Gagne's Nine Events of Instruction

GAGNE’S NINE EVENTS OF
INSTRUCTION
1
Activity
Objective: Identify strategies you have used in your teaching
1. On you own, recall the lessons you have taught. What

are the activities you have carried out to facilitate
learning and to engage learners?
2. List down the activities on the activity sheet and state

the purpose of the activity.
3. Compare your list with a partner. Focus on the

purpose of the activity and see if there are any
similarities.
© 2010 Institute of Technical Education, Singapore 2

Gagne’s Nine Events of Instruction
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning guidance
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

1. Gain attention
 Capture the attention of the learner

 Examples:
 Thought-provoking question
 Interesting fact
 Curiosity motivates learners to learn
How do you gain your learners’ attention?

2. Inform learners of objectives
 Initiates internal process of expectancy

 Helps motivate learners to complete the lesson
 Basis for assessment & evaluation
 E.g. Upon completing this lesson, you will be able to …

3. Stimulate recall of prior learning
 Facilitate association of new information with prior knowledge

 Easier for encoding & storing information in long-term memory
 E.g. Link to
 personal experience and knowledge,
 understanding of previous concepts, or a body of content
How do you recall prior learning?

 Content should be chunked & organised meaningfully

 Typically, explain … then demonstrate
 Appeal to different learning modalities using a variety of media
including
 Text
 Graphics
 Audio / narration
 Video

5. Provide learning guidance
 Help encode information for long term storage

 Present content with additional guidance
 Guidance strategies:
 Examples / Non-examples
 Case-studies
 Graphical representations
 Mnemonics
 Analogies
How do you guide learning?

6. Elicit performance (Practice)
 Learner practices new skill or behaviour

 Provide opportunity for learner to confirm correct
understanding
 Repetition increases likelihood of retention

7. Provide feedback
 Provide specific and immediate feedback for performance,

especially for new behaviour
"Lecturers who really care about their learners'

learning provide feedback."
~ students, UTS

 Upon completing instructional components, learner takes

post-test or final assessment
 Assessment taken without additional coaching, feedback or
hint.

9. Enhance retention & transfer
 Incorporate design & media that facilitate retention and

transfer
 Repetition of learnt concepts is tried and true means of aiding
retention.
 Apply learning in real-life situations
 Provide practice variety (new / challenging tasks).
What are your strategies for retention

& transfer?
1. Gain attention
2. Inform learners of objectives Instructional purpose
of teaching/learning
3. Stimulate recall of prior learning activities
• trigger interest
5. Provide learning guidance • activate prior
6. Elicit performance (practice) knowledge
• present /practice
7. Provide feedback content
• summarise learning
• extend & transfer
9. Enhance retention and transfer learning

1. Gain attention
2. Inform learners of objectives Instructional purpose
3. Stimulate recall of prior learning of teaching/learning
activities
Ensure lesson activities are
5. Provide learning guidance • trigger interest
designed with these 5 • activate prior
6. instructional purposes
Elicit performance (practice) knowledge
• present /practice
7. Provide feedback content
8. Assess performance • summarise learning
• extend & transfer
9. Enhance retention and transfer learning

FACILITATION STRATEGIES
15
Continuum of Student-centred learning
vs
Teacher-centred Student-centred
Facilitation strategies suitable

for enhancing frontal teaching
© 2010 Institute of Technical Education, Singapore

Activity
Objective: Identify strategies you have experienced in frontal

teaching
 Assign a number to each member (1 to 4).
 Look at the slides flashed on the screen. Discuss among your

group members and decide what is the name of this strategy.
Ensure every member agree on the answer and write down on a
piece of paper the name of the strategy.
 When facilitator says “show”, hold up your group’s answer high to

show. The group that shows the correct answer fastest is the
winning group.
 The facilitator will call a number. The group member with the
same number will explain how this strategy is being conducted in
class
Let’s play the game!
Are you ready? Start!

