9 Events (DONE)

8/13/2019 9 Events (DONE)

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Farahiya Zalikha Binti ZakariaSiti Faridah Binti Kamaruddin

Robert GagnesInstructional Design

Model: he ! "#ents o$Instruction


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%ro$ile


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%ro$ile

Organization is thehallmark of

effectiveinstructionalmaterials

Robert Gagn1916-22


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%ro$ile&&&

!ugust 21st1916" #orth !n$over" %assachusetts

!&'& (egree from )ale * +h& ( from 'ro,n

niversit.

+rofessor of /s.cholog. * e$ucational /s.cholog.in man. universities" research $irector for !ir

0orce * consultant to (e/artment of (efense

is ,ife" +at" is a biologist * grante$ ,ith 2chil$ren" am * 3llen


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heoriticalBackground


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heoritical Background&&&

Gagne is best kno,n for 4 5earning Outcomes"

on$itions of 5earning * 9 events of 7nstruction

is instructional theor. ten$s to si$e ,ith

behaviouristic /rinci/als 8teacher-centere$

a//roach

e focuses on outcomes:behaviors that result

from instruction


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;heor. ategor.

5earning Outcomes 7ntellectual kill


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;heor. ategor.

on$ition of

5earning

7nternal con$ition =

/reviousl. learne$ca/abilities of the learner

8,hat learner kno,s /rior

to the instruction&

3>ternal on$ition = stimuli

that is /resente$ e>ternall.

to the learner


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he ! "#ents o$Instruction


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! "#ents o$ Instruction

Gain attention

7nform learners of ob?ective

timulate recall of /rior learning

+resent stimulus material

+rovi$e learning gui$ance

3licit /erformance

+rovi$e fee$back

!ssess the /erformance

3nhance Retention * ;ransfer


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"#ent ': Gain (ttention

7nstructional 3vent 7nternal %ental +rocess

Give learners a stimulus

to ensure rece/tion ofcoming instruction

3&g&@ /resent goo$

/roblem:ne, situation"

use multime$ia

material" ask Auestions

timuli activates

receptors,hich hel/s togroun$ the lesson * to

motivate


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"#ent ': Gain (ttention

)et*s

tryi

t

out+How was I like before marriage?

Oh...you were like a deer.

After marriage?

Still like a deer.....that munches a rabbit

#%@!"$


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"#ent ,: In$orm -b.ecti#e


;ell learners ,hat the.

,ill be able to $o afterthe lesson

3&g&@ state ,hat stu$ents

,ill accom/lish" e>/lain

tasks" ho, the. can use

the kno,le$ge

reate level of

expectation for learningto allo, stu$ents to

frame information i&e

treat it better


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)et*s

tryi

t

out+

5earning Ob?ective@

reate a stor.boar$ using anonline ,ebsite

8tor.boar$that&com


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)et*s

tryi

t

out+


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"#ent /: Stimulate Recall


!sk for recall of e>isting

relevant kno,le$ge

3&g&@ relate /ast content

to current lesson"

/rovi$e frame,ork to

hel/ remember"

incor/orate /re-test

Retrieval an$ activation

of short term memor.


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)et*s

tryi

t

out+

Bhat $oes the stor.boar$resemble toC

ave .ou rea$ a comicC Bhat,as it aboutC

Bhat shoul$ a stor.boar$:comic haveC


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)et*s

tryi

t

out+

0ill in the first * mi$$le column of the D-B-5 chart

Bhat 7 D#OB Bhat 7 B!#;

to kno,

Bhat 7 have

53!R#;


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"#ent 0: %resent Stimulus


(is/la. the content

3&g&@ /resent te>t"

gra/hics" simulation"

/ictures" soun$s or

other chunk info

Selective perception of

the conte>t


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"#ent 0: %resent Stimulus

)et*s

tryi

t

out+

Go to ,,,&stor.boar$that&com

5etEs set u/ a ne, accountF


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"#ent 1: %ro#ide Guidance


u//l. organization *

relevance to enhance

un$erstan$ing

3&g&@ /resent content

,hich is $ifferent frominstruction on ho, to

learn" use $ifferent

channel 8si$e bo>es

Semantic encoding for

storage long-term

memor.


