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Ahmad - Attention
Order - Objective
Red - Recall
Chili - Content
Give - Guidance
Pizza - Practice
For - Feedback
Parent - Performance
Request - Retention

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TITLE : GAGNE NINE EVENT ON HOW TO MAKE ORIGAMI BOX

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TITLE : GAGNE NINE EVENT ON HOW TO MAKE ORIGAMI BOX

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This is some of strategies that can be use.

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Teaching Gagne Style Official Music Video

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In order to gain leaners attention the teacher must ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention.

Methods for gaining learners’ attention include:

— Stimulate students with novelty, uncertainty and surprise

— Pose thought-provoking questions to the students

— Have students pose questions to be answered by other students

(For the example how to make origami, the teacher use the box that she already done to the learner and ask question to them to gain their attention.)

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Step 2 : Inform leaners of the objectives

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Step 2 : Inform leaners of the objectives

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In order to inform leaners of the objective or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins.

Methods for stating the outcomes include:

— Describe required performance

— Describe criteria for standard performance

— Learner establishes criteria for standard performance

(For origami the instructor tell the leaner about why they do the origami and the equipment that they need.)

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Step 3 : Stimulate recall of prior learning 

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Step 3 : Stimulate recall of prior learning 

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In order to stimulate recall of prior learning the instructor must help students make sense of new information by relating it to something they already know or something they have already experienced.

Methods for stimulating recall include:

— Ask questions about previous experiences

— Ask students about their understanding of previous concepts

(For the origami the instructor is asking about the leaner’s experience and understanding of origami.)

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In order to present the content the instructor must use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.

Ways to present and cue lesson content include:

— Present vocabulary

— Provide examples

— Present multiple versions of the same content for example video, demonstration, lecture, podcast, group work

— Use a variety of media to address different learning preferences

(instructor tells how many sheets of paper needed to make origami and show how to fold the origami. first instructor show how to make a bottom of the box.)

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In order to provide learning guidance, the instructor must advise students of strategies to aid them in learning content and of resources available.

Instructor can use some of these methods to provide learning guidance include:

— Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be removed after the student learns the task or content

— Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing

— Use examples and non-examples – in addition to providing examples, use non-examples to help students see what not to do or the opposite of examples

— Provide case studies, analogies, visual images and metaphors – case studies for real world application, analogies for knowledge construction, visual images to make visual associations, metaphors to support learning.

(To make a bottom of the box, instructor has been repeat the step to fold the origami with the opposite direction and make a sign at the center of the card.
After that, make a cover of the box and apply the same operations.)

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In order to practice performance, the instructor must activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.

Ways to activate learner processing include:

— Elicit student activities – ask deep-learning questions, make reference to what students already know or have students collaborate with their peers

— Elicit recall strategies – ask students to recite, revisit, or reiterate information they have learned

— Facilitate student elaborations – ask students to elaborate or explain details and provide more complexity to their responses

— Help students integrate new knowledge – provide content in a context-rich way (use real-world examples)

(Ask students to create origami by repeating what is taught by the instructor earlier.)

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Provide feedback

Provide immediate feedback of student’s performance to assess and facilitate learning.

-Confirmatory feedback- Inform the student what did they supposed to do.

-Corrective and remedial feedback-Inform the student the accurancy of their performance.

-Remedial feedback- Direct student in the right direction to find the correct answer but do not provide the correct answer.

-Informative feedback-Sharing between two people. Teacher and student. Provide new information, additional knowledge, difference and suggestions. This will inform the student that you are actively learning.

-Analytical feedback- Provides the student with suggestion, recommendation and information to correct thier performance.

Ask student to repeat all the step without instruction from the teacher

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Assess performance

In order to evaluate effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives.
-Pretest for mastery of prerequisites

- Use a pretest for endpoint knowledge or skills

- Conduct a post-test to check for mastery of content or skills

- Embed questions throughout instruction through oral questioning or quizzes

- Include objective or criterion-referenced performances which measure how well a student has learned a topic

- Identify normative-referenced performances which compares one student to another student

Create tests to get information on student understanding about origami

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Enhance retention and transfer to the job
To help learners develop expertise, they must internalize new knowledge. Methods for helping learners internalize new knowledge include:

-Paraphrase content

-Use metaphors

-Generating examples

-Create concept maps or outlines

-Create job-aids, references, templates, or wizards

Ask student to teach others on how to make gift box with origami

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CREATE YOUR MNEMONIC TO REMEMBER GAGNE 9 EVENTS

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CREATE YOUR MNEMONIC TO REMEMBER GAGNE 9 EVENTS

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In order to.......

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In order to.......

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In order to gaining student attention .....

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EXAMPLE 2 - Instruction on How to Play a Hobo Board Using Gagne's 9 Events

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EXAMPLE 2 - Instruction on How to Play a Hobo Board Using Gagne's 9 Events

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EXAMPLE 1 - Instruction on How to Make Chinese Tea Using Gagne's 9 Events

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EXAMPLE 1 - Instruction on How to Make Chinese Tea Using Gagne's 9 Events

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How to make Chinese tea using Gagne's 9 events