Educational Technology & Pedagogy: Gagne’s Nine Events of Instruction
By Maria Lisak, MSED, MBA
Robert Gagne is famous in educational technology and instructional system design for applying concepts of instructional theory to the design of computer-based training and multimedia-based learning
Robert Gagne’s Nine Events of Instruction are a great way to make sure your integration of any new technology – whether high tech (Smart phones) or low tech (pen and paper) – will successfully scaffold learners into achieving planned, chosen or prescribed learning goals. Here are the Nine Events and some examples within the classroom.
(I did not plan to implement Gagne’s Events when I was leading a reading discussion groups for adult EFL learners for a conversation & composition course. However, while I was keeping my teaching journal, it became apparent to me that, in fact, I was intuitively applying this instructional theory.)
Introduction Process & Instructions: Weekly two-three student leaders choose an article and develop discussion materials.(Students were given an explanation of the goals of this activity, forms to create various materials, and rubrics. This was then followed by a model of the process, before students worked independently.)
Schedule:
Monday – Article and materials are posted by student leader in an online forum.
Wednesday – Student leader conducts in-class discussion.
Friday – All students give online feedback about in-class discussion.
Gagne Event 1: Gaining attention
Example: Graphic Organizer – Student created based on topic assigned
Explanation: Stimulates recall of prior knowledge/language about topic
Gagne Event 2: Informing the learner of the objective
Example: At the beginning of the course the objectives of “describe, analyze, synthesize, argue and give opinions using successful communicative strategies” were emphasized.
Explanation: Student leaders are to interpret the topic in alignment with their personal interest and create engaging materials/lesson for class discussion.
Gagne Event 3: Stimulating recall of prior learning
Example: Opening graphic organizer initiates recall.
Explanation: Student leaders act as class facilitators assisting others by asking relevant questions and supplying missing information or answers to assist recall.
Gagne Event 4: Presenting the stimulus
Example: Prior to class, student leaders upload the article and the supplemental materials (citation, summary, main points, new vocabulary, comprehension questions, and critical thinking questions for discussion).
Explanation: Students can provide more information in class presentation portion (video to re-introduce a discussion/critical thinking question) but are not required to do so.
Gagne Event 5: Providing learning guidance
Example: Student leaders act as facilitators/time keepers. They keep students on task and restate ideas to give more thinking time to slower producing students.
Explanation: Instructor is primarily an observer, but can be utilized as a resource for clarification or confirmation of ideas, facts, or solutions.
Gagne Event 6: Eliciting Performance
Example: Student leaders act as facilitators in classwide and small group discussions, asking questions/follow up questions to stimulate discussion by others.
Explanation: Student leaders can nominate others to give opinion or summarize the small groups opinion.
Gagne Event 7: Providing feedback
Example: Students fill out an instructor-created SurveyMonkey evaluation form. Feedback by each student is given on student leaders, self-evaluation, and peer evaluation of small group members.
Explanation: Online correction of student leader created materials is given.
Gagne Event 8: Assessing performance
Example: In class assessment of speaking is given by instructor to each student. Assessment tool evaluates students’ grammar and vocabulary range, ease of speech, attitude, delivery, and interaction.
Explanation: Instructor gives feedback on the feedback. An implicit language and cultural goal is for students to develop constructively critical English language within a Korean context. Honest, direct feedback is not acceptable in a Korean context (indirect feedback is). Students are uncomfortable producing critical English language when it is not the students’ habit in their Korean context.
Gagne Event 9: Enhancing retention and transfer
Example: These are weekly discussions (Week 3, 4, 8-14). Repetition and differing student leader interpretations of leadership and discussion activities provide several contextual examples to describe, analyze, synthesize, argue and give opinions using successful communicative strategies.
Explanation: Students are regularly reminded of the rationale behind these exercises. The rationale being, a successful job applicant will be articulate and thoughtful, presentational and confident, and know how to succeed in ill-structured circumstances.
While I utilized Gagne’s Nine Events over a week long learning experience, several textbooks, course curriculum and lessons utilize Gagne’s Nine Events within every learning event. I hope by sharing my class experience of how Gagne’s Nine Events organized successfully learning opportunities that you too can use each event to reflect on what you are doing in your own classroom.
The author: Maria Lisak has been tutoring others in business and reading since the early 1990s and teaching English as a nonnative language since 1996. With certificates and degrees in philosophy, economics, computer technology, English language teaching, business administration, education, Swedish massage, reiki and reflexology, she prides herself as being a life-long learner. She finished her MSED in IST in 2009 from Indiana University. She currently teaches at Gwangju University in Gwangju, South Korea. Blog: koreamaria.typepad.com/gwangju
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