GAGNE'S LIST OF INSTRUCTIONAL EVENTS

INSTRUCTIONAL STRATEGY

Definition:  an instructional strategy describes the general components of a set of instructional materials and the procedures that will be used with those materials to elicit particular learning outcomes.

STEPS IN DEVELOPING AN INSTRUCTIONAL STRATEGY

1)    Cluster subskills into modules

2)    Make a table of the objectives for each module. 

3)    Make a rough estimate of how much time will be devoted to each objective.

4)    For each objective, analyze the instructional events that should occur.

COMPONENTS OF INSTRUCTIONAL EVENTS

1)    Pre-instructional activities

2)    information presentation

3)    student participation

4)    testing

5)    follow through

PRE-INSTRUCTIONAL ACTIVITIES

·       motivation activity to "hook" students on the value of the instruction

·       state learning objectives

·       demonstration of what students will be able to do when they finish the module

·       summarize relevant previous knowledge that will act as a "bridge" to the new material

INFORMATION PRESENTATION

·       review content analysis to determine exactly what information, concepts, rules, and/or principles will be delivered

·       review examples and non-examples

·       begin with lower-level skills and progress up the hierarchy

·       teach prerequisite skills before presenting information on higher-level skill

·       "chunk" the information for learners (provide mnemonic structure)

STUDENT PARTICIPATION

·       provide students with activities relevant to the objectives

·       provide students will opportunity to practice

·       provide timely feedback (knowledge of results)

·       reinforce students

TESTING

·       use embedded questions

·       give posttest

FOLLOW-THROUGH

·       remediation: give specific recommendations as to what students should do as a result of particular levels of performance on the posttest.

·       enrichment:  guide students to places where they can learn more.

(1) gaining attention (reception)

(2) informing learners of the objective (expectancy)

(3) stimulating recall of prior learning (retrieval)

(4) presenting the stimulus (selective perception)

(5) providing learning guidance (semantic encoding)

(6) eliciting performance (responding)

(7) providing feedback (reinforcement)

(8) assessing performance (retrieval)

(9) enhancing retention and transfer (generalization).