GAGNE’S NINE

EVENTS OF
INSTRUCTION AND
BLOOM’S REVISED
TAXONOMY
OWN PRESENTATION OF PRECIOUS R.
SORIANO
PARTNER: KATE MANALO
 GAGNE’S
NINE
EVENTS
OF
INSTRUCT
ION
 ROBERT
GAGNE
An educational
psychologist who created a
nine step process called the
Event of Instruction.
• Gagne's Nine Events of Instruction model helps trainers,
educators, and instructional designers structure their training
sessions.

• The model is a systematic process that helps them develop

strategies and create activities for instructional classes.

• The nine events provide a framework for an effective learning

process. Each step addresses a form of communication that
supports the learning process.
 THE NINE EVENTS CAN BE
DIVIDED INTO THREE
SEGMENTS.

PREPARATIO ASSESSMENT
INSTRUCTION
N AND TRANSFER
AND PRACTICE
1. Gaining attention 1. Presenting the stimulus
2. Informing the learners 2. Providing learning 1. Assessing performance
guidance 2. Enhancing retention and
3. Stimulating recall of
prior learnings 3. Eliticing performance transfer

4. Providing feedback
 1 GAINING ATTENTION
(RECEPTION)
Begin the learning by gaining the attention of the learners. Ensure
the learners are motivated to learn and participate in activities by
presenting a stimulus to gain their attention. This can be accomplished
by presenting the learners with an introductory activity that engages the
learner.
• Stimulate learners with novelty or surprise
• Pose thought-provoking questions
TECHNIQUES • Have learners pose questions to be answered by other learners
FOR GAINING • Present an intriguing problem
LEARNER’S • Present a new and interesting situation that provokes curiosity
• Present meaningful and relevant challenge
ATTENTION
INCLUDE:
 INFORMING LEARNERS OF
2 THE OBJECTIVE
After gaining (EXPECTANCY)
their attention, inform the learners of the learning
objectives to help them understand what they will be learning during the
session. State what the learners will be able to accomplish during the
session and how they will be able to use the knowledge in the future.
This allows the learners to organize their thoughts on what they will
learn and help place them in the proper mind set.

TECHNIQUES • Describe what they will be able to do at the completion of the

FOR STATING session
THE • Describe required performance
• Describe criteria for standard performance
OBJECTIVES • Explain how their learning will benefit them.
INCLUDE:
 STIMULATING RECALL OF
3 PRIOR LEARNING
Help the learners(RETRIEVAL)
make sense of new information by relating it to something
they already know or something they have already experienced. To accomplish
this present the learner with an experience or cue that stimulates their prior
knowledge. Make connections between what they are learning, and their
previous learning. When people learn something new, it is best to correlate the
new information with related information or topics they have learned in the past.

• Ask if they have any previous experiences with the topic

METHODS • Ask questions about previous experiences
FOR • Ask about their understanding of previous concepts
STIMULATIN • Give them an example of an experience similar to what
G RECALL they are learning
INCLUDE:
 PRESENTING THE
4 STIMULUS
(SELECTIVE PERCEPTION)
Present the learner with the new information using learning strategies to
provide effective and efficient instruction. Organize and chunk content
in a meaningful way. Provide explanations after demonstrations.

• Organize your information in a logical and easy-to-understand manner.

• Chunk information
WAYS TO • Provide examples
PRESENT • Utilize multiple delivery methods (e.g., video, demonstration, lecture,
SESSION podcast, group work)
• Use a variety of text, graphics, figures, pictures, sounds, simulations, etc. to
CONTENT
stimulate the senses
INCLUDE: • Use a variety of approaches (such as visual cues, verbal instruction, and
active learning) to suit people with different learning styles / preferences.
 PROVIDING LEARNING
5 GUIDANCE
(SEMANTIC
Offer the learner guidance ENCODING)
by providing coaching on how to learn the
skill. Give examples and advise of strategies to aid them in the learning
content and of resources available to them. Also, provide guidance
using cues, hints, and/or prompts to help them understand and
remember what they are learning.

Concept mapping for associations

Mnemonics to cue and prompt learning
WAYS TO PROVIDE Role playing for visualization of application
LEARNING Case studies for real world application
GUIDANCE • Analogies to help knowledge
INCLUDE:
 ELECITING
6 PERFORMANCE
(RESPONDING)
Let the learner do something with the newly acquired behavior, skills, or
knowledge. Provide them with practice activities to activate the learning
process. This activity allows the learner to internalize the new
information (skills and knowledge) and to ensure correct understanding
and application of the knowledge/concepts.

 Have the learner do something with the newly acquired behavior

 Have the learn demonstrate practicing skills
WAYS TO  Have the learner apply knowledge to a scenario or case study
ACTIVATE  Ask questions so that they can show their knowledge
LEARNER  Ask the learner to demonstrate how to use it
PROCESSING  Have them complete a role-playing exercise
INCLUDE:
 7 PROVIDING FEEDBACK
(REINFORCEMENT)
 After the learner attempts to demonstrate their knowledge,
provide immediate feedback of learner's performance to assess
and facilitate learning. This is also a good time to reinforce
any important points.

