Gagné's nine events of instruction provide a systematic framework for designing effective instruction. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. While the framework is simple to follow, some argue it could lead to overdependence on guidance. The nine events also require significant development time and may restrict creativity and learner involvement. Overall, the framework provides a basic recipe for instruction but requires adaptation based on content, learners, and goals.

1. GAGNÉ’SNINEEVENTS
OF INSTRUCTION

2. 
1
2
3

3. 4
5
6

6. •
•
•
•

14. 

23. GAIN ATTENTION OF
THE STUDENTS
1

25. 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

26. Inform students
of the objectives
2

28. Methods for stating the
outcomes include:
• Describe required
performance
• Describe criteria for
standard performance
• Learner establishes
criteria for standard
performance

29. Stimulate recall of
prior learning
3

31. Methods for stimulating
recall include:
• Ask questions about
previous experiences
• Ask students about
their understanding of
previous concepts

32. Present the
content
4

33. Use strategies to
present and cue
lesson content to
provide more
effective, efficient
instruction.

34. Organize and
chunk content in a
meaningful way.
Provide
explanations after
demonstrations.

35. Ways to present and cue
lesson content include:
• Present vocabulary
• Provide examples

36. Ways to present and cue
lesson content include:
• Present multiple versions of
the same content, e.g., video,
demonstration, lecture,
podcast, group work
• Use a variety of media to
address different learning
preferences

37. Provide learning
guidance
5

38. Advise students
of strategies to
aid them in
learning content
and of resources
available.

39. 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

40. Methods to provide learning
guidance include:
• Model varied learning
strategies – mnemonics,
concept mapping, role
playing, visualizing

41. Methods to provide learning
guidance include:
• 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

42. Methods to provide learning
guidance include:
• Provide case studies,
analogies, visual images and
metaphors – case studies for
real world application,
analogies for knowledge
construction

43. Methods to provide learning
guidance include:
• Provide case studies,
analogies, visual images and
metaphors – visual images to
make visual associations,
metaphors to support
learning

44. Elicit performance
(practice)
6

45. Activate student
processing to help them
internalize new skills
and knowledge and to
confirm correct
understanding of these
concepts.

46. 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

47. Ways to activate learner
processing include:
• Elicit recall strategies –
ask students to recite,
revisit, or reiterate
information they have
learned

48. Ways to activate learner
processing include:
• Facilitate student
elaborations – ask
students to elaborate or
explain details and provide
more complexity to their
responses

49. Ways to activate learner
processing include:
• Help students integrate
new knowledge –
provide content in a
context-rich way (use
real-world examples)

50. Provide
feedback
7

51. Provide immediate
feedback of
students’
performance to
assess and
facilitate learning.

52. Types of feedback
include:
• Confirmatory
feedback – Informs
the student they did
what he or she were
supposed to do

53. Types of feedback
include:
• Corrective and
remedial feedback –
informs the student the
accuracy of their
performance or
response

54. Types of feedback
include:
• Remedial feedback –
Directs students in the
right direction to find
the correct answer but
does not provide the
correct answer

55. Types of feedback
include:
• Informative feedback –
Provides information
(new, different,
additions, suggestions)
to a student and
confirms that you have
been actively listening

56. Types of feedback
include:
• Informative feedback –
this information allows
sharing between two
people

57. Types of feedback
include:
• Analytical feedback –
Provides the student
with suggestions,
recommendations, and
information for them to
correct their
performance

58. Assess
performance
8

59. In order to evaluate
the effectiveness of
the instructional
events, you must test
to see if the expected
learning outcomes
have been achieved.

60. In order to evaluate
the effectiveness of
the instructional
events, you must test
to see if the expected
learning outcomes
have been achieved.

