Application of Gagne's Theory of Instruction to Teaching Mandarin as a Foreign Language: Education Research Paper

APPLICATION OF GAGNE THEORY OF INSTRUCTION TO TEACHING MANDARIN AS A FOREIGN LANGUAGE
by Student’s Name
The Name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
The City and State
The Date
Application of Gagne's Theory of Instruction to Teaching Mandarin as a Foreign Language
Introduction
Robert Gagne's instruction theory has presented numerous valuable concepts to teachers, trainers, and instructional designers. The theory is based on information processing procedures within the brain, as well as the different stimuli that influence the learning outcomes. In this regard, application of Gagne’s Theory of Instruction is a basis for warranting effectiveness and systematic approach during learning. Through the application of the theory, there are established structures for instruction and ensures that learning produces positive outcomes ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2008-2258","abstract":"Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's \"events of instruction\" to design a lesson plan for this subject.","author":[{"dropping-particle":"","family":"Khadjooi","given":"Kayvan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rostami","given":"Kamran","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ishaq","given":"Sauid","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Gastroenterology and hepatology from bed to bench","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2011"]]},"language":"eng","page":"116-119","publisher":"Research Institute for Gastroenterology and Liver Diseases","title":"How to use Gagne's model of instructional design in teaching psychomotor skills","type":"article-journal","volume":"4"},"uris":["/documents/?uuid=9a0dd6c2-0aa9-4496-8c10-8a7b45280b04"]}],"mendeley":{"formattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)","plainTextFormattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)","previouslyFormattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Khadjooi, Rostami and Ishaq, 2011). Gagne is considered to be among the foremost contributors to systematic approach in learning instruction. Through his theory, there are numerous valuable ideas that can benefit people learning the Mandarin language as foreigners. Primarily, there are several areas such as the learning outcome taxonomy. This area, combined with the proposed instructional method leads to comprehensive learning outcomes to students ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"URL":"https://home.gwu.edu/~mcorry/corry1.htm","author":[{"dropping-particle":"","family":"Corry","given":"Michael","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["1996"]]},"title":"Gagne's Theory of Instruction","type":"webpage"},"uris":["/documents/?uuid=9ab3274b-6418-4208-b17c-1c0fba6ba3aa"]}],"mendeley":{"formattedCitation":"(Corry, 1996)","plainTextFormattedCitation":"(Corry, 1996)","previouslyFormattedCitation":"(Corry, 1996)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Corry, 1996).
The learning outcome taxonomy is related to the psychomotor, affective, and cognitive outcome taxonomy by Bloom. When we compare Gagne and Bloom, we can see how the acknowledge the importance of categorizing human abilities into different domains. This was important for warrant learning effectiveness and positive outcomes. Through Gagne’s theory, these traits are clearly depicted and different domains of the instructional approach manifest (Gagne 1985). There are different domains of learning outcomes based on Gagne’s taxonomy domains. These include motor skills, attitudes, cognitive strategies, intellectual skills, and verbal information. All the categories lead to a certain class of human performance ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Mergel","given":"Brenda","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["1998"]]},"title":"Instructional Design and Learning Theory","type":"report"},"uris":["/documents/?uuid=b0668a3b-6e57-4cd1-9d95-d3968dcdf86d"]}],"mendeley":{"formattedCitation":"(Mergel, 1998)","plainTextFormattedCitation":"(Mergel, 1998)","previouslyFormattedCitation":"(Mergel, 1998)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Mergel, 1998).
The Gagne's instruction concept is also referred to as "learning conditions." Gagne breaks the theory into external and internal conditions. The internal conditions deal with the learners' learned capabilities. For instance, it examines the learner's knowledge before the instruction takes place. Besides, the external condition mainly focuses on the stimuli that are externally presented to the learner, such as the learner's guidelines. According to Cory (1996), the most essential aspects of Gagne’s theory is what is referred as “essential ideas of instruction.” There three main stages, which include the taxonomy of learning outcomes. As we have stated earlier, the taxonomy of learning outcomes can be compared with Bloom’s taxonomies of cognitive, affective, and psychomotor outcomes ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2622-741X","author":[{"dropping-particle":"","family":"Handayani","given":"Irma","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mukhaiyar","given":"Mukhaiyar","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Syarif","given":"Hermawati","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"IJMURHICA: International Journal of Multidisciplinary Research of Higher Education","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018"]]},"page":"32-44","title":"The Cognitive, Affective, and Psychomotor Domain on English Lesson Plan in School Based Curriculum","type":"article-journal","volume":"1"},"uris":["/documents/?uuid=5379e22d-b84b-4114-af3b-e34406b1e4f5"]}],"mendeley":{"formattedCitation":"(Handayani, Mukhaiyar and Syarif, 2018)","plainTextFormattedCitation":"(Handayani, Mukhaiyar and Syarif, 2018)","previouslyFormattedCitation":"(Handayani, Mukhaiyar and Syarif, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Handayani, Mukhaiyar and Syarif, 2018).
