POSTGRADUATE DIPLOMA IN TEACHING

JANUARY 2022

HPGD3103

INSTRUCTIONAL TECHNOLOGIES

MATRICULATION NO. : CGS02484526

IDENTITY CARD NO. : 960729-12-5966
TELEPHONE NO. : 016-3018719
E-MAIL : nrsmahkm00@oum.edu.my
LEARNING CENTRE : KOTA MARUDU LEARNING CENTRE

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QUESTION 1:

Part I: Gagne’s Nine Events of Instructions

Introduction
Heralded as a colonist in educational instruction, Robert M. Gagne revolutionized
instructional design principles with his WW II- period methodical approach, frequently
appertained to as the Gagne Assumption. The general idea, which seems familiar moment, is
that different effects are stylish learned using different styles.
Gagne's Nine Events of Instruction are a perfect illustration of how to apply this
conception Using this adaptive model, preceptors can connect with scholars in a way that's
suitable to their literacy styles in any given circumstance. Through this manner, scholars
achieve further optimal literacy issues and come true subject matter experts

The nine steps of Gagne’s Events of Instruction are:

1. Gaining the attention of students
2. Informing the learner of the objectives
3. Stimulating recall of prior learning
4. Presenting the content
5. Providing feedback
6. Assessing the performance
7. Enhancing retention and transfer

1. Gaining attention
No preceptor on Earth can educate a subject by first is getting the pupil's attention.
This is easier said than done, but failing in this task sets all posterior tasks up for failure too.
Scholars enter class with their minds on other effects, and it's the schoolteacher's job to get
them primed, concentrated, and ready to learn the content at hand. Many tricks to set the
mood include:
• Asking a question they don’t anticipate
• Bringing up an intriguing point of trivia
• Challenging them with a problem
• Using a loud and unanticipated tone or other audio stimulants
• An eye-catching visual encouragement

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 • Establishing a pupil-to-pupil exercise
There's no deficit of tactics to get pupil attention. The point of this step is to make
sure it’s done so they can transition into the proper state of mind.

2. Informing the learner of the objective

When giving speeches, we’re frequently told to “tell them what we’re going to tell
them.” That idea holds then, as well. Once we've their attention, we want to snappily educate
the pupil about what they should anticipate learning during the assignment. This further
primes them and gets them ready to admit information and prognosticate what they’ll Educ
tor need to comprehend and deliver at the end.

The stylish way to negotiate this step is to simply the concrete literacy objects and
issues. This can be done in any number of ways, including:
• Furnishing measurable criteria they must meet at the end of the assignment
• Explaining a task they’ll be asked to perform
• Drawing a clear connection between previous-pronounced objects and after
assessments
• Involving the scholars themselves by asking for their input in determining
ways to test knowledge and understanding

3. Stimulating recall of prior learning

After you’ve gotten their attention and explained the lesson’s objectives, it’s time to
high them indeed further and draw out their previous- learned knowledge of the given
content. Having scholars remember what they know provides a lesson, so they’re ready to
add to that foundation via scaffolding ways.’
This step also has several ways it can be completed. For example:
• Doing a quick summary or review of one assignment
• Persuading scholars to answer questions about effects they learned before related to
the subject
• Asking the scholars to explain what they recall
• Using engaging audiovisual donations of material
• Incorporating rudiments of previous- learned information into the new assignments,
as a ground from one to the other

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4. Presenting the content
Now that you’ve told the students what you’re going to tell them and gotten them
engaged with the subject matter, it’s time to present the assignment material and altar upon
that previous knowledge base.
Immaculately, this donation stage should be precisely planned out, but with enough
flexibility to allow for robotic converse. Preceptors should strive to offer material using
colorful delivery styles, similar to audiovisual media, lectures, physical demonstrations when
applicable, and hands-on practice whenever possible.
It’s also encouraged to incorporate technology when doable, as utmost ultramodern
learners have grown up using bias and the Internet and are therefore relatively tech- expertise.
Learning operation system platforms are a great way to stay systematized and keep track of
work while enabling simple peer collaboration from a distance.

