Directed Instructional

Educational Implication
Model Instruction based on this theory provides “conditions for learning” by
offering activities matched to each type of skill. Students had to
demonstrate they had learned prerequisite skills by demonstrating
the type of behavior appropriate for the skill.
For example, to learn to work long division problems, students first
would have to learn all the prerequisite math skills, beginning with
Cognitive- number recognition, number facts, simple addition and subtraction,

Proponent multiplication, and simple division.

Behaviorist
Harriet Gagné
Theory
Technology implication
Computer-​­based methods such as drills and tutorials were deemed
useful since they could consistently provide the ideal events and
conditions for learning. Gagné, Wager, and Rojas (1981) showed
how Gagné’s Events of Instruction could be used to plan lessons
using each kind of instructional software (drill, tutorial, simulation).

For example the teacher will fist demonstrate how to use excel after
demonstrating they will let the student to create their own excel.

Educational Implication
Systems approaches to designing instruction have had great influence
on training programs for business, industry, and the military, and
somewhat less influence on K–12 education.Most lesson planning
models call for performance objectives (sometimes called behavioral
objectives) to be stated in terms of measurable, observable learner
Systems Proponent behaviors.
Robert Gagné and
Approach Leslie Briggs. Technology implication
teachers set objectives for a lesson, then develop a sequence of
activities. A software package or an Internet activity is selected to
carry out part of the instructional sequence.
For example, the teacher may introduce a principle of genetics, then
allow students to experiment with a simulation package to “breed”
cats in order to see the principle in action.