1. Gaining attention- do something that peaks the learner's interest i.e. simulation, comedy, video, open discussion about a topic, case studies (University of Florida, Center for Instructional Technology and Training, 2014). Provide shocking pictures of an infected IV site from not properly cleaning or assessing site (Thomas, 2012).
2. Informing the learner of the objectives- discuss, either verbally or through documentation: what will be taught (Alutu, 2006), what will the learner take away from the lesson and/or how can they can transfer their new knowledge to existing knowledge (University of Florida, Center for Instructional Technology and Training, 2014).
3. Stimulating recall of prerequisite learning- ask higher learning question to engage information recall i.e. pretests (Specht, 2008).
4. Presenting the stimulus- teach the lesson and emphasize important topics for learning; utilize teaching tools like YouTube, Podcasts, etc (University of Florida, Center for Instructional Technology and Training, 2014) to provide example of IV insertion.
5. Providing learner guidance- allow students time to practice (Specht, 2008), ask higher learner questions to engage in critical thinking and information recall, be present during simulation or role playing for guidance and assistance (Thomas, 2012).
6. Eliciting the performance- have the learner to perform task or verbally recite the task that was taught (Specht, 2008).
7. Providing performance feedback- debrief the learner and let him/her know how they did correctly or incorrectly (University of Florida, Center for Instructional Technology and Training, 2014), provide constructive criticism, support learner to make suggestions for improvement, incorporate reflection or collaborative thinking and encourage application to new situations.
8. Assess performance- evaluate learner on what they learned and what was taught; activate retrieval (Alutu, 2006).
9. Enhance performance- provide cues/strategies for retrieval (Alutu, 2006); help learners remember what was taught, provide further practice of skills in a clinical setting (Thomas, 2012).
These nine events can be performed by the instructor in order to stimulate or facilitate new learning and build upon old learning.
Since Gagné expresses different types of learning, instructional decisions may need to vary according to each learner and learning type(s). Richey (2000) provided some questions instructors should ask themselves when constructing a design or learning activity:
* What and how much should the learner learn? (What does the learner already know and how should you build upon that knowledge? Keeping in mind not to oversaturate the learner.)
* When and where should the learner learn? (Should learning be in the classroom, a simulated environment or clinical setting?)
* What resources should be used in the design? (Should the learning activity involve case studies, video, virtual reality, or guest lecturer who specializes in the topic being covered?)
* How will I know when learning has occurred or if the design requires a redesign and reimplementation? (Will there be a pretest/posttest, role-playing, or a skills checkoff?)
(Richey, 2000)
Continue to Eight Conditions of Learning
2. Informing the learner of the objectives- discuss, either verbally or through documentation: what will be taught (Alutu, 2006), what will the learner take away from the lesson and/or how can they can transfer their new knowledge to existing knowledge (University of Florida, Center for Instructional Technology and Training, 2014).
3. Stimulating recall of prerequisite learning- ask higher learning question to engage information recall i.e. pretests (Specht, 2008).
4. Presenting the stimulus- teach the lesson and emphasize important topics for learning; utilize teaching tools like YouTube, Podcasts, etc (University of Florida, Center for Instructional Technology and Training, 2014) to provide example of IV insertion.
5. Providing learner guidance- allow students time to practice (Specht, 2008), ask higher learner questions to engage in critical thinking and information recall, be present during simulation or role playing for guidance and assistance (Thomas, 2012).
6. Eliciting the performance- have the learner to perform task or verbally recite the task that was taught (Specht, 2008).
7. Providing performance feedback- debrief the learner and let him/her know how they did correctly or incorrectly (University of Florida, Center for Instructional Technology and Training, 2014), provide constructive criticism, support learner to make suggestions for improvement, incorporate reflection or collaborative thinking and encourage application to new situations.
8. Assess performance- evaluate learner on what they learned and what was taught; activate retrieval (Alutu, 2006).
9. Enhance performance- provide cues/strategies for retrieval (Alutu, 2006); help learners remember what was taught, provide further practice of skills in a clinical setting (Thomas, 2012).
These nine events can be performed by the instructor in order to stimulate or facilitate new learning and build upon old learning.
Since Gagné expresses different types of learning, instructional decisions may need to vary according to each learner and learning type(s). Richey (2000) provided some questions instructors should ask themselves when constructing a design or learning activity:
* What and how much should the learner learn? (What does the learner already know and how should you build upon that knowledge? Keeping in mind not to oversaturate the learner.)
* When and where should the learner learn? (Should learning be in the classroom, a simulated environment or clinical setting?)
* What resources should be used in the design? (Should the learning activity involve case studies, video, virtual reality, or guest lecturer who specializes in the topic being covered?)
* How will I know when learning has occurred or if the design requires a redesign and reimplementation? (Will there be a pretest/posttest, role-playing, or a skills checkoff?)
(Richey, 2000)
Continue to Eight Conditions of Learning