6 Stages of a lesson

Gagne’s instructional design theory

Lesson Introduction:
Stage 1 – Gain the attention and interest of the audience
Asking questions + Telling stories + Visual aids + ask for interaction from students (raise
hands)
Stage 2 – Inform students of the objectives Objective discussion
Stage 3 – Stimulate recall of prior learning
Detail – list of words.

Stage 4 – Present the content

Problem-based, experiential learning through case study, online self-regulated learning
What a teacher can do to make their materials sticky?
STICKY = MUD memorable, usable, durable
How to make content stick into students’ brain
 Use teacher talk – talk clearly.
o Repeat, have clear board-work, ask questions, relate new information to
student’s prior knowledge, clarify and elaborate, metaphors and analogies
 Keep things conversational (conversation, not performance) = getting students to
talk
o Getting feedback, asking probing question, changing pace of instruction
Using boardwork, diagram, illustrations, clear set of rules.
Teach – model – question.
 Give rules & explanation
 Show examples
 Ask questions to verify that students have understood
Teaching using Inductive Reasoning
Examples => ask students to come up with the rules themselves => elaborate (give
examples)

Hard for students to imitate instruction without seeing and doing the instruction –
making a paper airplane. – instruction vs modeling
Modeling => Students follow too closely. & limit creativity

 Provide more than one models => Strengths and weaknesses of each models
 Provide models after student’s first draft = Holding off giving models until the first
attempt
3 teachers:
Teacher 1: Instruction – Model – Questions (Japanese Poem)
Teacher 2: Phone dialogues - Model – instruction – model with instruction
Stage 5 – Provide learner guidance: Guided practice (under teacher’s support) and less guided
practice (Groupwork)
Stage 6 – Eliciting performance = Independent Practice (Presentation, groupwork, etc.) +
evaluation

Teacher 1: Diagram, examples, asking questions, mentioned prior learning – past and present.
Teacher 2: No diagram, no examples. Moving too quick from presenting content -> guided
practice. No modeling.
Teaching 3. No instruction, no modeling, no pair work or group work.