Similar to Blooms taxonomies, the Gagne’s instruction theory centers on the facilitation of information or knowledge transfer from perception through the different memory stages. All these aspects are important in ensuring that the learning process is centered on cognitive data ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Huitt","given":"William","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational psychology interactive","id":"ITEM-1","issued":{"date-parts":[["2011"]]},"title":"Bloom et al.'s taxonomy of the cognitive domain","type":"article-journal","volume":"22"},"uris":["/documents/?uuid=1cd9db35-07e8-49e1-b362-bc9edaca741c"]}],"mendeley":{"formattedCitation":"(Huitt, 2011)","plainTextFormattedCitation":"(Huitt, 2011)","previouslyFormattedCitation":"(Huitt, 2011)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Huitt, 2011). Due to this, there are different approaches that can be used in the implementation of Gagne’s theory. In most instances, it is the role of the instructor is determine what are the goals of instructions, and draw proper implements to enhance the learning outcomes for students ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"1799-2591","author":[{"dropping-particle":"","family":"Jaiswal","given":"Preeti","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Theory and Practice in Language Studies","id":"ITEM-1","issue":"9","issued":{"date-parts":[["2019"]]},"page":"1074-1080","title":"Using Learner-centered Instructional Approach to Foster Students’ Performances","type":"article-journal","volume":"9"},"uris":["/documents/?uuid=4d1688b8-41b7-4132-99b6-9f3f15e6d34c"]}],"mendeley":{"formattedCitation":"(Jaiswal, 2019)","plainTextFormattedCitation":"(Jaiswal, 2019)","previouslyFormattedCitation":"(Jaiswal, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Jaiswal, 2019). According to Gagne (1985), an instructor needs to classify the goals into the learning outcomes domains. This is important in ensuring that all the essential elements are covered and addressed. The most important thing is stating all outcomes using verbs that are definitive and specific on what the aim is. It is the basis of enhancing positive outcomes within the hierarchy of learning based on the theory ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Mergel","given":"Brenda","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["1998"]]},"title":"Instructional Design and Learning Theory","type":"report"},"uris":["/documents/?uuid=b0668a3b-6e57-4cd1-9d95-d3968dcdf86d"]}],"mendeley":{"formattedCitation":"(Mergel, 1998)","plainTextFormattedCitation":"(Mergel, 1998)","previouslyFormattedCitation":"(Mergel, 1998)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Mergel, 1998).
An instructor utilizing Gagne's instruction theory in real life should examine various weaknesses, strengths, and assumptions of the theory. Similar to other educational theories, there are numerous aspects that cause limitations within the theory. Therefore, when an individual understands these limitations, they can make constructive learning outcomes or objectives. The aim of the instructor is addressing these limitations and ensuring that there is an enhanced learning environment. The different elements are beneficial to teachers because they offer guidelines and allowance to creatively deliver knowledge using context-specific learning goals (Qi & Lemmer, 2013). According to ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Alutu","given":"A.N.G.","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Journal of Instructional Psychology","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2006"]]},"page":"44-49","title":"The guidance role of the instructor in the teaching and learning process","type":"article-journal","volume":"33"},"uris":["/documents/?uuid=b97230e7-dde6-4e04-a154-b661a4423489"]}],"mendeley":{"formattedCitation":"(Alutu, 2006)","manualFormatting":"Alutu","plainTextFormattedCitation":"(Alutu, 2006)","previouslyFormattedCitation":"(Alutu, 2006)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}Alutu (2006), the different learning domains must be understood by the instructors and applied after observing the students. This ensures that every goal attains the specified objectives without complications. Gagne's theory has weaknesses, such as putting student goals into the appropriate learning outcome and using Gagne's standard verbs to create objectives ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2008-2258","abstract":"Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's \"events of instruction\" to design a lesson plan for this subject.","author":[{"dropping-particle":"","family":"Khadjooi","given":"Kayvan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rostami","given":"Kamran","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ishaq","given":"Sauid","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Gastroenterology and hepatology from bed to bench","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2011"]]},"language":"eng","page":"116-119","publisher":"Research Institute for Gastroenterology and Liver Diseases","title":"How to use Gagne's model of instructional design in teaching psychomotor skills","type":"article-journal","volume":"4"},"uris":["/documents/?uuid=9a0dd6c2-0aa9-4496-8c10-8a7b45280b04"]}],"mendeley":{"formattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)","plainTextFormattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)","previouslyFormattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Khadjooi, Rostami and Ishaq, 2011).The theory may appear superficial through the categorization of different elements. Therefore, it is important for instructor to read and understand Gagne’s theory and draw proper implements that address these diverse concepts. The objectives developed using Gagne’s theory must be transformed into performance goals to ensures consistency and easy follow ups ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Mergel","given":"Brenda","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["1998"]]},"title":"Instructional Design and Learning Theory","type":"report"},"uris":["/documents/?uuid=b0668a3b-6e57-4cd1-9d95-d3968dcdf86d"]}],"mendeley":{"formattedCitation":"(Mergel, 1998)","plainTextFormattedCitation":"(Mergel, 1998)","previouslyFormattedCitation":"(Mergel, 1998)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Mergel, 1998).
