1. Gaining attention - Helps students focus on relevant portions of the learning
task
2. Informing learner of lesson objective(s) - Tells students what they are about
to learn
3. Stimulating recall of prior learning - Help students retrieve memories that
are necessary or helpful in achieving new objectives
4. Presenting stimuli with distinctive features - Expose students to information
that they will be learning
5. Providing learning guidance - Provide students with clues to help them understand
and remember what they are to learn
6. Elicit performance - Gives students an opportunity to demonstrate that they
have learned the new information to this point and are ready to proceed to the
next part of the lesson
7. Provide feedback - Give students information about the adequacy of their
responses in the "elicit performance" event
8. Assessing performance -Assess whether the students have achieved the objectives)
of the session or unit
9. Enhance retention and transfer -Allow students to review and extend new so
that it is available for subsequent application
from http://www.courses.dsu.edu/epsy302/Chapter7-InformationProcessing/tsld026.htm
In addition, the theory outlines nine instructional events and corresponding
cognitive processes:
(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).
Example:
The following example illustrates a teaching sequence corresponding to the nine
instructional events for the objective, Recognize an equilateral triangle:
1. Gain attention - show variety of computer generated triangles
2. Identify objective - pose question: "What is an equilateral triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit performance - ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and ask students to
identify equilaterals
from http://tip.psychology.org/gagne.html
6-2001