Asign 8-Wkshp: Grade - 100
Comments from Professor: Debra, Your submission is very well done. Submitted as required and
formatted according to instructions. Content: meets criteria; appropriate for identified audience; all
areas included and information is appropriate and sufficient. Workshop content relates to
workshop title and overview. Activities appropriate and appear to enhance learning. References - as
required I see this workshop as having true value for your identified audience. Overall: The quality
of your proposed workshop is appropriate for distribution to an employer. Demonstrates good
understanding of the concepts and effective way of presenting ideas and information. My hope is
that the experience was worthwhile and beneficial. Dr. A
Below is the assignment
Name: Debra Matthysse
1. Title of Workshop: Designing with Gagné’s Nine Instructional Events.
2. Workshop: Face to Face, 20 participants total
3. Overview of Workshop: During this workshop the participants will be instructed on how to
design their own workshops and professional development trainings by following Gagné’s Nine
Instructional Events. Robert Gagne was an educational psychologist who is known for his
systematic approach to designing instruction which he called the Nine Events of Instruction. This
workshop has been designed following the exact model of Gagné’s Nine Instructional Events giving
the participants an opportunity to practice the design. There are no pre-requited requirements but
part of the job requirements of all participants must be to provide training to staff at their school.
Gagne’s design for instruction can be applied to any training or professional development you
would like to create for the staff at your current school. Since this workshop is to educate you on a
method to create a learning experience that is research based.
Materials that will be needed for the workshop include a teacher created PowerPoint on Gagne’s
Nine Instructional Events, a set of handouts for the participants that include copies of the
PowerPoint with an area for notes, a reading on Gagne’s Nine Instructional Events, instructions for
the activities, a reflection sheet, and instructor contact information, and supplies for the activities
to be conducted during the workshop.
4. Attendees: Adults working in K-12 schools who are responsible for teaching new teacher
orientations and other professional development to all staff.
5. Annotated Outline:
5.1 Major Concept: Gaining Attention (reception)
Rationale: The cognitive process for this event is to activate receptors in the
learners’ brain. You can have planned what you believe to be the greatest lesson but you must
capture the learners’ attention and spark their curiosity for their motivation level to be high.
Idea: On a large screen in the front of the room play a short video that
provides the viewer an overview of Robert Gagné’s 9 Nine Events of Instruction.
Explanation: I choose playing this video for a few reasons. The length is 3:32
minutes making it short enough to keep the viewers’ attention. There is no spoken words only
slides; black on white with short, easy to read, information on the 9 events of instruction. It begins
with a gong followed by music that commands attention. The use of the video will grab the
participants’ attention and lay a foundation for what the workshop is about by giving a foundation
and validity to what is going to be taught. the use of multimedia will get the audience’s attention.
Activity: The participants will watch a short video on Gagne’s Nine
Instructional Events. The one I found to use is on YouTube , Gagné's Nine Events of Instruction,
url:https://www.youtube.com/watch?v=7G4oSXFXJtM&feature=autoplay&list=PLDE7302EF28CA
176E&playnext=2.
5.2 Major Concept: Informing learners of the objective (expectancy)
Rationale: The cognitive process for this event is to set a level of expectation for the
learning goals. When you make learners aware of what to expect they are ready to acquire
information.
Idea: Project on a large screen the learning objectives. Have the teacher read
aloud, "Today I am going to show you how to apply Gagne’s Nine Instructional Events when you are
developing presentation. You will learn about Gagne’s events, practice by working in pairs and
demonstrate the new knowledge with your table group.”
Explanation: By projecting and reading aloud the information the
participants will, visually and verbally informed on the objectives of the day. This will also be
written in the handout. I would keep it short with some details so they would know what to expect
for the day.
Activity: The participants will sit at round tables, view and hear the
information.
5.3 Major Concept: Stimulating recall of prior learning (retrieval)
Rationale: The cognitive process for this event is to take information that has been
stored in long-term memory and move the ideas to short-term memory. Research has shown that
when if the learner can connect new knowledge to prior knowledge, the greatest amount of
acquisition happens.
Idea: Project on a large screen the question, “Think of a time when you
enjoyed learning something new, what made that experience enjoyable?”
Explanation: Everyone at the workshop would have many learning
experiences to reflex on and by sharing with others; there is an opportunity to hear about others
experiences which should spark more memories.
others at their table.
Activity: The participants will have 5 minutes to discuss this question with
5.4 Major Concept: Presenting the stimulus (selective perception)
Rationale: The cognitive process for this event provided in the mind of the learner
an awareness of the content. The goal during this event is for the learner to gain new knowledge.
Gagne believed that this is best when the content is given to the learner to view.
Idea: Utilizing a variety of different media and styles to teach Gagne’s Nine
Instructional Events; while projected on the screen, lecture using the prepared PowerPoint, a
reading, and a video (one made or found on the web).
Explanation: In presenting the information in a variety a ways engages the
participants with different learning styles.
Activity: The participants will take notes within the provided handout as
desired, read a provided article and reflect on the new knowledge on paper then share with others
and view a video.
5.5 Major Concept: Providing learning guidance (semantic encoding)
Rationale: The cognitive process for this event is to transfer this new knowledge
from short-term to long-term memory. Since the audience is adult learners, the instructor should
give them the liberty to explore with the new information with only intervening when asked or she
feels compelled to correct misguided information.
