Gagne's Events of Instruction (June 28th online class)

Welcome to our first online class. Today we're going to look at the design phase of the ADDIE Model. If you remember, the Analysis phase provided the background and context for designing the lesson. You identified the rationale for developing the lesson (problem statement), the deficit content that will need to be covered (gap) and the specific steps/ideas to learn within that gap (task analysis). Putting this all together you can now develop a lesson.

Using the same Analysis from our class, e.g., your class as the participants for the training, you are now going to design a learning experience (lesson). You can take some liberties with the 'analysis', since the focus on this part is the ADDIE model. To design your learning experience, we're going to be using Gagne's events of instruction as our framework.

Overview of Gagne's Events

Presentation of the Events Again

Assessment

Critical to the learning experience is the scoring rubric. Since the events require a summative activity where the instructor assesses performance, you need to provide the students clear criteria for success. This is usual done with a scoring rubric that is provided to the students prior to beginning the final performance task.

How to design your Scoring Rubric

I'm sure you all know what a scoring rubric is and should look like. Still, I want to cover it here. A scoring rubric provides students with the criteria they will be graded on as well as the levels of success for that criteria. Usually provided in a table form. There are a lot of different types of rubrics, but the key idea is to list the important elements of the lesson that you want to grade, then describe (specifically) what success looks like. This is the hard part, since most of the time we use subjective terms. Example, for a PowerPoint presentation you might have the criteria 'use of images', then for success list for 5 points (on a 5 point scale or 100%) 'uses images to support content'. Well what does that mean to you? It mean something a bit different to everyone.

You'll need to create a scoring rubric for your lesson plan's summative performance task. Here's a website that provides clear ideas on how to create your scoring rubric: http://pareonline.net/getvn.asp?v=7&n=25

If you'd like a PDF version, you can click here: http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf

Assignment (you are working for 3 hours today, should be able to finish)

This activity will build on your knowledge of Gagne’s event of instruction to design a lesson. You will identify a “topic” for a learning experience (can be simple) using your class as your participants (we’ve already done the Analysis phase for your class, so consider that background information).

Gagne’s 9 Events of Instruction (overview)

1.Gain Attention

2.Establish purpose

3.Stimulate recall of prior learning

4.Present content

5.Guided learning

6.Elicit performance

7.Provide feedback

8.Assess performance

9.Enhance retention

Procedure (suggestion)

1. Identify a content topic for your lesson. Examples of topics could be: writing a letter to persuade _____, How to multiple 2 digit numbers, History of _________, etc. (remember, the topic focus is on content , not technology)


2. Using Gagne’s 9 Events of Instruction, develop an outline / brief description of each stage of the lesson. Provide enough detail so the class / instructor will understand the activities during that ’event’.


3. After you have your ‘lesson’ plan developed and final performance task identified, you will need to create your scoring rubric.


4. Publish your 9 Events descriptions and scoring rubric to your Google Doc’s account and embed the document as a ‘post’ on your blog.

We’ll discuss the events and scoring rubric design on Thursday.
Randy