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The teacher or instructional materials should do something to help arouse learners’ attention. They can do this in several ways, including:

·      Simply call for the learners’ attention.

·      Change a physical stimulus to catch the learners’ attention, as by flashing the lights or raising their voice.

·      Present an interesting visual or audio presentation; for example, an attractive computer program or video segment.

·      Eliminate competing distractions, as by silencing a noisy classroom.

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Sometimes simply stated as informing the learning of their objective. Good teachers and instructional materials make learners want to learn. They do this by applying the principles of motivation.

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Once learners have verified that they have learned something in Event 8, there remain two issues:

·      Making sure they learners don't forget it (retention), and

·      Applying the information in settings where it is appropriate to do so (transfer).

It is a very serious mistake to assume that just because learners have learned something they will always remember it or that they will spontaneously apply it elsewhere. These problems are labeled retention and transfer.

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This is a more formal type of response and feedback than we saw in responding and feedback at events 6 and 7. We respond and get feedback while we are learning. After we think we have mastered the material, we try a formal assessment. This is often called summative assessment in models of teaching and instructional design.

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It is crucial that learners receive information that will enable them to evaluate the adequacy of their responses. Otherwise, they won't know how they're doing and whether they're on the right track.

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It is important that learners have an opportunity to demonstrate through an observable performance the degree to which the learning has taken place. Sometimes this is called formative assessment in various models of teaching and instructional design.

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Good teachers and instructional materials do things to help learners integrate what we are studying with what we already know - including both previous academic learning and our own personal life experiences.

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Almost every teacher and textbook presents stimulus material. The purpose of this presentation is to permit learners to selectively perceive the proper information – that is, to zero in correctly on the relevant material.

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New learning necessarily builds on previous learning, even if that previous learning is something like “life experience” or knowing the language the teacher or instructional materials will be using. Good teachers help students bring those previous learning experiences to put them to use in new situations.

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Every type of instruction goes through 9 distinct phases, according to theorist Robert Gagne. This widely-adopted and celebrated theory is central to good instructional design.
Share your notes and questions here!

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Because it's important stuff

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Robert Gagné: The Conditions of Learning

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As explained in cats

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Gagnes 9 events of instruction featuring cats