Strategies to enhance frontal teaching
Pair Checks Think Pair Share Peer Check
Reciprocal
Rally Robin TAPPS
Learning
Incomplete
Worksheets

Pair Checks
This strategy is useful for practicing skills. This is a way to structure

pair work on mastery-oriented worksheets.
Procedure to carry out Pair Checks:

1. The worksheet is set up with problems presented in pairs.
2. First student in each pair does the first problem with the partner
serving as coach.
3. After the first problem is done, change roles with the partner.
4. After each pair of problems, teams of four check each others'
work.

B
Think Pair Share
This strategy encourages sharing of opinion and views. Through

discussion and negotiation, learners are able to arrive at common
solution with his partner and able to share their ideas to the class.
When used at the beginning of a lecture, it can help learners organize

prior knowledge and brainstorm questions. When used later in the
lesson, it helps to summarise and integrate new information
Procedure to carry out Think Pair Share:

1. Pose a question related to the lesson.
2. Give sufficient time for learners to think.
3. learners work in pairs to discuss the question.
4. Call upon any student, the student will have to share with the whole
class what his partner has discussed with him.
B
Peer Check
This strategy is useful for mastery and presentation of new materials

and concept development. It also allows learners to practice their
presentation and communication skills.
Procedure to carry out Peer Checks:

1. Student on his own generate idea or create content.
2. Find another student to form a pair.
3. Student check on each other’s work and give comment to improve.

B
Rally Robin
This strategy encourages sharing of ideas and promotes listening skills.

Learners learn to listen to other’s views and evaluate if the partner has
given the right answer.
Procedure to carry out Rally Robin:

1. Learners work in pairs.
2. Pose a question to the class, student A in the pair tell student B his
answer. Student B may agree or disagree.
3. Pose another question to the class, this time, student B answer and
student A listens.
4. Continue posing questions, each student takes turns to answer.

B
Reciprocal Learning
Based on the principle that learners learn better when they are required
to teach another person, this strategy allows students to help each other
to master and practice what was taught previously by the teacher.
Procedure to carry out Reciprocal Learning:

1. Put learners in pairs. One takes the role of a ‘student’ while the
other the role of a ‘coach/teacher’.
2. Pose questions or assign tasks to the ‘student’ & provide correct
answers or steps with brief explanations to the ‘coach’.
3. While the ‘student’ respond to the question or performs the tasks,
the ‘coach’ listens & observes, giving appropriate feedback or hints.
4. Get learners to reverse roles to work on another set of tasks.

B
TAPPS
TAPPS stands for Thinking Aloud Pair Problem-Solving. This strategy

can be used to get learners to work on a problem in pairs.
Procedure to carry out TAPPS:

1. Pose a problem to learners.
2. Get learners to work on the problem in pairs, with one member
taking the role of the problem-solver while the other acting as
listener (observer).
3. The problem-solver will verbalise his/her thought process as he/she
solves the problem while the listener encourages his/her partner &
offers suggestions or hints, when necessary.
4. Reverse the roles for the next problem.

B
Incomplete Worksheets
Incomplete worksheet can help learners to think and be focus during

lesson because they would not want to miss out the important point in
the notes.
Procedure to carry out Incomplete Worksheets:

1. Distribute incomplete worksheet to learners.
2. As instructor teach the content, pose questions for learners to think,
discuss and then complete the worksheet.

B
Continuum of Student-centred learning
vs
Teacher-centred Student-centred
Facilitation strategies suitable

for enhancing frontal teaching Facilitation
strategies --
cooperative
learning

What is Cooperative Learning?
 It is a teaching strategy that allows learners to work in small

groups within the classroom
 Learners may have different levels of ability
 It uses a variety of learning activities to improve students’

understanding of a subject
 Learners help team members to learn, thus creating an

atmosphere of achievement
 Learners work through assignment until all group members

successfully understand and complete the assignment
 It promotes learning, and foster respect and friendships among

diverse group of learners

What are the other benefits of using
cooperative learning?
 Promotes student learning and academic achievement
 Increases student retention
 Enhances student satisfaction with their learning

experience
 Helps learners develop oral communication skills
 Promotes student self-esteem and positive race

relations

How to facilitate cooperative learning?
 Form cooperative groups/team
 Assign roles
 Give instruction
 Set rules/goals
 Facilitate group activity, manage conflict and group

dynamics
 Summarise learning

What do you do during cooperative learning?
 Form teams
There are many ways to form
teams:
 Assign roles
 Give instruction Cards

