Gagne, Briggs and Wager Model

Gagne, Briggs and
Wager Model

BY: AMIR ASYRAF & FARIS IMRAN

Introduction

Instructional design is a systematic methodology to shape and form content,
experiences and other solutions to support the the new knowledge or skills.
It begins with conducting assessments to determine the needs learning
event.
Responsible for creating course design and all materials.
Responsible in evaluating training.
Follows a system of;
1.Assessing needs
2.Designing a process
3.Developing materials
4.Evaluating effectiveness.

Gagné, Briggs, and Wager (1992) Model.

Gagné’s instructional design helps in building a framework to
prepare and deliver instructional content while considering
and addressing conditions for learning. Ideally, a teacher
should prepare course goals and learning objectives before
implementing the model—the goals and objectives will help
situate the TL lesson in their proper context. The nine events of
instruction can then be modified to fit both the content and
students’ level of knowledge.

Gagné's Nine Events of Instruction

Gain attention of the students.
Ensure students are ready to learn and join in the activities.

Stimulate students with novelty, uncertainty, and surprise
Pose thought-provoking questions to students
Have students pose questions to be answered by other students
Lead an ice breaker activity
Inform students of the objectives.
Provide instruction before begins.
Describe required performance
Describe criteria for standard performance
Have learners establish criteria for standard performance
Include course objectives on assessment prompts

Stimulate recall of prior learning
Help student understanding new knowledges by connecting them to already

learned knowledges.
Ask questions about previous experiences
Ask students about their understanding of previous concepts
Relate previous course information to the current topic
Have students incorporate prior learning into current activities

Present the content
Use strategies to present lesson and instructions.
Present multiple versions of the same content (video, demonstration, etc.)
Use a variety of media to engage students in learning
Incorporate active learning strategies to keep students involved
Provide access to content on Blackboard so students can access it outside of

class

Provide Learning Guidance

Usage of various strategies aid the pupils in learning content & of
resources available.

(Helps pupils learn to learn)



Examples:
1. Provide researches, illustrations, analogies, and metaphors.

- Illustrations assist in association of visuals with words.
- Analogies & metaphors use familiar content to aid pupils connect

with new concepts.
2. Model varied learning techniques - Concept Maps, Role Playing,

Visualizing

Elicit Performance
(Practice)

Have students apply what they have learned to reinforce new skills and knowledge and to
confirm correct understanding of course concepts.

Facilitate student Provide formative Design effective quizzes
activities – e.g. ask deep- assessment and tests – i.e. test
learning questions, have
opportunities – e.g. students in ways that
students collaborate written assignments, allow them to
with their peers, individual or group demonstrate
facilitate practical
projects, comprehension &
laboratory exercises presentations application of course
concepts (opposed to
simply memorization &

recall)

Provide Confirmatory feedback informs the student
Feedback that they did what they were supposed to do.
This type of feedback does not tell the student
what she needs to improve, but it encourages

the learner.

Evaluative feedback apprises the student of the
accuracy of their performance or response but
does not provide guidance on how to progress.

Assess Performance

Test whether the expected learning outcomes have been
achieved on previously stated course objectives.


Examples:

1. Administer pre- and post-tests to check for progression of
competency in content or skills

2. Embed formative assessment opportunities throughout instruction
using oral questioning, short active learning activities, or quizzes

3. Implement a variety of assessment methods to provide students
with multiple opportunities to demonstrate proficiency

4. Craft objective, effective rubrics to assess written assignments,
projects, or presentation.

Enhance Retention &
Transfer

Help learners retain more information by providing them opportunities to connect course
concepts to potential real-world applications.

Avoid isolating course Continually Have students convert
content. Associate incorporate information learned in one
questions from format into another format (e.g.
course concepts with previous tests in verbal or visuospatial). For
prior and future subsequent instance, requiring students to
examinations to
concepts and build reinforce course create a concept map to
upon prior and preview information. represent connections between

future learning to
ideas (Halpern & Hakel, 2003)
reinforce connections.

Strengths & Weaknesses of the MODEL

STRENGHTS WEAKNESSES

The model is logical in a sense and helps Some goals were easy to classify into the
teachers in making better structure in their learning outcome categories, but that many
lesson plans and teachings. were not as easy to categorize. (take a lot of
The events became a road map in constructing time to understand and cause uneasiness when
lessons in a more holistic nature. used.)
Gagne explains that most lessons should follow Creating objectives using Gagne's standard
the sequence of the events of instruction, but verbs. (categorized goals in the theory always
that the order is not absolute faced with constant changing using the

standards verbs.)
No creativity in writing the objectives.
(objectives always needed to be written in
performances terms.)

Thank You!

Do you have any questions for us before we go?

References

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New
York, NY: Holt, Rinehart & Winston
University of Florida, Center for Instructional Technology and Training. (2018). Gagné’s 9
events of instruction. Retrieved from https://citt.ufl.edu/tools/gagnes-9-events-of-
instruction/
Northern Illinois University Center for Innovative Teaching and Learning. (2020). Gagné’s
nine events of instruction. In Instructional guide for university faculty and teaching
assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide
Corry, M. I. (1996). Gagne's Theory of Instruction; Strengths and Weaknesses of the
Theory and it's Assumptions. Gagne's theory of instruction. Retrieved August 26, 2022,
from https://home.gwu.edu/~mcorry/corry1.htm