3. Objective
Instructional strategy
Nine events that represent
external instructional activities
that support internal mental
processes of learning
Gagné’s events of instruction
are organized here into five
major learning components
Preinstructional Activities
Content Presentation
Learner Participation
Assessment
Follow Through Activities
Learning Components for
Various Learning Outcomes
Intellectual Skills
Verbal Information
Motor Skills
Situated learning
Constructivist Learning
Environment
4. Instructional strategy describes the general components of a set of
instructional materials and the procedures used with those materials to enable
student mastery of learning outcomes.
5. Nine events that represent external instructional
activities that support internal mental processes of
learning:
1. Gaining attention
2. Informing learner of the objective
3. Stimulating recall of prerequisite learning
4. Presenting the stimulus material
5. Providing learning guidance
6. Eliciting the performance
7. Providing feedback about performance correctness
8. Assessing the performance
9. Enhancing retention and transfer
6. Gagné’s events of instruction are organized here into five major
learning components
1. Preinstructional activities
2. Content presentation
3. Learner participation
4. Assessment
5. Follow-through activities
7. Preinstructional Activities Prior to beginning formal instruction, consider three
factors: motivating the learners, informing them of what they will learn, and
stimulating recall of relevant knowledge and skills that they already should
know.
8. Content Presentation is the basic explanation of
what the unit is all about. Content presentation
usually follows one of two general patterns
deductive or inductive.
9. Learner Participation enhance the learning process greatly by providing
learners with activities that are directly relevant to the objectives, giving
learners an opportunity to practice what you want them to be able to do.
10. Assessment
Decide exactly what your strategy as a
designer will be for assessing what learners
have accomplished.
11. Follow Through Activities
A review of the entire strategy to determine
whether learner memory and transfer needs
have been addressed.
12. Learning Components for Various Learning Outcomes:
Intellectual Skills
Verbal Information
Motor Skills
13. Intellectual Skills
The strategy should provide ways for the learner
to link new content to existing prerequisite
knowledge in memory.
14. Verbal Information
Verbal information is part of a larger body of
interrelated knowledge residing in the
learner’s memory.
It also enables performance of intellectual
skills that are hierarchically organized.
15. Motor Skills
psychomotor skills in trades, manufacturing, and
many technical and professional jobs are
intricate, demanding, and can be dangerous.
18. References/ URL’s
Carey, Lou, and James O. Carey. "Developing
Assessment Instruments."The Systematic
Design of Instruction. By Walter Dick. 8th ed.
N.p.: n.p., n.d. 316-283. Print
19. Change Agent, Reflective Practitioner, Lifelong Learner
Reflective Practitioner: Understand their disciplines and how
learners learn. This understanding enables them to make judgments
about the knowledge level of students and to make decisions about
representing the content in ways that facilitate the students’
intellectual growth
Change Agent: Collaborate with other members of the professional
community and take responsibility for school, curricular, and
instructional decisions which help create student-centered learning
communities.
Lifelong Learner: Continue to expand their repertoire of knowledge
and experience, update their skills, evaluate and enhance their
dispositions, and further their ability to refine and adapt their
decision making process to more diverse and continuously changing
educational settings.