Puzzles
 Set rules/goals
 Facilitate activity( manage Birthday

colours
conflict and group dynamics) Height
 Summarise learning 1
Numbers Friends

 Form teams
Roles can be assigned by
teacher or learners
 Assign roles
• Leader: make sure everyone
is participating
• Recorder: record each
 Set rules/goals members idea
• Time keeper : ensure the

 Facilitate activity( manage group to stay on task
conflict and group dynamics)
• Presenter: present the group’s
work to class
• Encourager: provide support
to each member
 Form teams
Roles can be rotated in each
activity. Advantages of rotating
 Assign roles roles for every task include:
• Discourage domination by 1
 Give instruction student
 Set rules/goals • Equal opportunity to practice

social, communication,
leadership skills
 Facilitate activity( manage
conflict and group dynamics) • Allow learners to understand
difficulties faced by members
assuming certain roles

 Form teams
It means inform the class how
to carry out the activities
 Assign roles
Guidelines to give instruction:
• Obtain learners’ attention
 Set rules/goals • Inform and explain task at
beginning of instruction
•Clear and concise, be specific
• Break up instruction
•Use words that learners can
easily understand

 Form teams
• Inform learners the
 Assign roles objective of the activity
• Rules and expectations

 Give instruction may be established by
learners
 Set rules/goals
• Examples of rules &
expectations:
 Facilitate activity( manage show respect to everyone
conflict and group dynamics)  be able to take
constructive criticism
 work towards common
 Summarise learning goal
 share out the workload

 Form teams
 Assign roles • Manage group dynamics

 Monitor progress
 Provide guidance
• Manage conflicts
 Set rules/goals intervene when there is
misconception, conflict
 Facilitate activity( manage Motivate and ensure

conflict and group dynamics) learners are on task
Manage time for each

 Summarise learning activity effectively

 Form teams
 Assign roles • Summarise learning can be

done at end of every task
 Give instruction • Summarise discussions or

group (s) solution
 Set rules/goals • Clarify misconception


Activity
Objective: Identify strategies you have experienced in

cooperating learning.
 Assign a number to each member (1 to 4).
 Look at the slides flashed on the screen. Discuss among your

group members and decide what is the name of this strategy.
Ensure every member agree on the answer and write down on a
piece of paper the name of the strategy.
 When facilitator says “show”, hold up your group’s answer high to

show. The group that shows the correct answer fastest is the
winning group.
 The facilitator will call a number. The group member with the
same number will explain how this strategy is being conducted in
class
Let’s play the game!
Are you ready? Start!

Strategies for Cooperative learning
Showdown Jigsaw 3 Corners
Circle of
Gallery Walk Opinion Line
Knowledge
Number-Heads
Flash Card Send a Problem
Together

Showdown
This strategy engages learners actively and gives every student a

chance to response to questions pose by teacher. Group members
provide each other with immediate feedback to the questions.
Procedure to carry out Showdown:

1. Organise learners in groups of 4 or 5. Appoint 1 student as the
captain.
2. Pose a question to the class.
3. Each student writes down the response on a paper without
consulting the others in the group.
4. When all pens in the group are down, the captain says “showdown”.

Showdown
5. All learners in the group show their response on the table. The
group compares responses and tries to reach consensus.
6. The class comes together to discuss the responses.
7. The role of captain rotates for the next question.

