The Nine Events of Instruction

Quoted from http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy3/edpsy3_instruction.htm

We will later tie our capstone project to Gagne's Nine Events of Instruction. Leave it here for reference only now.

 Gaining attention. Guidelines for gaining attention and facilitating the process of moving information from the sensory register to working memory are discussed in chapter 6 of this book.

Activating motivation: Informing the learner of the objective. Strategies for activating motivation are discussed in detail in chapter 5. Different levels of instructional objectives are discussed later in the present chapter. Specific guidelines for developing instructional objectives are discussed in chapter 15.

Stimulating recall of prerequisite learning. Strategies for stimulating this process of moving information to and from long-term memory are described in chapter 6. Advance organizers are discussed in greater detail in chapter 15.

Presenting stimulus material. Strategies for presenting lessons are covered in the present chapter and in chapter 15.

Providing learning guidance. Strategies teachers can employ to guide thinking and learning are discussed in several chapters in this book, especially in chapter 7, in the present chapter, and in chapter 15.

Eliciting the performance. Teachers perform this event informally through such activities as learning probes (chapter 15) and more formally through tests at the end of units of instruction (chapter 14).

Providing feedback. Teachers do this by their reactions to student responses and activities in class and to other student assignments. The importance of using feedback strategies that promote autonomy is discussed in chapter 5. Other aspects of feedback are discussed in chapter 15.

Assessing the learner's performance. This involves the evaluative component of feedback. Step 7 is less formal and occurs while the student is learning. The present step occurs when the learner wants to demonstrate a formal mastery of the objectives of instruction. Strategies for assessment and grading are discussed in chapter 14.

Promoting retention and transfer. Guidelines for enhancing the retention of information in long-term memory and bringing it back to working memory when it is needed are discussed in chapter 6. The "Remember when... now let's" rule described in chapter 7 is an example of a specific attempt to implement this event of instruction. The value of distributed practice is discussed later in chapter 6.