61. Performance
should be based
on previously
stated
objectives.

62. Methods for testing
learning include:
• Pretest for mastery of
prerequisites
• Use a pretest for
endpoint knowledge or
skills

63. Methods for testing
learning include:
• Conduct a post-test to check
for mastery of content or
skills
• Embed questions throughout
instruction through oral
questioning and/or quizzes

64. Methods for testing
learning include:
• Include objective or
criterion-referenced
performances which
measure how well a
student has learned a
topic

65. Methods for testing
learning include:
• Identify normative-
referenced
performances which
compares one student
to another student

66. Enhance retention
and transfer to the job
9

67. To help learners
develop
expertise, they
must internalize
new knowledge.

68. Methods for helping
learners internalize
new knowledge
include:
— Paraphrase content

69. Methods for helping
learners internalize
new knowledge
include:
— Use metaphors

70. Methods for helping
learners internalize
new knowledge
include:
— Generating
examples

71. Methods for helping
learners internalize
new knowledge
include:
— Create concept
maps or outlines

72. Methods for helping
learners internalize
new knowledge
include:
— Create job-aids,
references, templates,
or wizards

73. overall…

76. “Gagne’s nine events of instruction are almost too simple to
follow. Learners are assisted each step of the way and this
may result in a learner who overly depends on guided
information and may not be able to handle situations that
require problem-solving or unassisted learning.”

77. “It is almost like a cookbook recipe to ensure successful
teaching and ultimately learning by the students. However,
the systematic nature of the theory may be a turn-off for
many teachers, particularly those who like to be creative,
don't like rigidity, and who don't believe in a cookbook
approach to ensure learning.”

78. “It takes too much time in the development stage.Acreative
trainer may find a better ways of delivering instruction that
allows students to become highly involved in the learning
process. Gagne’s learning style sometimes restricts students
from guiding their own learning. It also needs a passive
learning environment. However, the nine events of
instruction are the ideal way to teach a lesson. It uses all
aspects of testing, practicing, and utilizing the information
that is to be taught.”

79. Pros
“Gagne’s theory practices are systematic in nature. Providing a
sequence of events and practical applications makes it simple to follow a
process to get a desired result. Gagne’s theory can be adapted to suit
the needs of varied learners.”

80. Cons
“The steps require a lot of guided assistance when teaching the new
skill. There isn’t a lot of independent/unassisted exploration. This can
possibly create a learner that isn’t likely to explore ways of problem
solving, thus creating a learner that’s very dependent on guided
information. Some instructional designers see this approach as a
more boring and less challenging method of instructional design.”

81. “Banal and dull”
“First, much of this is banal – get their attention, elicit performance, give feedback,
assess. It’s also an instructional ladder that leads straight to Dullsville, a
straightjacket that strips away any sense of build and wonder, almost guaranteed
to bore more than enlighten. What other form of presentation would give the
game away at the start. Would you go to the cinema and expect to hear the
objectives of the film before you start? It’s time we moved on from this old and
now dated theory using what we’ve learnt about the brain and the clever use of
media.”

83. •Gagné’s Nine Events of
Instruction can help build
the framework with which
to prepare and deliver
instructional content.

84. •However, you should
prepare course goals and
learning objectives before
implementing the nine
events.

85. •However, you should
prepare course goals and
learning objectives before
implementing the nine
events.
(the goals and objectives will actually help situate the events in their proper context).

86. •The nine events of
instruction can then be
modified to fit both the
content to be presented
and the students’ level of
knowledge.

87. namaste

88. • Baba, j., Sale, p., & Zirra, b. (2017). Applying Gagne’s Nine
Events in Designing a Multimedia Programme for Teaching
Elements and Principles of Design in Secondary School.
Arts and Design Studies. ISSN 2224-6061 (Paper) ISSN
2225-059X (Online). Vol.54
• Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of
instructional design (4th ed.). Forth Worth, TX: Harcourt
Brace Jovanovich College Publishers.

89. • Ngussa, B. (2014). Gagne’s Nine Events of Instruction in
Teaching-Learning Transaction: Evaluation of Teachers by
High School Students in Musoma- Tanzania. International
Journal of Education and Research. Vol. 2 No. 7

90. • Noun Project – Adrien Coquet
• Noun Project – Charlene Chen
• Noun Project – Nithinan Tatah
• Noun Project – b farias
• Noun Project – Gan Khoon Lay,
• Noun Project – ahmad
• Noun Project – Wichai Wi
• Stmd.net
• Britannica.com