{"id":8041,"date":"2021-09-02T10:31:56","date_gmt":"2021-09-02T07:31:56","guid":{"rendered":"https:\/\/www.efrontlearning.com\/blog\/?p=8041"},"modified":"2021-09-02T10:31:56","modified_gmt":"2021-09-02T07:31:56","slug":"gagnes-nine-events-of-instruction","status":"publish","type":"post","link":"https:\/\/www.efrontlearning.com\/blog\/2021\/09\/gagnes-nine-events-of-instruction.html","title":{"rendered":"How to apply Gagne\u2019s nine events of instruction"},"content":{"rendered":"
Born in 1916, educational psychologist Robert Gagne\u2019s nine events of instruction learning model is still very much in use today. Centered around how people (he calls them performers) process information, practitioners in fields as diverse as engineering and healthcare follow his systematic, structured approach to teaching.<\/p>\n

With great results.<\/p>\n

Here, we look at the theory behind each of those 9 events of instruction. And show how this step-by-step approach<\/strong> can help managers, trainers, facilitators, and instructional designers (and their audience) in the very real and very current world of corporate training.<\/p>\n

Throughout his\u00a0nine events of instruction, Gagne uses theatrical metaphors to reinforce his instructional design-focused learning model. So, before we raise the curtain on the main event, let\u2019s first take a quick peek backstage.<\/p>\n

Setting the scene<\/h2>\n

Easing his audience gently into his nine events of instruction, Gagne\u2019s first step is to look at the context and conditions that might impact the learning journey. Gagne called them his \u201cconditions of learning<\/em>\u201d. So, what does Gagne mean by \u201cconditions of learning\u201d? To help clarify, he separates them into two types\u00a0\u2014 internal and external.<\/p>\n

Internal conditions, Gagne says, refer to the general knowledge we\u2019ve already acquired and placed in our memory. This so-called \u201csemantic memory<\/strong>” covers everything from our prior knowledge of objects, people and words, to facts, ideas and concepts. What this means is that what we already know, or think we know, has a strong bearing on how we absorb or interpret additional learning.<\/p>\n

So does the immediate and physical learning environment, says Gagne.<\/p>\n

Whether it\u2019s the tone of voice of the instructor, a claustrophobic or stuffy meeting space, or a laptop with poor wifi, external conditions all have a bearing on how we connect (or not) with the content of a training or learning program.<\/p>\n

Right. That\u2019s the background. The stage is set. But, before we open the curtain on the next nine acts, it\u2019s time for a dramatic pause.<\/p>\n

The prologue<\/h2>\n

While it\u2019s tempting to leap ahead, straight into Gagne\u2019s hierarchy of learning, there\u2019s an important step that precedes his nine events. That\u2019s the process of setting broad categories of outcomes.<\/p>\n

Gagne separates his outcomes into five distinct categories<\/strong>: intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. These categories each relate to learned capabilities which Gagne observes and views as human performances.<\/p>\n

So, with everything in place, it\u2019s time to raise the curtain and learn more about the nine events that will support those outcomes.<\/p>\n

The big reveal<\/h2>\n

Putting Gagne\u2019s learning model theory into action, here\u2019s where Gagne’s nine events of instruction come in.<\/p>\n

Designed to be followed in sequence, Gagne\u2019s\u00a0nine events of instruction cover all of the different elements required for effective learning. Here, we\u2019ll combine the theory behind each event, with some practical examples of how to put that theory into action.<\/p>\n

1. Gaining attention<\/h3>\n

Distractions are the enemy of learning. Use a strong and noticeable auditory, visual or verbal cue to signal the start of the training session, grab your learners\u2019 attention and shift focus from what\u2019s going on around them.<\/p>\n

How:<\/strong><\/p>\n