5. Providing learning guidance

Before and during the content donation, it’s salutary to give scholars exemplifications
of suitable issues. This way, there's no confusion about what will be considered respectable
versus what falls outside that range.
For instance, if you ask them to write an essay, it’s handy to offer them a sample
of what a perfect essay would look like for the assignment. Giving an illustration of what
not to do is an excellent way to offer discrepancy, so they can avoid making
miscalculations.
Other aspects of this step include furnishing anything that helps the learner
understand the assignment. Graphs, stories, part-playing, mnemonic memory tricks, or
stimulants that grease memory by attributing value to the assignment generalities are all
potentially useful.
To the point then’s to help the information be understood in the present and stored
deep enough so as not to be forgotten the moment they walk out the door. In other words,
they must remember what’s tutored because that will be the foundation for the coming
assignment and the new round of scaffolding.

6. Eliciting the performance (practice)

As an, we have just completed four critical ways in Gagne’s Nine Events of
Instruction. Now, it’s time for the scholars to do their part. They must either exercise or
demonstrate their newfound knowledge in a manner you can assess. This is known as

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inspiring the performance, i.e., giving them the chance to show you that they did their
job and learned what you tutored. It’s a critical step because it allows the educator to
gauge their success and lets the pupil practice and thereby support knowledge. Repetition
always helps with memorization as well as confidence structure. Many ways to evoke
performance includes test, quizzes, classroom donations, essays, group systems, and
operation-acquainted lab exercises.

7. Providing feedback
Educator real-time feedback is pivotal to completing the tutoring-learning cycle.
Generally speaking, feedback should be substantiated, formative, positive, and
immediate. There are many unique types of feedback with specific purposes.
Confirmational feedback informs the pupil whether or not they’re complying with
guidance on how to complete an assignment, without exploring how well they did or
what they might need to work on. Evaluative feedback lets the pupil know the current
appraisal of their assignment’s quality without getting into details about how they might
do better.
Remedial feedback is a type of feedback designed to acclimate a pupil’s line of
thinking or course of action so they can come to find an answer on their own, without
telling them to answer directly. Descriptive or logical feedback is explicitly designed to
boost pupil performance by offering fresh backing, including tips or exact action way to
take.
Peer evaluation helps scholars fete differences between their work and that of
peers to close the gap. Tone evaluation teaches ways scholars can spot areas for
enhancement on their own.

8. Assessing the performance

After all the students demo their level of understanding and have shave gave
feedback, the school teacher can do a comprehensive assessment to gauge the extent they
met objects. Keep in mind on performance can not give enough data to measure overall
knowledge and capacities. Still, it’ll give enough perceptivity to measure how well they
learned and stored the information handed during a particular assignment.
Assessment ways include giving oral quizzes or offering pre-and post-lesson
quizzes to measure learning efficacity. No matter which styles are used, they should be

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objective, logical, and grounded on pre-established criteria outlined in rubrics when
practical.

9. Enhancing retention and transfer

Once the teachers have assessed the below way effectiveness, it’s time to make
upon them to increase retention and transfer. Then, retention implies the student’s
capability to internalize also remember what they have learned, whereas transfer
describes their capacity to apply the knowledge and chops in the real world.
Both are readily enhanced through a cornucopia of practice, though to the top
extent possible similar practice should be creative and not simply rote reiteration, which
tends to drag learners. Another potential problem preceptors can run into with this step is
time itself, for it’s frequently delicate to squeeze in meaningful practice at the end of the
lessons.
 many practical tips for improvement include adding questions about.
 Preliminarily-tutored content into unborn examinations to keep scholars on
their toes.
 Chancing ways to link generalities together versus separating them
 Giving creative assignments that bear scholars to suppose about the
assignment in dynamic new ways.
 Being transparent about pretensions and learning issues, so scholars can
see exactly what they’re supposed to learn for each assignment as well as
by the end of all the lessons.

Conclusion
Gagne’s Nine Events of Instruction is a largely-organized, action-acquainted
methodology that empowers preceptors with a solid frame they can use in increasing
tutoring efficacity in nearly any setting it’s flexible enough to be modified for a wide
range of circumstances and simple enough to be readily incorporated into your being
lesson plans. The emphasis is forcefully placed on the learner and preceptors doing
everything possible to ensure scholars prisoner, retain and use the information tutored to
them. In this regard, it’s every school teacher’s dream come true.

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Part II: Applying Gagne’s Nine Events of Instruction for a Lesson in the Google
Classroom

Title of the Lesson Topic: ‘Working as a Team’

Event 1: Gain Attention

 The first and most important event is
gaining the attention of every learner in the
audience and then giving the background to
create validity.
 Use the multimedia to gain their attention,
for example, showing a short video related
to the topic which will require students to
focus and engage with the content.

Lesson Example:
 Teachers will tell the students about working
as a team in the class and then share
PowerPoint slides or short videos about the
topic’. After that, teachers will ask learners
questions or their opinion about the topic.
 Material: youtube/Slide

Event 2: Inform Learner of Objectives

 Next teachers will inform the audience what
will be learning and what they should expect
to take away from this topic.
 Teacher will tell students what they’ll learn
during the lesson to get them in the proper
state of mind
 Material: youtube/Slide

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  Describe the objectives of a lesson. State
what the learners will be able to perform and
how they will be able to use the knowledge.
For instance, to identify the roles and
responsibilities of a project in a team

Lesson Example:
 Teacher going to explain and inform the
students that they will be expected to form a
project team and choose a leader

Event 3: Stimulating recall of prior learning

 Before starting each eLearning activity, let
the audience know what skills or knowledge
they will be applying to the task, as well as
how the subject matter is connected to the
information they already have in their
knowledge base.
 Material: Slide

Lesson Example:

 Teacher will ask students about their

understanding of the previous concepts.
 Students contribute to a brief class
discussion about the terms, concepts, and
 models already learned about the topic
given.

Event 4: Present the content

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  After drawing on prior knowledge, the
content is then presented to each learner.
Information should be presented in various
ways to meet everyone’s learning style.
 Material: youtube/Slide

Lesson Example:
 Interpersonal skills and working as a
team
 Teacher will pre the topic information and
other casesentstrate about the group
assignment
 The conceptual framework for working
as a team
 Students will share their past experiences
that relate to the topic
 Group dynamics theory
 Teacher directs to student attention to
content projected on the slide about the
concepts, theories, and practices
 Practice
 Student recall knowledge and skills already
and possessed about the topic,
 Students will determine the tasks that will
require the most attention during the
practice.

Event 5: Providing Learning Guidance

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  After that, the teacher will demon how to
create a good team,
 Teacher will discuss a variety of reactions
during different stages of team
 Students’ appropriate responses to
personality conflict and another challenge to
the project team
 Material: youtube/Slide

Lesson Example:
 Teacher will guide students through
examples that are related to this topic
 Student able to ask the teacher about the
similarities and differences of the roles and
responsibilities present by the teachers.

Event 6: Eliciting the performance

 Apply the appropriate knowledge and their
skills to the practice case
 Material: Slide

Lesson example:
 Students propose appropriate responses to
the conflicts and challenges presented to

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 Event 7: Providing Feedback
 Provide an opportunity for each student to
correct their answers,
 While observing each learner performing
the procedure, individual and immediate
feedback and guidance can be handed and
any questions can be answered. In addition,
feedback from other learners observing the
performance is veritably helpful.
 Material: Google form/Slide

Lesson Example:
 Teacher or students will suggest alternatives
to achieve the same results.
 Provide google form to get feedback
 Teachers using PowerPoint slides

Event 8: Assessing the performance

 At this point, the scholars demonstrate what

they've learned without entering fresh
coaching or hints. Still, a single performance
doesn't ensure that the new capability has
been reliably stored, and fresh practice is
demanded.
 Material: youtube/Slide

Lesson Example:
 Inform the students about their performance
relative to objectives criteria
 Teacher will provide additional explanations
about what most students got correct and the
things that were commonly mistaken
Event 9: Enhance Retention and Transfer

