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Gagne's Cognitives Learning Theory - Coggle Diagram
Gagne's Cognitives Learning Theory
Gagne's Nine Events of Instructions
1. Gaining attention
The students' attention must be captured and their interest should be aroused
2. Informing the learner of the objetive
Students should know the learning objectives
3. Stimulating recall of prior learning
Teachers ask students about their prior knowledge and personal experience
4. Presenting the stimulus material
The new content is presented to the learner
Contents shoud be organised meaningfully, and explained using various medias
5. Providing learning guidance
Students are shown the appropriate actions and correct perfomance with additional suggestions and examples
If students first observe the procedure, then they are in a better position to perform it themselves
6. Eliciting the performance
Students are required to practice the new skill or behaviour
7. Providing feedback
Students are given constructive feedback individually and questions can be asked.
Other students' feedback is also very helpful
8. Assessing performance
Students will demonstrate what they have learned without receiving additional guidance
9. Enhancing retention and transfer
Practice and spaced reviews are provided, as well as repetition
Students apply their skills in a clinical setting while being initially supervised
Real situations in the classrooms
4. Presenting the stimulus material
New content was delivered every 10-15 min. Stories, images, videos, mnemonic devices, and examples used to teach complex concepts
5. Providing learning guidance
Students played word games, received lecture recordings, used handouts, and reviewed sample questions as examples of expected learning
Teachers provide clear and concise instructions
3. Stimulating recall of prior learning
Ask questions from the last lesson
Conduct pop quizzes
Perform pre-tests to understand what the audience already knows
Create lesson plans that build upon each other
6. Eliciting the performance
Allow times to students practice
Knowledge checks, quizzes, and tests, eLearning branching scenarios, activities, projects, and writing assignments, role-playing situation, group discussions and sharing
2. Informing the learner of the objective
Students presented with the objectives and how they are relevant to overall course objectives, followed by example of real-world application of the knowledge to be gained
7. Providing feedback
In-class question and answer sessions used audience response systems or simple raise of hands to provide feedback to entire group
Students received both instructor and peer feedback through group discussions
1. Gaining attention
Tapping on the table queued students that class was to begin. Class then began with presentation of media such as comic strip or YouTube video that related to the teaching topic
8. Assessing performance
Minimal point quizzes occurred after teaching and learning sessions, which allowed students and faculty to assess learning during course. Tests used to assess overall learning.
9. Enhancing retention and transfer
Group retests were given after individual student examinations. Students randomly assigned to group of 4 or 5, and each group discussed the test questions with one another, using peers as resource and providing their own rationales for answers. This was intended to enhance retention and transfer of knowledge; students could discuss rationale, reinforcing new learning
Use real-world scenarios, build in time for real-world practice, interactive eLearning activities, allow for flexible learning opportunities (such as mobile access) and continually use examples of real-world situations
Activity to produce event
1. Gaining attention
Present introductory activity that engages learners
2. Informing the learner of the objective
Give learner objectives for the class
3.Stimulate recall of prior learning
Present an experience that stimulates
memory of prior learning
4. Present stimulus
Deliver content
5. Provide learner guidance
Give learner examples
Showing what appropriate actions constitute correct performance
6. Elicit performance
Give practice activities to practise new skills and behaviour
7. Provide feedback
Feedback should be immediate, specific, and corrective.
8. Assess performance
Present learners with postassessment items
9. Enhance retention and transfer
Give resources that enhance retention and facilitate transfer of knowledge
Five types of learning outcomes:
Verbal information
Intellectual skills
Cognitive strategies
Attitudes
Motor skills
Conditions of learning:
Internal conditions
- what the learner knows prior to the instruction
External conditions
- the stimulus that are presented to the learner
Implications in T&L
Teachers are able to select appropriate teaching technique
Helps teachers to decide which subordinate skills should be taught before teaching higher skills
Helps teachers to break a complex task into component skills
Students' performance can be improved due to the constructive feedbacks from the teacher