Planning Instruction Gagne and Driscoll Chapter 6 Instruction

Planning Instruction Gagne and Driscoll Chapter 6

Instruction has two parts: • Planning • Delivery

This chapters deals with “Planning” • Scope – Course – Topics • Arrangement of instruction by – Timelines – Outlines of textbooks – Or by Elaboration

Three strategies to increase learning 1. Use elaboration 2. Identify multiple learning goals 3. Arrange the sequence of prerequisites skills

1. Elaboration: The Model • Elaboration Model of Instruction (Reigeluth 83) 1. Each lesson contains an “epitome” • Overview of the simplest or most fundamental ideas of the lesson 2. Added to the epitome are “elaborations” • Contribute detail and show relationships 3. Then supply “supportive ideas” to enrich the structure 4. Then Summarize 5. And Synthesize

2. Multiple learning goals • Verbal info. , intellectual skills, motor, etc, • Identified in the Instructional Analysis • All must be planned and delivered

3. Why sequence prerequisite skills? • Directly supports and increases learning – I. e. , Intellectual skills require prior learning of simpler skills • Types of prerequisite skills – Enabling – Supportive

Planning Instructions • Follow Gagne’s Events of Instructions 1. Gaining attention 2. Informing the learner of the objective 3. Stimulating recall of prior learning 4. Presenting the stimulus 5. Providing learning guidance 6. Eliciting performance 7. Providing feedback 8. Assessing performance 9. Enhancing retention and transfer

Summary • Instruction includes – planning and – delivery • Use Elaboration Theory to present content • Sequence skills and sub-skills • Use Gagne’s 9 Events of Instruction to structure the learning environment