be explained to the students in a simple and easy way to understand (Garrett & Clement, 2015).
Stimulate Recall of Prior
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Throughout the course, as part of the formative students assessments, through the observation the instructor should monitor the progress of students in terms of understanding and retention. Besides, before to perform any activity, the instructor must provide guidance and examples. During lectures the teacher will utilize a variety of learning strategies such as mnemonics, concept mapping, role playing, and visualizing in order improving knowledge retention and understanding among students. Sometimes students need personalized attention because English is their second language or just because they need a face to face meet in order to understand the subject. In these situations, the instructor can provide some kind of tutorial or make the arrangements for a student contract (Garrett & Clement, 2015).
Elicit performance (practice)
Problem-solving activities are the best strategy to encourage students to internalize new skills and knowledge in order to obtain a deep-learning. Through these activities, students are able to apply and rebuild their knowledge, as well as encouraging their teamwork and communication skills. A good instructor encourages students to use their own words in terms of concepts and definitions instead of to recite it (Garrett & Clement, 2015).
Provide

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