Robert Gagné's Nine Steps of Instruction
Description of Robert Gagné’s Nine Steps of Instruction
Robert Gagné’s Nine Steps of Instruction comes from the
behaviorist school. According to Harasim, the “prevailing pedagogy of
behaviorist leaning theory is aimed at achieving the correct behavior.” (p. 38)
This is also true in Gagné’s Nine Steps of Instruction. The goal is to present
material, model and guide student to the desired outcome. Gané’s step by step
allows the teacher and learner to monitor progress during a lesson.
Robert Gagné’s Nine Steps of Instruction Model
The use of Gagné’s levels of learning provides the
instructor step-by-step approach that can help facilitate/simplify instruction
so that the students get the most in the learning environment. According to
Gagné, good instruction requires planning and his nine levels of instruction
serves as a model for great instruction. Moreover, Gagne’s levels provide teachers and educators a
nine steps or a checklist to use and plan before the actual teaching begins. Although the steps can be applied in
different order, each step is required to maximize instruction.
Family Tree
Robert Gagne’s Nine Steps of Instruction follows the
behaviorist approach. The basic principles of Gagne’s Nine Steps of Instruction
are systematic step-by-step process, which is very similar to the behavioral
instructional design. Gangné’s Nine Steps mirrors that of the behaviorist
approach. Additionally, Gagné’s theory like behaviorist “aims to promote and
modify observable behavior in people (Harasim, 2012, p. 37). The goal is to
measure acquire knowledge or skills. Gagne’s steps allow you to correct an
unwarranted response from the learner and prevent or stop what is not intended
to be observed. Behaviorist “emphasized the ability to analyze and deconstruct
the elements or steps.” (Harasim, 2012, p. 39) Gagné’s fourth step also states that
when presenting the material it is important to “sequence and chunk the
information to avoid cognitive overload,” (Clark).
Practice of Instructional Model
There are several websites that explain how Gagné can
effectively be used in the classroom or other field. The way I would use
Gagne’s Nine Level of Instruction would be during introduction of new material
that is closely connected to a previous lesson. It is useful to use Gagné’s
levels of instruction when following up a similar lesson as it enables you to
provide examples from last lesson and gives students a chance to recall. For example
if you’re trying to teach new Spanish vocabulary words you would start with a
quick introduction and then set the goal. The students Learning simple commands
in Spanish will motivate students to be active participants.
Related Websites
Resources:
Clark, D. (2014, December 11). Robert Gagné’s Nine Steps of
Instruction. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html
Harasim, L. 2012. LEARNING THEORY AND ONLINE TECHNOLOGY. New
York: Routledge.
Summary of Gagné’s Nine Steps of Instruction
First Step: Getting the attention of the students. Whether
it is by showing a very short video on the subject or another quick activity
that is going to get their attention and focus. Like directors and producers do
with feature films, they share short movie previews to get the audience
attention.
Second Step: Provide a learning objective. A clear objective
is crucial to keep students interested in the subject. The objective can be
straightforward but it has to be appealing to the learners. According to Gagne
“the key is to focus on what the learner is going to get out of the course, so
they see what’s in it for them (Gagne).
The learning objective has to be specific and not
generalized.
Third Step: Stimulate recall of prior knowledge. This is a
chance to go back and allow students to “associate new information with prior
knowledge and personal experiences.” (Gagne). This gives students and
opportunity to “facilitate the learning process.” (Gagne). Scaffolding is great
tool here to utilize. Students built on what they already know, add details and
later allow students to perform on their own.
Fourth Step: Present the material. This is the most
important step. There are several ways to present the material. Creativity is a
must when presenting the meat of the lesson you are trying to teach. It has to
be broken down into sub categories “to avoid cognitive overload” and it has to
be presented in sequence.
Fifth Step: Provide guidance for learning: Students need to
practice what they are learning. The teacher provides enough guidance to
support students and will ask them if they find anything confusing.
Sixth Step: Elicit performance: Practice. Let students
demonstrate what they know about the newly acquired skills or knowledge. The
teacher allows students to practice and test what they have learned. And we
know that repetition “further increases the likelihood of retention.”
(Gagne).
Seventh Step: Providing feedback. Give specific feedback and
not just a “you’re doing a good job.” But instead tell them what they are doing
going. A test or quiz can also be used to assess learning.
Eight Step: Assess performance: Time to evaluate students to
determine if they learned the lesson and provide progress information. Students
will demonstrate what they have learned without receiving additional support
from teacher.
Nine Step: Enhance retention and transfer: After students
have learned and mastered the information how can we help them to retain that
information and apply what they have learned on new skills. It is important to
give students an opportunity to practice what they have learned because they
will most likely not do on their own and as a result they will forget.
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