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Learning Guide Unit 2: Written Assignment

Hughes, L. Erika

Department of Education, University of The People

EDUC 5210-01 - AY2023-T4

Ronald Shannon

April 18, 2023

What I have found most useful about Gagne’s nine events of instruction is how

easily adaptable they are to suit different learning styles, while also increasing the

likelihood that a depth of knowledge is received. Gagne’s methods are not a one size fits

all style of teaching, but rather demonstrates how different content and skills are best

learned using different methods. As teachers, we understand this as common

knowledge, but by using this accommodative model, it allows us to easily adapt the

style of instruction to best suit a student’s learning style. Additionally, we understand

that by catering to the style of the learner, we are more likely to increase engagement

and therefore make conditions more optimal for learning. This paper will analyze each

aspect of Gagne’s nine events of instruction, and with justification, determine whether it

fits best within a behaviorist or cognitive approach.

1. Gaining Attention: Attention, and the need to gain attention is a fundamental

concept in cognitive psychology. Within cognitive psychology, it is subdivided into the

four categories of: selective, divided, sustained, and altering (“Psychology in The

Classroom, 2022). As teachers, the most useful form of attention would be selective

attention because it is what we are consciously attending to within the learning

environment. Additionally, if the student’s attention is effectively attained, they are less

likely to be off task. Increasing the likelihood of gaining their attention can be done

through the use of surprise, interesting icebreakers and content related to areas of great

interest.

2. Informing Objectives to The Learner: By sharing the learning objectives with

students, I believe this falls under the cognitive approach. Learning, like attention, can
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be broken down into categories. Rote learning, understanding, application and

correlation. This event requires a certain level of understanding such as grasping the

objectives which are presented on the board, described to them, or within their learning

activity. (Northern Illinois University Center for Innovative Teaching and Learning, 2020).

3. Recall of Prior Learning: Memory and recall are inherently linked. How well we

remember and what factors affect our memory is a cognitive approach. Drawing on a

student's prior knowledge, reviewing what was previously studied in class or drawing

from their life experiences are all examples of how teachers can use recall.

4. Presenting The Content: During this event is when students will be tasked to

absorb new information, develop new skills or try new cognitive strategies. I believe this

also falls under the cognitive approach as the various ways teachers present the new

content will affect how well the student will acquire the new information. It is important

to note that people also have selective perception which is when “a person only

perceives what he desires to and sets aside or ignores other perceptions of viewpoints.”

(Sincero, 2013) As teachers, if we take this into account, we should use a variety of

media to present the new information. We will therefore be more likely to keep the

attention of our students. Additionally, breaking down the content into manageable

pieces where the learner does not feel overwhelmed would be beneficial.

5. Providing Learning Guidance: As Gagne put it, this is how teachers “help

students learn how to learn (Northern Illinois University Center for Innovative Teaching

and Learning, 2020). Teachers use their professional discretion to decide what
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strategies and pedagogical approaches would work best for individual students. I

believe this is another cognitive approach, because as teachers we are trying to get

students to learn in a semantic fashion. Semantic encoding requires linking new

information (content), to existing knowledge (information recall) in order to make new

meaning (The Peak Performance Center, 2023). Studies have shown that information

learned in this manner is better remembered versus if it just learned visually,

acoustically as it requires a deeper level of processing. Teaching strategies that can

lead to semantic encoding could be using case studies and applying real world

applications and concept mapping that make clear associations (The Peak

Performance Center, 2023).

6. Eliciting Performance (Practice): I believe that eliciting performance is also a

cognitive approach, but does at times, cross over into a behaviorist approach as well. In

this event, students must perform, create or present their newly acquired knowledge. By

actively engaging in this process, they are reinforcing the new meaning they have

created, but also ensuring what they have learned is correct. In a Visual Arts classroom

this would present itself as a student creating an Impressionist painting using the

acrylic techniques they have just learned, or creating a sketchbook page with mind

maps that link the art history movement we have just studied.

7. Providing Feedback: As the Schunk 2012 reading describes, providing effective

feedback is a form of reinforcement. I believe this is more of a behaviorist approach

than a cognitive approach. Feedback should be done as soon as possible to be

effective. In the art room, the teacher will be circulating the room giving both positive
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and constructive feedback as students are working on their projects. It would also take

the form of notes in the sketchbooks which link back to the rubric, are focused and

provide guidance for the student to move forward in their work.

8. Assess Performance: In order for teachers to see how effective the strategies

they are using and how much students are learning, assessing performance is essential.

Another event which is in the cognitive domain, retrieval of information requires

students to recall what they have learned and how well they can remember it. As an art

teacher, I frequently use small quizzes to test vocabulary and art analysis to test their

critical and creative thinking skills.

9. Enhance Retention and Transfer: I believe this event is perhaps the only one

which can truly be both cognitive and behavioral. For teachers this is an opportunity for

us to reflect on what is additionally needed for each particular student in order to be

successful in a lesson. Within arts education, this can be additional practice time,

providing additional visual aides and examples, and teacher or peer demonstrations.

In conclusion, it appears that the vast majority of Gagne’s nine events of

instruction are cognitive approaches. As students complete the steps, their chances of

learning and retaining knowledge increases. These steps are very effective for teachers

as they design their lesson plans and create summative assessments. It may appear as

a daunting task to complete all nine events in every lesson, but much of what is outlined

can happen within a structured and well organized lesson. Getting to know students,

their preferences and interests will also aid in the effective delivery of these events.
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References

Northern Illinois University Center for Innovative Teaching and Learning. (2020).
Gagné’s Nine Events of Instruction.
https://www.niu.edu/citl/resources/guides/instructional-guide

Psychology In The Classroom. (2022, January 22). Psychology in the Classroom

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.).

Sincero, M. S. (2013, August 1). Selective Perception. Explorable.

The Peak Performance Center. (2023). Gagne’s Nine Events of Instruction. The
Peak Performance Center, The Pursuit Of Performance Excellence.
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-ni
ne-events-instruction/