Professional Documents
Culture Documents
Hughes, L. Erika
Ronald Shannon
What I have found most useful about Gagne’s nine events of instruction is how
easily adaptable they are to suit different learning styles, while also increasing the
likelihood that a depth of knowledge is received. Gagne’s methods are not a one size fits
all style of teaching, but rather demonstrates how different content and skills are best
knowledge, but by using this accommodative model, it allows us to easily adapt the
that by catering to the style of the learner, we are more likely to increase engagement
and therefore make conditions more optimal for learning. This paper will analyze each
aspect of Gagne’s nine events of instruction, and with justification, determine whether it
four categories of: selective, divided, sustained, and altering (“Psychology in The
Classroom, 2022). As teachers, the most useful form of attention would be selective
environment. Additionally, if the student’s attention is effectively attained, they are less
likely to be off task. Increasing the likelihood of gaining their attention can be done
through the use of surprise, interesting icebreakers and content related to areas of great
interest.
students, I believe this falls under the cognitive approach. Learning, like attention, can
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correlation. This event requires a certain level of understanding such as grasping the
objectives which are presented on the board, described to them, or within their learning
activity. (Northern Illinois University Center for Innovative Teaching and Learning, 2020).
3. Recall of Prior Learning: Memory and recall are inherently linked. How well we
remember and what factors affect our memory is a cognitive approach. Drawing on a
student's prior knowledge, reviewing what was previously studied in class or drawing
from their life experiences are all examples of how teachers can use recall.
4. Presenting The Content: During this event is when students will be tasked to
absorb new information, develop new skills or try new cognitive strategies. I believe this
also falls under the cognitive approach as the various ways teachers present the new
content will affect how well the student will acquire the new information. It is important
to note that people also have selective perception which is when “a person only
perceives what he desires to and sets aside or ignores other perceptions of viewpoints.”
(Sincero, 2013) As teachers, if we take this into account, we should use a variety of
media to present the new information. We will therefore be more likely to keep the
attention of our students. Additionally, breaking down the content into manageable
pieces where the learner does not feel overwhelmed would be beneficial.
5. Providing Learning Guidance: As Gagne put it, this is how teachers “help
students learn how to learn (Northern Illinois University Center for Innovative Teaching
and Learning, 2020). Teachers use their professional discretion to decide what
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strategies and pedagogical approaches would work best for individual students. I
believe this is another cognitive approach, because as teachers we are trying to get
meaning (The Peak Performance Center, 2023). Studies have shown that information
lead to semantic encoding could be using case studies and applying real world
applications and concept mapping that make clear associations (The Peak
cognitive approach, but does at times, cross over into a behaviorist approach as well. In
this event, students must perform, create or present their newly acquired knowledge. By
actively engaging in this process, they are reinforcing the new meaning they have
created, but also ensuring what they have learned is correct. In a Visual Arts classroom
this would present itself as a student creating an Impressionist painting using the
acrylic techniques they have just learned, or creating a sketchbook page with mind
maps that link the art history movement we have just studied.
effective. In the art room, the teacher will be circulating the room giving both positive
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and constructive feedback as students are working on their projects. It would also take
the form of notes in the sketchbooks which link back to the rubric, are focused and
8. Assess Performance: In order for teachers to see how effective the strategies
they are using and how much students are learning, assessing performance is essential.
students to recall what they have learned and how well they can remember it. As an art
teacher, I frequently use small quizzes to test vocabulary and art analysis to test their
9. Enhance Retention and Transfer: I believe this event is perhaps the only one
which can truly be both cognitive and behavioral. For teachers this is an opportunity for
successful in a lesson. Within arts education, this can be additional practice time,
providing additional visual aides and examples, and teacher or peer demonstrations.
instruction are cognitive approaches. As students complete the steps, their chances of
learning and retaining knowledge increases. These steps are very effective for teachers
as they design their lesson plans and create summative assessments. It may appear as
a daunting task to complete all nine events in every lesson, but much of what is outlined
can happen within a structured and well organized lesson. Getting to know students,
their preferences and interests will also aid in the effective delivery of these events.
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References
Northern Illinois University Center for Innovative Teaching and Learning. (2020).
Gagné’s Nine Events of Instruction.
https://www.niu.edu/citl/resources/guides/instructional-guide
The Peak Performance Center. (2023). Gagne’s Nine Events of Instruction. The
Peak Performance Center, The Pursuit Of Performance Excellence.
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-ni
ne-events-instruction/