Table.

Gagne's 9 Events of Instruction and Examples of Implementation in Course

Gagne's Event of Instruction	Activity to Produce Event	Examples used in Class
Gain attention	Present introductory activity that engages learners	Tapping on the microphone queued students that lecture was to begin. Class then began with presentation of media such as comic strip or YouTube video that related to the lecture topic
Inform learners of objectives	Give learner objectives for the class	Students presented with the objectives and how they are relevant to overall course objectives, followed by example of real-world application of the knowledge to be gained
Stimulate recall of prior learning	Present an experience that stimulates memory of prior learning	Questions and images were incorporated that reviewed related material and facilitated connection to prerequisite learning
Present stimulus	Deliver content	New content was delivered every 10-15 minutes. Stories, images, videos, mnemonic devices, and examples used to teach complex concepts
Provide learner guidance	Give learner examples	Students played word games, received lecture recordings, used handouts and reviewed sample questions as examples of expected learning
Elicit performance Provide feedback	Give practice activities Feedback should be immediate, specific and corrective	Case studies, simulations, and pictures used in group activities In-class question and answer sessions used audience response systems or simple raise of hands to provide feedback to entire group. Students received both instructor and peer feedback through group discussions
Assess performance	Present learners with post-assessment items	Minimal point quizzes occurred after lecture sessions, which allowed students and faculty to assess learning during course. Tests used to assess overall learning
Enhance Retention and Transfer	Give resources that enhance retention and facilitate transfer of knowledge	Group retests were given after individual student examinations. Students randomly assigned to groups of 4 or 5, and each group discussed the test questions with one another, using peers as resource and providing their own rationales for answers. This was intended to enhance retention and transfer of knowledge; students could discuss rationale, reinforcing new learning