Idea: Constructing a large chart on Gagne’s Nine Instructional Events.
Explanation: Since the participants are teachers with knowledge of learning
theories there might only be the need for the instructor to give hints when asked. Giving the
participant the opportunity to manipulate the information with a partner gives everyone a chance
to be part of the process. Making the chart is a simple form of organizing information. Viewing
others work is another method to encode the information.
Activity: The participants will work together to complete the task of
constructing a chart on Gagne’s Nine Instructional Events On the table are bags containing sets of
cards, large pieces of paper to create the chart, a dark marker for drawing the chart, and tape for
placing the cards on the chart. Each card has written on it either one of the 9 events, an explanation
of the event, or an example of the event in practice. The instructions for completing this task will be
explained in the handout and verbally given. A timer will be projected giving the pairs 15 minutes
to complete the chart. Have the participants spread out around the room and make the chart. Once
they are complete, have the pairs rotate and view others work. Give the class 10 minutes to move
about.
5.6 Major Concept: Eliciting performance (responding)
Rationale: The cognitive process for this event is to enhance, further encode, and
provide verification in the learner’s brain. When you have the students produce something based
on what has been taught, it confirms to them the learning.
Idea: Putting Gagne’s Nine Instructional Events into practice.
Explanation: The participants must be given an opportunity to design a
lesson using on Gagne’s Nine Instructional Events. By giving the groups a choice of lessons that
most would have performed many times and should feel very comfortable with the fear of teaching
the lesson incorrectly has been removed. This will leave only the task of implementing Gagne’s Nine
Instructional Events. They would have also, from the last activity, had an opportunity to read
examples of lessons that are similar in nature to those in this activity.
Activity: The participants will use a learning activity to write using a
sentence or 2 event actions and perform the 9 events needed to teach a lesson. Ideas to teach could
include how to make a sandwich, how to diaper a baby, how to apply makeup, how to make a pot of
coffee or how to bake cookies. The participants will be given a paper to write out the 9 events and
supplies to use for the demonstration. They will be given 20 minutes to work with everyone at the
table and then be prepared to share with the whole group. Have the groups read each event stage
and act out the lesson.
5.7 Major Concept: Providing feedback (reinforcement)
Rationale: The cognitive process for this event is to confirm to the learner the
accuracy in the application of the new knowledge.
Idea: Provide to the groups feedback on their lesson designs.
Explanation: First, while the groups are designing the lessons, give input and
feedback. Second, after the lesson is taught, give positive feedback.
Activity: The participants will also be given an opportunity to give feedback
and ask questions for clarification.
5.8 Major Concept: Assessing performance (retrieval)
Rationale: The cognitive process for this event allows the learner to recall the
information taught which will reinforce this in long-term memory. This stage does not have to be
given as a test or quiz. The assessment can be given as independent practice where the learner
would use what they learned to a project or performance of some type. The goal here is for the
instructor to have a means to evaluate the learning outcomes.
Idea: Measure the learning outcome.
Explanation: This is a simple yet effective way to assess if the participants
understand Gagne’s Nine Instructional Events. The participants can quickly read and response to
questions and the data can easily be analyzed for future use.
Activity: The participants will complete a short questionnaire individually
that covers Gagne’s Nine Instructional Events. These will be collected for later review.
5.9 Major Concept: Enhancing retention and transfer (generalization).
Rationale: The cognitive process for this event allows the learner to retrieve and
generalize what they have learned and apply it to a new situation. When a learner can apply the
knowledge in real-life circumstances they are working towards mastery
setting.
Idea: Demonstration the ability to transfer the new knowledge to a different
Explanation: When given the opportunity to apply Gagne’s Nine
Instructional Events to their own instructional design, this is when
Activity: The participants will apply Gagne’s Nine Instructional Events to an
on-site workshop to be given at their home school. They will be given an outline to follow that will
look similar to the chart they used during event 5.5 in the workshop and space for reflection on
their own workshop they gave to staff. They will have 60 days to complete this assignment and
return to the district office to receive the full professional development points.
6. References:
Buggey, T. (2007, Summer). Storyboard for Ivan's morning routine. Diagram. Journal of Positive
Behavior Interventions, 9(3), 151. Retrieved December 14, 2007, from Academic Search
Premier database.
"Conditions of Learning." Instructional Design. N.p., n.d. Web. 13 Nov. 2012.
<http://www.instructionaldesign.org/theories/conditions-learning.html>.
"Gagné’s Nine Events of Instruction." The G. Raymond Chang School of Continuing Education.
N.p., n.d. Web. 14 Nov. 2012. <de.ryerson.ca/portals/de/assets/resources
"Gagné's Nine Events of Instruction ." YouTube. N.p., 8 Mar. 2007. Web. 10 Nov. 2012.
<https://www.youtube.com/watch?v=i_8MB9F2cts>.
"Instructional Development Timeline." My eCoach. N.p., n.d. Web. 13 Nov. 2012. <http://myecoach.com/project.php?id=12152&project_step=28465>.
"Instructional or Learning Design." Colocation | Broadband Wireless | Dedicated Servers | Web
Design & Development | DSL | Web Hosting | Infinity Internet. N.p., n.d. Web. 13 Nov.
2012. <http://www.nwlink.com/~donclark/hrd/learning