{"id":276,"date":"2013-12-06T14:01:00","date_gmt":"2013-12-06T14:01:00","guid":{"rendered":"http:\/\/www.hughmclain.ie\/ePortfolioDIT\/?p=276"},"modified":"2017-12-08T10:01:19","modified_gmt":"2017-12-08T10:01:19","slug":"gagnes-9-steps-of-instruction-instructional-design","status":"publish","type":"post","link":"http:\/\/www.hughmclain.ie\/ePortfolioDIT\/?p=276","title":{"rendered":"Gagne’s 9 Steps of Instruction (Instructional Design)"},"content":{"rendered":"

Gagn\u00e9 Nine Events of Instructional Design<\/span><\/h1>\n

According to Gagn\u00e9, learning occurs in a series of learning events. Each of nine learning events are conditions for learning which must be accomplished before the next in order for learning to take place, termed . Similarly, instructional events should mirror the learning events:<\/p>\n

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  1. Gaining attention:\n
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    1. To ensure reception of coming instruction, the teacher gives the learners a stimulus. Before the learners can start to process any new information, the instructor must gain the attention of the learners. This might entail using abrupt changes in the instruction.<\/li>\n<\/ol>\n<\/li>\n
    2. Informing learners of objectives:\n
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      1. The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired outcome to the group.<\/li>\n<\/ol>\n<\/li>\n
      2. Stimulating recall of prior learning:\n
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        1. The teacher asks for recall of existing relevant knowledge.<\/li>\n<\/ol>\n<\/li>\n
        2. Presenting the stimulus:\n
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          1. The teacher gives emphasis to distinctive features.<\/li>\n<\/ol>\n<\/li>\n
          2. Providing learning guidance:\n
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            1. The teacher helps the students in understanding (semantic encoding) by providing organization and relevance.<\/li>\n<\/ol>\n<\/li>\n
            2. Eliciting performance:\n
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              1. The teacher asks the learners to respond, demonstrating learning.<\/li>\n<\/ol>\n<\/li>\n
              2. Providing feedback:\n
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                1. The teacher gives informative feedback on the learners’ performance.<\/li>\n<\/ol>\n<\/li>\n
                2. Assessing performance:\n
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                  1. The teacher requires more learner performance, and gives feedback, to reinforce learning.<\/li>\n<\/ol>\n<\/li>\n
                  2. Enhancing retention and transfer:\n
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                    1. The teacher provides varied practice to generalize the capability.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

                      Some educators believe that Gagn\u00e9’s taxonomy of learning outcomes and events of instruction oversimplify the learning process by over-prescribing (Haines 1996).<\/sup> However, using them as part of a complete instructional package can assist many educators in becoming more organized and staying focused on the instructional goals (Dowling 2001).<\/sup><\/p>\n

                       <\/p>\n