Gagne's Instructional Design Analysis

1326 Words 6 Pages
Summary of Lesson Plan
Gagne’s Instructional design is based on his conditions of learning. His holistic view on teaching gives structure and organization to instructor’s lesson plans. The model is designed to help student’s process mental events that occur with various types of stimuli that focus on learning outcomes. There are nine events that focus on specific aspects of learning. Event one is directed toward gaining the students attention, event two focuses on providing a learning objective, event three concentrates on how to stimulate recall so the learning process can be facilitated, event four emphasizes how new content is presented to the student, event five provides guidance for learning, event six allows students to practice what
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They are a visual display of new concepts designed to demonstrate relationships among facts, ideas, and new perceptions. These strategies help guide students with thinking and reflecting as they fill in and build upon the new topic. Graphic organizers facilitate student learning across the curriculum to enhance learning and comprehension of subject matter content by helping them make connections with organized thinking. In addition, graphic organizers help establish structured thinking and writing illustrating the student’s knowledge on a given topic (Inspiration Software, …show more content…
The graphic organizer was created to engage students in investigation and source analysis. The chart has three sections that guide students through a simple one page format with three columns. The Chart can be a template that can be printed out, or can be drawn by the student. The first column has the letter K at the top, which stands for what the students already know about the topic. To help students activate their prior knowledge, the instructor will have structured interactions with the students. This can take the form of a series of questions designed to stimulate previous facts surrounding the new topic. The second column has the letter W at the top, which stands for what the student wants to learn about the topic. By generating a list of questions, the students are able to interpret sources and decide what they want to learn. Finally, the third column has the letter L at the top, which stands for what the student have learned about the new topic. After the topic has been taught, the students can finish filling out the chart with the new information they have learned. Through this process, students are able to brainstorm and explore the new concept individually, in small groups, or as a whole

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