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"#ent 1: %ro#ide Guidance

)et*s

tryi

t

out+

5et me sho, ho, to use thefeatures an$ tools on the,ebsite&


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"#ent 2: "licit %er$ormance


!sk learners to res/on$

* $emonstrating

learning

3&g&@ %ake learners

/ractise ne,l. acAuire$skill:kno,le$ge" assign

task:activit." /rovi$e

means to /ost ,ork

Retrieval" responding


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"#ent 2: "licit %er$ormance

)et*s

tryi

t

out+

#o," create one /anel of astor.boar$&

5etEs share .our stor.&


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"#ent 3: %ro#ide Feedback


Give imme$iate

fee$back on learnerEs

/erformance

3&g&@ orrect learnersE

,ork" /resent goo$solution" /rovi$e

re,ar$" /lan ,ritten:

au$io fee$back

Reinforcement an$

assessment of correct

/erformance


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"#ent 3: %ro#ide Feedback

)et*

stry

it

out+

Bhat $o .ou think of .our

frien$sE ,orksC

7s there an.thing ,e can $o to

make them betterC


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"#ent 4: (ssess %er$ormance


+rovi$e fee$back to

learnersE /erformancefor more reinforcement

3&g&@ give * evaluate

assessment" test"

e>ercise

Retrieval and

reinforcement ofcontent as final

evaluation


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)et*

stry

it

out+O/en a ne, tem/late& reate onestor.boar$ /anel ,ith these elements@

1 etting@ at a beach2 haracters@ an angr. nurse stan$ing

besi$e a sa$-looking bo. a/tion@ a statement ,hich e>/resses

a ,arning Other@ a signage ,ritten ,ith E#o

5itteringE


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)et*

stry

it

out+


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"#ent !: "nhance Retension 5rans$er


+rovi$e $iverse$

/ractice to generaliseca/abilit.

3&g&@ /rovi$e further

e>ercise" let learnersrevie, their lesson"

a//l. kno,le$ge to ne,

situation:real ,orl$

Retrieval and

generalisation of learntskill to ne, situation


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"#ent !: "nhance Retention 5rans$er

)et*

stry

it

out+

reate a full stor.boar$ base$ onthe short stor. E! Rose 0or 3mil.E


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"#ent !: "nhance Retention 5rans$er

)et*

stry

it

out+

0ill in the last column of the D-B-5 chart

Bhat 7 D#OB Bhat 7 B!#; to kno, Bhat 7 have 53!R#;


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(66endi7

3vent 7nstructional

!ctivities

5earnersE !ctivities

Gain

!ttention

+ass out s/eech

bubbles to learners* ask them to rea$

them lou$l.&

Rea$ alou$ the

s/eech bubles ,ithenthusiasm&

7nform

Ob?ective

3>/lain that the

learning ob?ective *

sho, learners an

e>am/le

5isten an$ look at

the e>am/le of a

stor.boar$ stri/

$is/la.e$&


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(66endi7&&&

3vent 7nstructional

!ctivities


timulate

Recall

+ost Auestions about

stor.boar$&

(iscuss about

e>/eriencerea$ing:,riting

stor.boar$& 0ill in

D-B-5 chart

+resentontent

Balk through the/rocess of o/ening

the ,ebsite *

creating account&

5ook for the ,ebsite* create ne,

accounts&


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(66endi7&&&

3vent 7nstructional

!ctivities


+rovi$e

Gui$ance

(emonstrate *

mani/ulate the,ebsite features&

tart creating a

stor.boar$ as /ergui$e$&

3licit+erformance

%onitor stu$ents/rogress&

tu$ent create an$share their

stor.boar$ ,ith their

/eers


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(66endi7&&&

3vent 7nstructional

!ctivities


+rovi$e

0ee$back

(emonstrate *

mani/ulate the,ebsite features&

tart creating a

stor.boar$ as /ergui$e$&

!ssess+erformance

Give assessment totest learnersE abilit.

to mani/ulate the

features&

%ani/ulate astor.boar$ to sho,

un$erstan$ing of the

tools&


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(66endi7&&&

3vent 7nstructional

!ctivities


3nhance

Retention *;ransfer

3>/lain learners ne>t

task * relate thekno,le$ge to

a//lication in real

,orl$ like ,ikis/ace"

facebook or blog&

5isten to the

instruction * revie,the lesson through D-

B-5 chart&


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Re$erence

Gagne" R& %&" Bager" B& B&" Goals" D& &" *

Delle" H& %& 824& Principle of Instructional

Design (5th Edition). 'elmont" !@ ;homson5earning" 7nc&

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9 Events (DONE)