Gagnes 9 Events of Instruction

Gagne's Nine Events of Instruction
In 1965, Robert Gagne proposed a series of events that are associated with and
address the mental conditions for learning. Each of the nine events of instruction is
highlighted below, followed by sample methods to help implement the events in your
own instruction.
Use Gagne’s nine events in conjunction with Bloom’s Revised Taxonomy to design
engaging and meaningful instruction.
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a
stimulus to capture their attention.
These are a few methods for capturing learners’ attention:
• Stimulate students with novelty, uncertainty, and surprise

• Pose thought-provoking questions to students
• Have students pose questions to be answered by other students
• Lead an ice breaker activity
2. Inform students of the objectives
Inform students of the objectives or outcomes for the course and individual lessons to
help them understand what they are expected to learn and do. Provide objectives
before instruction begins.
Here are some methods for stating the outcomes:
• Describe required performance

• Describe criteria for standard performance
• Have learners establish criteria for standard performance
• Include course objectives on assessment prompts
3. Stimulate recall of prior learning
Help students make sense of new information by relating it to something they already
know or something they have already experienced.
There are numerous methods for stimulating recall:
• Ask questions about previous experiences

• Ask students about their understanding of previous concepts
• Relate previous course information to the current topic
• Have students incorporate prior learning into current activities
4. Present the content
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.
The following are ways to present and cue lesson content:
• Present multiple versions of the same content (e.g. video, demonstration, lecture,
podcast, group work, etc.)
• Use a variety of media to engage students in learning
• Incorporate active learning strategies to keep students involved
• Provide access to content on Blackboard so students can access it outside of class
5. Provide learning guidance
Advise students of strategies to aid them in learning content and of resources available.
In other words, help students learn how to learn.
The following are examples of methods for providing learning guidance:
• Provide instructional support as needed – i.e. scaffolding that can be removed

slowly as the student learns and masters the task or content
• Model varied learning strategies – e.g. mnemonics, concept mapping, role playing,
visualizing
• Use examples and non-examples – examples help students see what to do, while
non-examples help students see what not to do
• Provide case studies, visual images, analogies, and metaphors – Case studies
provide real world application, visual images assist in making visual associations,
and analogies and metaphors use familiar content to help students connect with
new concepts
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.
Here are a few ways to activate learner processing:
• Facilitate student activities – e.g. ask deep-learning questions, have students

collaborate with their peers, facilitate practical laboratory exercises
• Provide formative assessment opportunities – e.g. written assignments, individual
or group projects, presentations
• Design effective quizzes and tests – i.e. test students in ways that allow them to
demonstrate their comprehension and application of course concepts (as opposed
to simply memorization and recall)
7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and
to allow students to identify gaps in understanding before it is too late.
The following are some types of feedback you may provide to students:
• Confirmatory feedback informs the student that they did what they were
supposed to do. This type of feedback does not tell the student what she needs
to improve, but it encourages the learner.
• Evaluative feedback apprises the student of the accuracy of their performance or
response but does not provide guidance on how to progress.
• Remedial feedback directs students to find the correct answer but does not
provide the correct answer.
• Descriptive or analytic feedback provides the student with suggestions,
directives, and information to help them improve their performance.
• Peer-evaluation and self-evaluation help learners identify learning gaps and
performance shortcomings in their own and peers’ work.
8. Assess performance
Test whether the expected learning outcomes have been achieved on previously stated
course objectives.
Some methods for testing learning include the following:
• Administer pre- and post-tests to check for progression of competency in content

or skills
• Embed formative assessment opportunities throughout instruction using oral
questioning, short active learning activities, or quizzes
• Implement a variety of assessment methods to provide students with multiple
opportunities to demonstrate proficiency
• Craft objective, effective rubrics to assess written assignments, projects, or
presentations
9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect
course concepts to potential real-world applications.
The following are methods to help learners internalize new knowledge:
• Avoid isolating course content. Associate course concepts with prior (and future)
concepts and build upon prior (and preview future) learning to reinforce
connections.
• Continually incorporate questions from previous tests in subsequent examinations
to reinforce course information.
• Have students convert information learned in one format into another format. For
example, requiring students to create a concept map to represent connections
between ideas.
• To promote deep learning, clearly articulate your lesson goals, use your specific
goals to guide your instructional design, and align learning activities to lesson
goals.
Summary
Gagne’s nine events of instruction can help you build a framework to prepare and
deliver instructional content while considering and addressing conditions for learning.
Ideally, you should prepare course goals and learning objectives before implementing
the nine events—the goals and objectives will help situate the events in their proper
context. The nine events of instruction can then be modified to fit both the content
and students’ level of knowledge.
Retrieved from http://www.niu.edu/citl/resources/guide/instructional-guide

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Gagne's Nine Events of Instruction

1. Gain attention of the students

These are a few methods for capturing learners’ attention:

• Stimulate students with novelty, uncertainty, and surprise

2. Inform students of the objectives

Here are some methods for stating the outcomes:

• Describe required performance

3. Stimulate recall of prior learning

There are numerous methods for stimulating recall:

• Ask questions about previous experiences

The following are ways to present and cue lesson content:

5. Provide learning guidance

The following are examples of methods for providing learning guidance:

• Provide instructional support as needed – i.e. scaffolding that can be removed

6. Elicit performance (practice)

Here are a few ways to activate learner processing:

• Facilitate student activities – e.g. ask deep-learning questions, have students

Some methods for testing learning include the following:

• Administer pre- and post-tests to check for progression of competency in content

9. Enhance retention and transfer

The following are methods to help learners internalize new knowledge:

Retrieved from http://www.niu.edu/citl/resources/guide/instructional-guide

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