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Enhance retention and transfer to the job. To help learners develop expertise, they must internalize new knowledge.
1) Paraphrase content
2) Use metaphors
3) Generating examples
4) Create concept maps or outlines
5) Create job-aids, references, templates, or wizards

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Provided feedback to the students performances to  assess and facilitate learning .
1) Confirmatory feedback
: Informs the student they did what he or she were supposed to do
2) Corrective and remedial feedback
: informs the student the accuracy of their performance or response
3) Remedial feedback
: Directs students in the right direction to find the correct answer but
does not provide the correct answer
4) Informative feedback
: Provides information (new, different, additions, suggestions) to a
student and confirms that you have been actively listening – this
information allows sharing between two people
5) Analytical feedback
: Provides the student with suggestions, recommendations, and
information for them to correct their performance

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To evaluate the effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved
1) Pretest for mastery of prerequisites
2) Use a pretest for endpoint knowledge or skills
3) Conduct a post-test to check for mastery of content or skills
4)  Embed questions throughout instruction through oral questioning
and/or quizzes
5) Include objective or criterion-referenced performances which
measure how well a student has learned a topic
6)Identify normative-referenced performances which compares one
student to another student

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Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts
1) Elicit student activities
: ask deep-learning questions, make reference to what students
already know or have students collaborate with their peers
2) Elicit recall strategies
: ask students to recite, revisit, or reiterate information they have
learned.
3) Facilitate student elaborations
: ask students to elaborate or explain details and provide more
complexity to their responses
4) Help students integrate new knowledge
: provide content in a context-rich way (use real-world examples)

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Teach students of strategies to aid them in learning content and of resources available .
1) Provide instructional support as needed
: as scaffolds (cues, hints, prompts) which can be removed after the          student learns the task or content
2) Model varied learning strategies
: mnemonics, concept mapping, role playing, visualizing
3) 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
4) 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

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Use strategies to present and cue lesson content to provide more effective. Organize and fill content with information.
1) Provide examples
2) Present multiple versions of the same content, e.g., video, demonstration, lecture, podcast, group work
3) Use a variety of media to address different learning preferences

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STEP 3: STIMULATE RECALL OR PRIOR LEARNING

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STEP 3: STIMULATE RECALL OR PRIOR LEARNING

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Help students to gain new information and knowledge by relating something that they already know.
1) Ask questions about previous experiences
2) Ask students about their understanding of previous concepts

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gain leaner attention by create an atmosphere in classroom which will create anxiety and stimulus the sense of the students to make dodol.
HOW TO EVOKE LEANERS ATTENTION.
1)stimulate students with surprise and uncertainty
2)post thought provoking question to the questions.
3)let students pose question to be answered by others students.
4)use device

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Inform students of the objectives. Explain to them the outcomes to helps them understand what they have been learned.Objectives must been provided before the instruction begin.
1) Describe required performance
2) Describe criteria for standard performance
3) Learner establishes criteria for standard performance

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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