TOPIC 1

EVENTS OF INSTRUCTION

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 Events of instructions
 This is a model for designing instructions developed by Robert
Gagne
 Basically it describes the actual events that takes place when
one is delivering a lesson
 He created these nine events:
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 to the job

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 Close Look at the nine
events of Instruction

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 1. Gain attention
1. Gain attention
There are several ways of gaining students’ attention.
 You can present:
 a problem,
 a new situation,
 ice breaker activities,
 current news and events,
 case studies,
 ask questions
 Or use a multimedia such as YouTube videos, an advertisement,.
 This eventually helps to motivate.
 Motivation is a multifaceted concept. i.e. there is
 Intrinsic motivation
 Extrinsic motivation

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 2. Inform learners of objectives
Each and every lesson has objectives which are
meant to be achieved mainly by the students.
These objectives are specific and measurable.
This enables students to open their mind ears
in readiness to what they are supposed to see,
hear
Include learning objectives in:
 lecture slides,
 the syllabus,
 and in instructions for activities,
 projects,
 papers, and so on

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 3. Stimulate recall of prior
Learning
 This gives students an opportunity to build on
previous knowledge.
 Integrate results of activities into the current topic,
relate previous information to the current topic

 Note: Prior knowledge should be relevant to the

current lesson
 Some of the things you might wish to recall:
 Facts
 Rules
 Procedures
 Be innovative as a teacher
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 4. Present the content
This is where you get to the business of the
lesson
You can use a variety of teaching methods e.g.:
 lecture,
 readings,
 activities,
 projects,
 Multimedia

This takes care of issues of inclusiveness,

learning styles and multiple intelligence
Make sure that you also avoid memory
overload. Also check cognitive overload.
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 5. Provide learning guidance
Provide guidance on how students should do a
particular activity
This helps so that students do not waste time on
things that are not supposed to be.
You can achieve this in a number of ways:
 Include detailed information such as rubrics in projects.
 Provide expectations, instructions, and timelines

Rubric: A rubric is a system of grading that

consists of a criteria chart outlining exactly what
is to be evaluated in a piece of work (
http://citt.ufl.edu/tools/rubrics/).

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 A Rubric
Categories 1Point 3 Points 5 oints

Presentation No thesis statement or conclusion. Has some form of thesis statment and Thesis statement and conclusion
Introduction and background is insignifcant. conclusion. Introduction and background is significantly relates to the question.
Thoughts are poorly presented. Writing and somewhat significant to the thesis. Provides a clear introduction and
grammar is poor. Thoughts are fairly well presented. Uses background. Thoughts are well-structured
adequate grammar. and logical. Uses correct grammar.

Conceptual Understanding Does not demonstrate understanding of the Demonstrates partial understanding of ideas Observations go above and beyond. Uses a
ideas and issues. Uses little or no and issues. Uses a limited amount of broad range of information to support
information to support arguments. information to support arguments. arguments.

argument Structure Provides unclear statements Provides statements that relate thoughts Provides strong, clear, convincing statments
and observations. Does not and observations to the issues. Provides and observations. Provides relevant
relate thoughts to issues. Does adequate evidence to support conclusions. evidence and synthesizes evidence with
not provide evidence to support ideas, observations, and original thoughts.
conclusions.

Resources and Documentation Does not make use of available resources. Resources used are sufficient but not Thorough and extensive use of resources.
Does not cite references. extensive or thorough.

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 6. Elicit performance (Practice)
Give learners a chance to practice using the
newly acquired skill.
Students can apply this through:
 group activities
 or individual projects,
 lab practical, etc.

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 7. Provide Feedback
 It is always necessary to provide feedback to the
learners:
Why?
 It helps the learners to monitor their progress.
 It also helps the teacher to monitor the progress of the
learners hence the teacher can suitably identify areas
where the learners need special help.
 This feedback can be through:
 Assignments-Detailed feedback on
 show students what was done correctly,
 what must be improved, and why.
 Utilize rubrics when possible. Give formative (practice)
feedback as well as on assessments

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 8. Assess Performance
Give students a chance to apply the
knowledge, skills beyond what they have done,
covered.
You can use:
 a variety of assessment methods such as exams/quizzes,
written assignments, projects, and so on.
 Utilize rubrics when grading activities that are not
standard exam and quiz questions

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 9. Enhance retention and transfer to
the job
Students should apply the information to
personal contexts.
E.g. give students an essay to relate the work
to their personal experiences.

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 Assignment
With the aid of examples, describe a lesson on
any topic of your choice in which you can
incorporate all the nine events of instruction.

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 Paradigms
Behaviourism
Cognitivism
Constructivism
Design based
Humanism
21st century skills

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 Theories under each paradigm
1. Behaviourism
 Classical conditioning
 GOMS model
 Operant conditioning
 Social learning theory
2. Cognitivism
 Attribution
 Cognitive load
 Cognitive theory of multimedia learning
 Elaboration
 Situated learning
 Stage theory of cognitive development

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 Theories under each paradigm
2. Constructivism
 Anchored instruction
 Cognitive apprenticeship
 Communities of practice
 Connectivism
 Discovery learning
 Social development theory
 Problem based learning
 Situated learning

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 Theories under each paradigm
3. Design based
 ADDIE model of instruction design
 ARCS model of motivational design
 Elaboration theory
 Multimodality

4. Humanistic and motivation theories

 ACRS model of motivational design
 Emotional intelligence
 Experiential learning
 Flow
 Grit
 Maslow's hierarchy of needs
 Self determination theory

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 Theories under each paradigm
5. Descriptive and meta theories
 Activity theory
 Actor-Network theory
 Blooms taxonomy
 Distributed cognition
 Social network analysis

6. Identity theories
Erikson stages of development
Identity status theory
Self theories-entity and incremental theory

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 Miscellaneous learning theories
Affordance theory
Multiple intelligence theory
21st century skills

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 website
http://www.learning-theories.com/

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 Behaviourism
This views learning in terms of ‘‘stimuli-
response’’
i.e. there must be a stimulus to trigger a
response.
Behaviourists argue that Knowledge...
 - is the result of establishment of connections between
stimuli and certain kinds of behaviour
 - reinforcement of connections by rewarding patterns of
action in various ways
 - a matter of behaviour; that behaviour and not
"cognition" is significant
 - measurable, observable, controllable, law-like.

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 Behaviourism…
Learning is achieved by...
 Small steps based on previous activity to build on them
 Frequent rewards in early phases, with controlled
reinforcement at later stages to motivate the students
 Rewarding quickly after a correct response through
feedback e.g. that’s correct etc
 Giving a stimuli to students and then allowing discovery
of successful course

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 Constructivism
Constructivists argue that
 Knowledge...

 - is constructed by the learner

 - is a result of a synthesis of data from the senses and
cognitive structures and cognitive structures are the
result of adaptive interactions with an environment
 - attainment is an adaptive incremental process

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 Constructivism…
Learning is
 - exploring structured resources
 - adapting resources to suit learners needs
 - resolution of cognitive conflict
 - creating new resources through re-organising the
existing resources

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