B
Jigsaw
In this strategy, information to be learned is taken apart. Each student

learns part of the information before coming together to share it with the
other learners in the group. In this way, the learners share the learning
and help one another master all the necessary information.
Procedure to carry out Jigsaw:

1. Organise learners into groups of 4-5 (Home group).
2. Assign a number to every member.
3. Members of the same number get together to form the Expert group.
4. Assign different topics to each Expert group. Members of each
Expert group help one another to master the material, select the
main ideas and prepare to teach the material.

Jigsaw
5. Members of Expert group return to their respective Home group.

Each expert takes turn to teach their material to the rest of the
home group members.

B
3 Corners
This strategy helps learners to see that not everyone shares the same
point of view. It may stretch their own way of thinking. Through
articulation, learners are able to help fellow learners to see and
reconcile what was being given (materials) as well as their own views.
Procedure to carry out 3 Corners:

1. Give reading materials (either the same or different) to the learners.
2. Allocate the 3 corners in the classroom as 3 choice.
3. Based on the reading materials given, learners are to decide on the
choice and move to the respective corner.
4. Other learners already at the particular corner may share the
materials with each other and help each other to confirm if they
have go to the right corner.
B
Gallery Walk
This strategy encourages collaborative learning and peer critique for each
other’s work. In this strategy, the works of each group is exhibited, thus
reinforcing the self-esteem and pride learners have in their work. This
strategy may be used after group discussion, equipment assembly or
installation, brainstorming or peer-teaching strategies.
Procedure to carry out Gallery Walk:

1. Organise learners into small groups of 4-5.
2. Groups discuss/brainstorm and write their presentation pointers on
flipchart.
3. Once completed, groups move around the class to view and evaluate
each other's work, and provide feedback. Take the opportunity to
clarify doubts with the group that prepare the chart.
4. Review critiques/feedback as a class & summarise key learning points.
B
Opinion Line
This strategy encourages respect and recognizes differences of opinion.

It is useful for learners to stand up for their beliefs even if their friend
disagrees. It helps learners to pay attention to issues and decide what
they think about it. Recognise that there can be varying opinion about
the same issue. However, one should take a position on the issue and
to be able to state the reason for it.
Procedure to carry out Opinion Line:

1. Pose a question to the class. It should be one on which opinion can
vary from a strong “Yes” to a strong “No”
2. The learners are asked to take their stand along the imaginary line
between the 2 extreme positions.

Opinion Line
3. Ask learners at the 2 extreme to explain their rationale of picking that

stand.
4. After hearing their reasons, other learners who are at any position
along the line (including the 2 extremes) are allowed to switch the
position.
5. Ask learners along the line randomly to state their reasons until
every student is happy with their position and do not want to change.

B
Circle of Knowledge
In this strategy, all learners are given equal opportunity to contribute

their ideas or give their views, while practicing their listening skills as
they are required to listen attentively to the ideas or views of others. It
can be used to generate ideas within a group.
Procedure to carry out Circle of Knowledge:

1. Organise learners into groups of 4-5. Appoint a recorder in each
group.
2. Pose a question and signal learners to start generating ideas. Every
member of each group takes turn to give their responses as the
recorder writes them on a piece of paper.

Circle of Knowledge
3. At the end of a pre-determined time, signal learners to stop.

4. Call on one team at a time to give an idea from their list. Teams with
the same idea cross out that idea from their list. Write the idea on
the board/flipchart
5. Stop activity when all teams have exhausted their answers or when
a pre-determined time is reached.

B
Flash Card
This strategy is effective for recalling knowledge, with the competition

element. It will encourage learners to read the notes given by the
teacher
Procedure to carry out Flash Card:

1. Give each group of learners a set of answer cards.
2. Pose a question to the class.
3. Group pick the correct answer and flash the answer up high to show
the teacher.
4. The first group that shows the correct answer is the winning group.
5. Continue with the next question.

