1. Robert Gagne ED 530 Theorist Presentation Spring Semester 2010 Nathan Byler

2. Background  Born August 21, 1916 in North Andover, MA  A.B. from Yale University in 1937  Ph.D. in Psychology from Brown University in 1940  Professor at Connecticut College for Women from 1940-1949  Professor at Pennsylvania State University from 1945-1946 Image Source: http://www.effectperformance.com/sites/prestera/graphics/M4/gagne.gif

3. Background  Air Force Research Director from 1949-1958  Professor at Princeton University from 1958-1962  American Institute of Research in Pittsburgh Director of research from 1962-1965  Professor at University of California at Berkeley from 1966-1969  Professor at Florida State University from 1969- 1986  Died April 28, 2002 in Signal Mountain, TN at the age of 86

4.  Published Conditions of Learning in 1965  Identified mental conditions for learning  Established 9 components that every lesson should contain ▪ Gain Attention ▪ Inform Learners of Objectives ▪ Stimulate Recall of Prior Learning ▪ Present the Content ▪ Provide “Learning Guidance" ▪ Elicit Performance (practice) ▪ Provide Feedback ▪ Assess Performance ▪ Enhance Retention and Transfer to the Job

5. Gain Attention  Get the students’ attention  Give the students information that is interesting or intriguing about the topic about to be taught  Similar to an anticipatory set or hook activity  The mental process is that “stimuli activates receptors” (Kruse)

6. Inform Learners of Objectives  Tell the students what they are learning in the lesson  Similar to Learning Focus Objectives  Rephrase the objective in a language that is understood by the student  The mental process is that it “creates level of expectation for learning” (Kruse)

7. Stimulate Recall of Prior Learning  Have students recall something they have previously learned that is related to the topic being taught  Previous knowledge can be from formal learning or something the student personally experienced  Similar to activating prior knowledge  The mental process is “retrieval and activation of short-term memory” (Kruse)

8. Present the Content  Teach!  New content is presented to students  Content should be presented in a variety of ways and should contain some form of media  The mental process is “selective perception of content” (Kruse)

9. Provide “Learning Guidance"  Provide additional examples of topic being learning to help move content in long term memory  “Real life” examples  New or additional content may be taught during this stage  The mental process is “semantic encoding for storage long-term memory” (Kruse)

10. Elicit Performance  Informally practice what has been taught  Students should be able to demonstrate what has been taught  The more the skill is practiced, the more the likely hood of the skill being learned  The metal process is that it “responds to questions to enhance encoding and verification” (Kruse)

11. Provide Feedback  Let the student know how they are doing  Provide additional content or practice, if necessary  Informal assessments  The mental process is “reinforcement and assessment of correct performance” (Kruse)

12. Assess Performance  Formal evaluation of the student’s learning  Similar to Mastery Teaching  Individual assessment  The mental process is “retrieval and reinforcement of content as final evaluation” (Kruse)

13. Enhance Retention and Transfer to the Job  Formally perform using the knowledge learned  Transfer of knowledge to a new application  Use knowledge in a “real world” setting  The mental process is “retrieval and generalization of learned skill to new situation” (Kruse)

14. Nine Events of Instruction Image from: http://www.nwlink.com/~donclark/hrd/learning/gagne.gif http://www.nwlink.com/~donclark/hrd/learning/gagne.gif

15. Gagne’s Landmark Publications  Psychological Principles in Systems Development (1962)  The Conditions of Learning (1965)  Essentials of Learning for Instruction (1974)  Principles of Instructional Design (1979) – Written with L.J. Briggs

16. “Behind Gagne's formidable professional accomplishments was not only a keen probing intellect but also a warm, sympathetic human being. His sure views of scientific problems were always open to other opinions and other ideas. He treated conflicting opinions with respect and generosity. Gagne demonstrated that precise scientific research can succeed in solving human problems even in very complex areas such as education and he blazed a trail for others who were inspired by his example.” (Rothkopf, 2002) A Deeper Look

17. References Killpatrick, L. (2001). Gagne's Nine Events of Instruction. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved February 2, 2010, from http://coe.sdsu.edu/eet/Articles/gagnesevents/star t.htm. http://coe.sdsu.edu/eet/Articles/gagnesevents/star t.htm Kruse, Kevin. Gagne's Nine Events of Instruction: An Introduction. Retrieved February 2, 2010 from http://www.e- learningguru.com/articles/art3_3.htm http://www.e- learningguru.com/articles/art3_3.htm

18. References Robert Mills Gagne. Retrieved February 2, 2010, from http://www.answers.com/topic/robert-mills- gagn.http://www.answers.com/topic/robert-mills- gagn Rothkopf, Ernst Z. (2002). A Bridge Builder Between Laboratory, Practice. Retrieved February 2, 2010 from http://www.psychologicalscience.org/observer/get Article.cfm?id=1176 http://www.psychologicalscience.org/observer/get Article.cfm?id=1176