 This stage helps reinforcement of a correct answer, gives

guidance as to the degree of correctness of the task, and/or
provides corrective feedback if the response or behavior is
incorrect.
7 PROVIDING FEEDBACK
(REINFORCEMENT)
• Be positive
• Be objective
TIPS • Use first-hand observation
ON • Deliver focused and concise
PROVI feedback
• Focus on areas the student
DING can control
FEEDB
 ASSESSING
8 PERFORMANCE
In order to evaluate(RETRIEVAL)
the effectiveness of the instructional
events, administer a test the learner to determine if the
expected learning outcomes have been achieved.
Performance should be based on previously stated
objectives.
• Written test
METHODS • Short questionnaires
FOR • Short essays
• Oral questioning
ASSESSING • Other measurement tool to show that they've learned the
PERFORMAN material or skill effectively
CE INCLUDE:
 ENHANCING RETENTION AND
9 TRANSFER
(GENERALIZATION)
Give the learner resources that enhance retention and
transfer of knowledge so that they are able to
internalize the new knowledge and enhance his or her
expertise. Repeated practice with effective feedback is
the best way to ensure that people retain information
and use it effectively.
 ENHANCING RETENTION AND
9 TRANSFER
(GENERALIZATION)
• Having them summarize content
• Having them generate examples
METHODS
• Having them create mind maps /
FOR concept maps
HELPING • Having them create outlines
LEARNERS • Having them create job-aids
• Having them create other types of
INTERNALI reference material
ZE NEW
 BLOOM’S
REVISED
TAXONOMY
• There are six levels of cognitive learning
according to the revised version of Bloom’s
Taxonomy. Each level is conceptually
different. The six levels are remembering,
understanding, applying, analyzing,
evaluating, and creating.
 USING BLOOM’S REVISED
TAXONOMY
 These levels can be helpful IN ASSESSMENT
in developing learning outcomes
because certain verbs are particularly appropriate at each level
and not appropriate at other levels (though some verbs are
useful at multiple levels). A student might list presidents or
proteins or participles to demonstrate that they remember
something they learned, but generating a list does not
demonstrate (for example) that the student is capable of
evaluating the contribution of multiple presidents to American
politics or explaining protein folding or distinguishing
between active and passive participles.
REMEMBER
 Definition: retrieve, recall, or recognize relevant knowledge
from long-term memory (e.g., recall dates of important
events in U.S. history, remember the components of a
bacterial cell).

 Appropriate learning outcome verbs for this level

include: cite, define, describe, identify, label, list, match,
name, outline, quote, recall, report, reproduce, retrieve,
show, state, tabulate, and tell.
UNDERSTAND
 Definition: demonstrate comprehension through one or more forms of
explanation (e.g., classify a mental illness, compare ritual practices in
two different religions).

 Appropriate learning outcome verbs for this level include: abstract,

arrange, articulate, associate, categorize, clarify, classify, compare,
compute, conclude, contrast, defend, diagram, differentiate, discuss,
distinguish, estimate, exemplify, explain, extend, extrapolate, generalize,
give examples of, illustrate, infer, interpolate, interpret, match, outline,
paraphrase, predict, rearrange, reorder, rephrase, represent, restate,
summarize, transform, and translate.
APPLY
 Definition: use information or a skill in a new situation (e.g., use
Newton’s second law to solve a problem for which it is appropriate,
carry out a multivariate statistical analysis using a data set not previously
encountered).

 Appropriate learning outcome verbs for this level include: apply,

calculate, carry out, classify, complete, compute, demonstrate, dramatize,
employ, examine, execute, experiment, generalize, illustrate, implement,
infer, interpret, manipulate, modify, operate, organize, outline, predict,
solve, transfer, translate, and use.
ANALYZE
 Definition: break material into its constituent parts and determine how
the parts relate to one another and/or to an overall structure or purpose
(e.g., analyze the relationship between different flora and fauna in an
ecological setting; analyze the relationship between different characters
in a play; analyze the relationship between different institutions in a
society).

 Appropriate learning outcome verbs for this level

include: analyze, arrange, break down, categorize, classify, compare,
connect, contrast, deconstruct, detect, diagram, differentiate,
discriminate, distinguish, divide, explain, identify, integrate, inventory,
order, organize, relate, separate, and structure.
EVALUATE
 Definition: make judgments based on criteria and standards (e.g., detect
inconsistencies or fallacies within a process or product, determine
whether a scientist’s conclusions follow from observed data, judge
which of two methods is the way to solve a given problem, determine
the quality of a product based on disciplinary criteria).

 Appropriate learning outcome verbs for this level include: appraise,

apprise, argue, assess, compare, conclude, consider, contrast, convince,
criticize, critique, decide, determine, discriminate, evaluate, grade,
judge, justify, measure, rank, rate, recommend, review, score, select,
standardize, support, test, and validate
CREATE
 Definitions: put elements together to form a new coherent or functional
whole; reorganize elements into a new pattern or structure (design a new
set for a theater production, write a thesis, develop an alternative
hypothesis based on criteria, invent a product, compose a piece of music,
write a play).

 Appropriate learning outcome verbs for this level include: arrange,

assemble, build, collect, combine, compile, compose, constitute,
construct, create, design, develop, devise, formulate, generate,
hypothesize, integrate, invent, make, manage, modify, organize, perform,
plan, prepare, produce, propose, rearrange, reconstruct, reorganize,
revise, rewrite, specify, synthesize, and write.