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Instructional Design
the approach of Robert Gagne
(Conditions of Learning, 1985)
Instructional Design
concerned with arranging
external events (external to the mind)
that support internal processes
(internal to the mind)
a guide for organising what teachers
and learners do that influences what
goes on inside learners’ minds so that
they can learn
Instructional Design
how to organise instruction to achieve
specific learning objectives
critical aspects of instruction
- the kind of outcomes to be learned
- the events of instruction
- the sequence of instructional events
- the appropriate activities within
each event
Instructional Design (Gagne)
consider the outcome to be achieved
- what kind of objective/outcome?
organise specific instructional events
- provide information, activities, and
interactions to facilitate learning
Events of Instruction (Gagne)
Gaining attention
Informing the learner of the objective
Stimulating recall of prerequisite learning
Presenting stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance
correctness
Assessing the performance
Enhancing retention and transfer
The teacher
Provokes interest through
statement or question or
use of media
Makes it clear where the
session is going and what
should be achieved
Refers to earlier relevant
learning and indicates its
links with the new topic
Tunes in to the correct
wavelength
Recalls relevant prior
knowledge
Starts to shape up for
new learning (create
ideational scaffolding)
Gaining
attention
Informing learners
of objectives
The student
Stimulating recall
of prior learning
The teacher
Concepts and principles
presented in organised
structured way
Explanations provided
Links suggested back to
other subjects
Links projected forward
to application
Builds up his/her
knowledge structure
Exercises thinking
abilities to work things
out, find meaning, and
build links between ideas
Tries to envisage how the
new knowledge can be
applied
Presenting the
Content
The student
Providing Learner
Guidance
The teacher
Checks that the students
have learned what was to
be learned
Provides corrective/
supplementary guidance
as required
Confirms that learning has
taken place
Summarises and
encourages thinking
about application
Responds to questions
by checking his/her
understanding
Corrects
misunderstanding
Monitors understanding
(metacognition)
Thinks about how
knowledge can be
applied
Elicits
Performance
The student
Assesses
Performance
Provides
Feedback
Enhances
Transfer
Instructional Design
- the Schema Theory approach
Schema activation
helping the learner to “tune-in” to the
correct wavelength
encouraging the learner to bring to
mind relevant prior knowledge
assisting the learner to prepare his/her
prior knowledge to be the foundation
on which new knowledge will now be
constructed
Schema construction
Helping the learner to make sense of the
new material by:
linking it to existing knowledge
making it relevant to learning need
highlighting its significance to future
practice
presenting it in an organised and
structured way
providing appropriate explanations
Schema construction
Recognising the nature of the learning
that needs to take place and facilitating
such learning accordingly:
learning of concepts
learning of principles
learning of problem-solving
learning of skills & procedures
learning of attitudes
Schema refining
reviewing the topic to give the learner
a chance to check his/her construction
reviewing what has been presented to
let the learner reflect upon what had
been learned
reviewing the topic and projecting
forward to situations that let the
learner make application of what has
been learned
Instr design
Essentially a learning hierarchy
analysis
Diagrammatic representation of the
learning-prerequisite relations among
the components of the subject matter
Topic Analysis
Blood Pressure
Systolic
Pressure
Diastolic
Pressure
Task Analysis
Procedural-prerequisite relations:
The performer must do X before
he can do Y
Procedural-decision relations:
Given condition A, the performer
must do X rather than Y or Z
Instr design
Events of Instruction (Gagne)
Gaining attention
Informing the learner of the objective
Stimulating recall of prerequisite learning
Presenting stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance
correctness
Assessing the performance
Enhancing retention and transfer
http://www.authorstream.com/Presen
tation/aSGuest71459-578593-teaching/
http://www.authorstream.com/Presen
tation/harishkulkarni-383273-teaching-
methods-evaluation-law-learning-
education-ppt-powerpoint/
http://www.authorstream.com/Presen
tation/aSGuest74317-632990-micro-
teaching/-mt

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Instr design

  • 1. Instructional Design the approach of Robert Gagne (Conditions of Learning, 1985)
  • 2. Instructional Design concerned with arranging external events (external to the mind) that support internal processes (internal to the mind) a guide for organising what teachers and learners do that influences what goes on inside learners’ minds so that they can learn
  • 3. Instructional Design how to organise instruction to achieve specific learning objectives critical aspects of instruction - the kind of outcomes to be learned - the events of instruction - the sequence of instructional events - the appropriate activities within each event
  • 4. Instructional Design (Gagne) consider the outcome to be achieved - what kind of objective/outcome? organise specific instructional events - provide information, activities, and interactions to facilitate learning
  • 5. Events of Instruction (Gagne) Gaining attention Informing the learner of the objective Stimulating recall of prerequisite learning Presenting stimulus material Providing learning guidance Eliciting the performance Providing feedback about performance correctness Assessing the performance Enhancing retention and transfer
  • 6. The teacher Provokes interest through statement or question or use of media Makes it clear where the session is going and what should be achieved Refers to earlier relevant learning and indicates its links with the new topic Tunes in to the correct wavelength Recalls relevant prior knowledge Starts to shape up for new learning (create ideational scaffolding) Gaining attention Informing learners of objectives The student Stimulating recall of prior learning
  • 7. The teacher Concepts and principles presented in organised structured way Explanations provided Links suggested back to other subjects Links projected forward to application Builds up his/her knowledge structure Exercises thinking abilities to work things out, find meaning, and build links between ideas Tries to envisage how the new knowledge can be applied Presenting the Content The student Providing Learner Guidance
  • 8. The teacher Checks that the students have learned what was to be learned Provides corrective/ supplementary guidance as required Confirms that learning has taken place Summarises and encourages thinking about application Responds to questions by checking his/her understanding Corrects misunderstanding Monitors understanding (metacognition) Thinks about how knowledge can be applied Elicits Performance The student Assesses Performance Provides Feedback Enhances Transfer
  • 9. Instructional Design - the Schema Theory approach
  • 10. Schema activation helping the learner to “tune-in” to the correct wavelength encouraging the learner to bring to mind relevant prior knowledge assisting the learner to prepare his/her prior knowledge to be the foundation on which new knowledge will now be constructed
  • 11. Schema construction Helping the learner to make sense of the new material by: linking it to existing knowledge making it relevant to learning need highlighting its significance to future practice presenting it in an organised and structured way providing appropriate explanations
  • 12. Schema construction Recognising the nature of the learning that needs to take place and facilitating such learning accordingly: learning of concepts learning of principles learning of problem-solving learning of skills & procedures learning of attitudes
  • 13. Schema refining reviewing the topic to give the learner a chance to check his/her construction reviewing what has been presented to let the learner reflect upon what had been learned reviewing the topic and projecting forward to situations that let the learner make application of what has been learned
  • 15. Essentially a learning hierarchy analysis Diagrammatic representation of the learning-prerequisite relations among the components of the subject matter Topic Analysis Blood Pressure Systolic Pressure Diastolic Pressure
  • 16. Task Analysis Procedural-prerequisite relations: The performer must do X before he can do Y Procedural-decision relations: Given condition A, the performer must do X rather than Y or Z
  • 18. Events of Instruction (Gagne) Gaining attention Informing the learner of the objective Stimulating recall of prerequisite learning Presenting stimulus material Providing learning guidance Eliciting the performance Providing feedback about performance correctness Assessing the performance Enhancing retention and transfer