Background of the Student
In this research, we assume that Gagne's instruction theory was utilized among students at Tsinghua University studying Mandarin Chinese. It was also hypothesized that the students majored in Mandarin Education and Language as the main course at the university. Furthermore, the researchers assumed that all the students were non-native Mandarin Chinese language speakers. Before joining the university, the students were presumed to have completed a minimum of 7 years learning the Mandarin Chinese language at Chinese schools. The study also hypothesized that the students had an in-depth mastery of the 4 language skills, including writing, reading, speaking, and listening.
Nationality
The research assumed that the students were not Chinese citizens by birth, although they had lived in the country for a while. Therefore, Mandarin was a second language for all the students.
Age Group
The research also hypothesized that the students belonged to the age group 18-23 years. This is the appropriate age for individual in college or university doing their first degree. Therefore, the age group is appropriate for the chosen study objectives.
Understanding Gagne's Nine Approaches
Gagne implemented the nine-step processes broadly known as the instruction events. These provide a basis for understanding the theory and how the instructor should formulate the goals of instruction. Gagne's theory is a comprehensive process that enables instructors to create activities and develop strategies for instructional classes (Gagne, 1985). In this regard, the nine instruction events offer a contextual process for efficient learning ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Huitt","given":"William","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Educational psychology interactive","id":"ITEM-1","issued":{"date-parts":[["2011"]]},"title":"Bloom et al.'s taxonomy of the cognitive domain","type":"article-journal","volume":"22"},"uris":["/documents/?uuid=1cd9db35-07e8-49e1-b362-bc9edaca741c"]}],"mendeley":{"formattedCitation":"(Huitt, 2011)","plainTextFormattedCitation":"(Huitt, 2011)","previouslyFormattedCitation":"(Huitt, 2011)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Huitt, 2011). In every stage of the learning process, there are particular learning approaches that are chosen to make learning effective. Whenever a step is completed, it indicates that the learner has enhanced his or her probability of retaining the concepts or ideas conveyed. Furthermore, the nine steps provide instructors with prototypes or outlines before engaging in training or teaching activities. Therefore, the following is an explanation of each of Gagne's nine approaches ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2008-2258","abstract":"Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's \"events of instruction\" to design a lesson plan for this subject.","author":[{"dropping-particle":"","family":"Khadjooi","given":"Kayvan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rostami","given":"Kamran","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ishaq","given":"Sauid","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Gastroenterology and hepatology from bed to bench","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2011"]]},"language":"eng","page":"116-119","publisher":"Research Institute for Gastroenterology and Liver Diseases","title":"How to use Gagne's model of instructional design in teaching psychomotor skills","type":"article-journal","volume":"4"},"uris":["/documents/?uuid=9a0dd6c2-0aa9-4496-8c10-8a7b45280b04"]}],"mendeley":{"formattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)","plainTextFormattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)","previouslyFormattedCitation":"(Khadjooi, Rostami and Ishaq, 2011)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Khadjooi, Rostami and Ishaq, 2011).