B
Number-Heads Together
This strategy is similar to a group discussion but the presenter of the

group is not known in advance. It is a good way to review concepts that
have been previously taught.
Procedure to carry out Number -Heads Together:

1. Organise learners into groups of 4-5. Assign a number to every
member.
2. Pose a question & give the groups a few minutes to discuss &
decide on an appropriate answer. Each group should make sure
that every group member knows the agreed upon answers.
3. Call a number at random. Group members with that number are
expected to respond to the question.
4. Continue with questions, making sure numbers change frequently.
B
Send a Problem
This strategy encourages learners to discuss and review materials

previously taught, or to brainstorm for possible solutions to problems.
Procedure to carry out Send a Problem:

1. Generate a list of problems (or get learners to generate their own
problem). Print or paste each problem on an envelope or a folder.
2. Organise learners into groups of 4-5.
3. Give a problem to each group. Each group will look at the problem,
discuss for solutions & write their solutions on a piece of paper. This
paper is put into the envelope.

Send a Problem
4. Signal the groups to pass the envelope to the next group.

5. The next group will then discuss the problem without looking at the
solutions in the envelope. Similarly, each group will write their
solutions on a piece of paper, put it into the same envelope & pass
it on to another group when the signal is given. This process
continues until every group has discussed all the problems.
6. At the end of the activity, the teacher can read out (or get
representative of each group to read out) the solutions.

B

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GAGNE’S NINE EVENTS OF

Objective: Identify strategies you have used in your teaching

1. On you own, recall the lessons you have taught. What

2. List down the activities on the activity sheet and state

3. Compare your list with a partner. Focus on the

© 2010 Institute of Technical Education, Singapore 2

© 2010 Institute of Technical Education, Singapore 3

 Capture the attention of the learner

How do you gain your learners’ attention?

© 2010 Institute of Technical Education, Singapore 4

2. Inform learners of objectives

 Initiates internal process of expectancy

© 2010 Institute of Technical Education, Singapore 5

3. Stimulate recall of prior learning

 Facilitate association of new information with prior knowledge

How do you recall prior learning?

© 2010 Institute of Technical Education, Singapore 6

4. Present the content

 Content should be chunked & organised meaningfully

© 2010 Institute of Technical Education, Singapore 7

5. Provide learning guidance

 Help encode information for long term storage

How do you guide learning?

© 2010 Institute of Technical Education, Singapore 8

6. Elicit performance (Practice)

 Learner practices new skill or behaviour

© 2010 Institute of Technical Education, Singapore 9

 Provide specific and immediate feedback for performance,

"Lecturers who really care about their learners'

© 2010 Institute of Technical Education, Singapore 10

 Upon completing instructional components, learner takes

© 2010 Institute of Technical Education, Singapore 11

9. Enhance retention & transfer

 Incorporate design & media that facilitate retention and

What are your strategies for retention

© 2010 Institute of Technical Education, Singapore 13

© 2010 Institute of Technical Education, Singapore 14

Facilitation strategies suitable

© 2010 Institute of Technical Education, Singapore

Objective: Identify strategies you have experienced in frontal

 Assign a number to each member (1 to 4).

 Look at the slides flashed on the screen. Discuss among your

 When facilitator says “show”, hold up your group’s answer high to

Are you ready? Start!

© 2010 Institute of Technical Education, Singapore 18

Pair Checks Think Pair Share Peer Check

© 2010 Institute of Technical Education, Singapore 19

This strategy is useful for practicing skills. This is a way to structure

Procedure to carry out Pair Checks:

© 2010 Institute of Technical Education, Singapore 20

This strategy encourages sharing of opinion and views. Through

When used at the beginning of a lecture, it can help learners organize

Procedure to carry out Think Pair Share:

This strategy is useful for mastery and presentation of new materials

Procedure to carry out Peer Checks:

© 2010 Institute of Technical Education, Singapore 22

This strategy encourages sharing of ideas and promotes listening skills.

Procedure to carry out Rally Robin:

© 2010 Institute of Technical Education, Singapore 23

Procedure to carry out Reciprocal Learning:

© 2010 Institute of Technical Education, Singapore 24

TAPPS stands for Thinking Aloud Pair Problem-Solving. This strategy

Procedure to carry out TAPPS: