INSTRUCTIONAL DESIGN MODELS

(Gagne, Blooms, ADDIE, and Merrill’s Principles of Instruction)

Instructional Design Models- an instructional model serves as an anchor wherein the journey
to learning is rooted. There are various instructional designs created to keep track of the efficiency
of the instructions. Through different models of instructions, teachers were able to draw some
inspirations on the different techniques and strategies patterned on the models of
instructions.

GAGNE'S NINE EVENTS OF INSTRUCTION

In 1965, Robert Gagne’s book, The Conditions of Learning, identified the mental conditions
for learning. These were based on the information processing model of the mental events that
occur when adults are presented with various stimuli. Gagne created a nine-step process called
the events of instruction, which correlate to and address the learning conditions. Keeping these
stages in mind as you plan for a class session or online module can give your lesson plans a
strong foundation.

Nine Events of Instruction:

1. Gain the attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a stimulus to
capture their attention.

2. Inform students of the objectives

 Gagne’s Nine Events of
Inform students of the objectives or outcomes Instruction
of the course and individual lessons to help Gain Attention Use a
them understand what they are expected to
learn and do. Provide objectives before Inform Learner of Objectives
instruction begins. und
its
3. Stimulate recall of prior learning Stimulate Recall of Prior Ask stu
Learning
Help students make sense of new
Present the Content Use an
information by relating it to something they
already know or have experienced. Provide Learning Guidance Share a
4. Present the content
Elicit Performance Ask stu
Use strategies to present and cue lesson
content to provide more effective instruction.
Organize and group content in meaningful
ways and provide explanations after
demonstrations.

5. Provide learning guidance

Advise students of strategies to aid them in
learning content and of resources available. In
other words, helps students learn how to learn.

6. Elicit performance (practice)

Have students apply what they have learned to
reinforce new skills and knowledge and to
confirm correct understanding of course
concepts.

7. Provide feedback
Provide timely feedback on students’
performance to assess and facilitate learning
and to allow students to identify gaps in
understanding before it is too late.

8. Assess performance
Test whether the expected learning
outcomes have been achieved on previously
stated course objectives.

9. Enhance retention and transfer to the

job
Help learners retain more information by
providing them opportunities to connect course
concepts to potential real-world applications.

Example:
Topic:Understanding Democracy and Its
Importance
 Provide Feedback

Assess Performance

Enhance Retention and Transfer

 curriculum, and experience because it
BLOOM'S assessment scholars helps instructors
TAXONOMY published a revised identify, classify, and
version under the title outline what students
The original A Taxonomy for are expected to learn
Taxonomy of Teaching, Learning, in the course.
Educational and Assessment
Objectives, (Anderson and
commonly referred Krathwohl, 2001). The
to as Bloom’s most recognized
Taxonomy, was change was shifting
created by the category titles from
Benjamin Bloom nouns to verbs and
in 1956, and later flipping the top two
revised in 2001. levels. Bloom
In Bloom’s categorized and
Taxonomy from classified the cognitive
1956, he outlined domain of learning into
six main categories: varying levels
knowledge, according to complexity
comprehension, and richness. As you
application, travel up the pyramid, Example
analysis, synthesis, the level of complexity
and evaluation. increases. This Topic: Analyzing
framework is important Historical Events
In 2001, a group of for designing a learning Through Digital
cognitive psychologists, Archives

Bloom’sTaxonomy

Remembering (Knowledge)

Understanding (Comprehension)
Applying (Application)

Analyzing (Analysis)

Evaluating (Evaluation)

Creating (Creation)
 to the that what objectives,
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