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    Name: Siti Khodijah Nim: 205180015 Class: 4A Gagne's 9 Events of Instruction

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    Name: Siti Khodijah Nim: 205180015 Class: 4A The document outlines Gagne's 9 events of instruction which are steps to ensure effective learning. The steps include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new information, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.

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    Name: Siti Khodijah Nim: 205180015 Class: 4A Gagne's 9 Events of Instruction

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    Name: Siti Khodijah Nim: 205180015 Class: 4A The document outlines Gagne's 9 events of instruction which are steps to ensure effective learning. The steps include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new information, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.

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    Name: Siti Khodijah Nim: 205180015 Class: 4A The document outlines Gagne's 9 events of instruction which are steps to ensure effective learning. The steps include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new information, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.

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    Name: Siti Khodijah Nim: 205180015 Class: 4A Gagne's 9 Events of Instruction

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    Siti Khodijah
    Name: Siti Khodijah Nim: 205180015 Class: 4A The document outlines Gagne's 9 events of instruction which are steps to ensure effective learning. The steps include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new information, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.

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    Name : Siti Khodijah

    Nim : 205180015

    Class : 4A

    Gagne’s 9 Events of Instruction

    1. Gaining Attention

    When students arrive at class, their attention can be directed toward many other things, so in
    order for any learning to take place, first their attention must be captured and their interest should
    be aroused.

    2. Informing The Learners of Objective

    Early in each lesson students should encounter a list of learning objectives. This initiates the
    internal process of expectancy and helps motivate the learner to complete the lesson.

    3. Stimulating Recall of Prior Learning

    Associating new information with prior knowledge and personal experience and getting the
    learners to think about what they already know can facilitate the learning process.
    4. Presenting The Information

    This event is where the new content is actually presented to the learner. Content should be
    organised meaningfully, and explained and demonstrated using a variety of media.

    5. Providing Learning Guidance

    This event means showing what appropriate actions constitute correct performance, plus
    additional suggestions, including use of examples, case studies, graphical representations, and
    mnemonics to help learners encode information for long-term storage, or in simple terms, “make
    the stimulus as meaningful as possible”.

    As this is a practical procedure, if learners first observe the procedure they are in a better position
    to perform it themselves. The teacher shows the equipment and performs the procedure on a
    dummy, including the sterile technique, explaining it step by step. While performing the
    procedure, useful tips and hints can be provided.

    6. Eliciting Performance

    The action now turns to learners. In this event, the learner is required to practice the new skill or
    behaviour. Eliciting performance provides an opportunity for learners to confirm their correct
    understanding, and the repetition further increases the likelihood of retention.

    7. Providing Feedback

    While observing each learner performing the procedure, individual and immediate feedback and
    guidance can be provided and any questions can be answered. In addition, feedback from other
    learners observing the performance is very helpful.

    8. Assessing Performance

    At this point, the students demonstrate what they have learned without receiving additional
    coaching or hints. However, a single performance does not ensure that the new capability has
    been reliably stored and additional practice is needed.

    9. Enhancing Retention and Transfer

    Once we are reasonably sure that the new capabilities are reliably stored, we can increase the
    likelihood that they will be retained over a long time period by providing practice and spaced
    reviews. The repetition of learned concepts is an effective mean of enhancing retention, although
    often disliked by students. Additionally, transfer of knowledge and skills to new problems and
    situations is a goal of most instruction, but classroom time constraint makes it more difficult to
    achieve.

    (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4017416/)

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