 To enhance retention, the students should

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 exercise the procedure on a dummy many
times.
 The transfer of knowledge constitutes
applying their chops in a clinical setting,
while originally being supervised.
 Material: Kahoot (Quiz)/Slide

Lesson Example:
 The session can be closed by reviewing the
crucial points, answering the questions or
quiz and asking for students ’feedback.
 Summarize and reinforce the following
 Different personalities are part of a team
 Project goals guide teamwork
 Project management plan

Part III: Benefits of Gagne’s Nine Events of Instruction

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Gagne’s Nine Events of
Instructions
1. Gain Attention
2. Inform Learners of
Objectives
3. Stimulate Prior Learning
4. Presenting the content
How each of the components of Gagne’s Nine Events of Instructions
will be useful in your lesson plan?
 Before a student can learn, they must pay attention. Thus to
present the content in person, with this method can be helpful and
can impress your fellowship fluently by speaking audibly, using
speech or animated signs, exercising props, etc.
 Attracting students' attention effectively in eLearning is not that
easy, because students have further stimulants contending for
them, so the educator is veritably important in doing something
learning because this will have an impact on students.
 After having the student’s attention, the next step is to inform the
audience what will be learning and what they should expect to
take away from the course.
 This method is so useful for teachers by informing students about
the objectives of the topic, stating what learners will be able to
perform and how they will be able to use the knowledge in the
future, not only for students but also for the teachers.
 Many of us take on new knowledge and skills more easily. Using
this method will help students make sense of new information by
relating it to something they already know or something they have
already experienced.
 Instructional designers should use their students ’existing
knowledge to connect what is being taught with experiences and
data that students are already familiar with, as a way to build on a
prior knowledge base.
 After drawing on prior knowledge, the content is then presented to
each learner. Teachers use strategies to present and cue lesson
content to provide more effective instruction or use a variety of
media will engage students in learning. For example present
multiple versions of the same content e.g. video, group work,
podcast, etc.
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  With each content presentation it is expected that the presenter
will be able to improve both content identification skills and
presentation skills. This feedback can be reflected through teacher
observation, audience participation, and self-reflection
5. Providing learning  with the components of Gagne's nine events, this can help to some
guidance
extent and make it easier for teachers and students throughout the
learning session.
 Even the most advanced online students may need support while
learning new skill sets and absorbing new knowledge. Otherwise,
they may become discouraged or frustrated and drop out of the
eLearning experience altogether.
 They must have the guidance they need to develop encouraging
online learning behaviors, or they may be giving incorrect
information to their long-term memory

6. Eliciting the  Students will demonstrate their understanding with a presentation,

which will further strengthen their knowledge of the topic.
performance (practice)
However, the role of the instructor is still valuable. Teachers can
support memory retention and begin learning by:

7. Providing feedback  Helping students receive feedback on individual tasks, thus

solving isolated problems rather than having little idea where
problems and inconsistencies in learning occur.
 By giving the learners timely and constructive feedback they will
have the power to improve learning behaviors. That’s why
providing feedback is important because it will easier to identify
their weaknesses and strengths during Elearning.

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 8. Assessing the  Assessing students is not only to measure their progress but can
performance
also allow educators to identify weaknesses in their eLearning
strategies. For example, if a large proportion of students are
struggling with a particular online module, the instructor may
want to -evaluate its online content and activities.
 ELearning assessment also offers educators the ability to identify
knowledge gaps, that is, things they already know as opposed to
things they still need to acquire to achieve the learning objectives
of the eLearning course.

9. Enhance Retention and  Using Gagne’s nine-event method can help students retain more
Transfer
information by allowing them to link course concepts to potential
real-world applications.

Question 2

a)

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b)

Question 3

Week 1

Week 2

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Week 3

Week 4

Week 5

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Week 6

Week 7

Week 8

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Week 9

Week 10

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References:

Manjale Ngussa, B. (2014) Gagne Nine Events of Instruction in Teaching Learning

Transaction Evaluation of Teachers by High School Students in Musoma Tanzania.

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