1 Gaining Attention (Reception)
In Gagne’s theory, the first step is “gaining attention," which requires instructors to start the learning session by ensuring that learners are attentive. This is important because it warrants comprehensive participation of all students. When students gain attention, they are able to cope and make meaning of the different concepts from the instructor ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"URL":"https://home.gwu.edu/~mcorry/corry1.htm","author":[{"dropping-particle":"","family":"Corry","given":"Michael","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["1996"]]},"title":"Gagne's Theory of Instruction","type":"webpage"},"uris":["/documents/?uuid=9ab3274b-6418-4208-b17c-1c0fba6ba3aa"]}],"mendeley":{"formattedCitation":"(Corry, 1996)","plainTextFormattedCitation":"(Corry, 1996)","previouslyFormattedCitation":"(Corry, 1996)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Corry, 1996). The instructor needs to ensure that learners can participate and learn the activities by stimulating them to acquire their attention. Such is necessitated by providing learners with introductory activities that cause them to stay engaged (Mei et al., 2015). In most cases, educators use various techniques to engage learners such as presenting them with relevant and meaningful challenges, presenting them with interesting and new situations that provoke their curiosity, presenting them with intriguing problems, having learners ask questions to be answered by other learners, asking learners questions that provoke them, and stimulating learners with surprise and novelty ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Mancia","given":"Letícia Beraldi","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Saavedra Filho","given":"Nestor Cortez","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Miquelin","given":"Awdry Feisser","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ribeiro Jr","given":"Sebastião","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Geus","given":"Klaus","non-dropping-particle":"de","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Souza","given":"Bruno Soares","non-dropping-particle":"de","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2018"]]},"title":"Applying Gagne's nine events of instruction in development of a serious game for training maintenance activity on power live-lines","type":"article-journal"},"uris":["/documents/?uuid=9151c567-f2c2-4342-84df-0ca8174022f4"]}],"mendeley":{"formattedCitation":"(Mancia et al., 2018)","plainTextFormattedCitation":"(Mancia et al., 2018)","previouslyFormattedCitation":"(Mancia et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Mancia et al., 2018).
2 Expectancy "Informing Learners of the Objectives"
The second step occurs after the instructor gains the learner's attention. In this instance, the instructor informs students of the learning goals and objectives to enable them to comprehend what they will be studying in the learning session. In order to attain positive outcomes, it is important for the students to understand the learning goals ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Wong","given":"Yee Ling","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Advances in Medical education and Practice","id":"ITEM-1","issued":{"date-parts":[["2018"]]},"page":"45","publisher":"Dove Press","title":"Utilizing the principles of Gagne’s nine events of instruction in the teaching of Goldmann Applanation Tonometry","type":"article-journal","volume":"9"},"uris":["/documents/?uuid=9c65fa85-4910-492d-b32d-3e2cab2ed6d3"]}],"mendeley":{"formattedCitation":"(Wong, 2018)","plainTextFormattedCitation":"(Wong, 2018)","previouslyFormattedCitation":"(Wong, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Wong, 2018). As such, an instructor ought to state the primary objectives that learners will need to achieve during the session. Also, the instructor should outline how learners will utilize the knowledge gained in the future. Such will help learners in organizing their thoughts on the learned lessons and placing them in the appropriate mindset (Gagne, 1985). Instructors can use various approaches to state their objectives, such as explaining how the learning process will benefit students, describing the strategy for standard performance, analyzing the required performance, and explaining what students will be required to do at the end of the lesson ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Mancia","given":"Letícia Beraldi","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Saavedra Filho","given":"Nestor Cortez","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Miquelin","given":"Awdry Feisser","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ribeiro Jr","given":"Sebastião","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Geus","given":"Klaus","non-dropping-particle":"de","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Souza","given":"Bruno Soares","non-dropping-particle":"de","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2018"]]},"title":"Applying Gagne's nine events of instruction in development of a serious game for training maintenance activity on power live-lines","type":"article-journal"},"uris":["/documents/?uuid=9151c567-f2c2-4342-84df-0ca8174022f4"]}],"mendeley":{"formattedCitation":"(Mancia et al., 2018)","plainTextFormattedCitation":"(Mancia et al., 2018)","previouslyFormattedCitation":"(Mancia et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}(Mancia et al., 2018). Effective instructions can only be given when there is clarity on the goals and what learners should expect at the end of the lesson.
3 Retrieval (Stimulating Prior Learning Recall)
The third step requires instructors to provide learners with practical information by associating it with the things already known by learners or their experiences. Instructors achieve such by presenting learners with cue or experiences that trigger their prior knowledge ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISSN":"2008-2258","abstract":"Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's \"events of instruction\" to design a lesson plan for this subject.","author":[{"dropping-particle":"","family":"Khadjooi","given":"Kayvan","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rostami","given":"Kamran","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Ishaq","given":"Sauid","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Gastroenterology and hepatology from bed to bench","id":"ITEM-1","issue":"3","issued":{"date-parts":[["2011"]]},"language":"eng","page":"116-119","publisher":"Research Institute for Gastroenterology and Liver Diseases","title":"How to use Gagne's model of instructional design in teaching psychomotor skills","type":"article-journal","volume":"4"},"uris":["/documents/?uuid=9a0dd...