Gagne's Nine Events: A Guide to Efficient Learning

Briefly discuss Gagne's nine events.
1. Gain attention:
Obtain the audience attention for them to be able to listen carefully while the trainer is
presenting the content. Also use platforms such as YouTube videos, news to enable the
students to grab attention and be attentive for the study. Utilize forms of relaying
information such as surveys to ask questions before the actual research or lecture. This
will give the audience opinion about the overall lecture. In the case of online courses,
discussion platforms can be used to prepare the students for the lecture or study.
2. Inform learners of objectives:
Allow the tutee to formulate their ideas about what they are about to be taught or do.
Instruction for the activities can be included in the syllabus, papers, and lecture notes.
.In online courses, include learning aims in the introductory course materials, lecture
notes, and the curriculum, as well as in instructions for activities to be undertaken.
3. Stimulate recall of prior learning:
Allow tutees to exploit on previous knowledge or skills acquired from last lecturer’s.
Help them recall results and instructions from the earlier lectures and how they can be
used in tackling the present topic. Give questionnaires to acquire opinions on previous
lectures.
In online platforms provide discussion forums as part of gaining attention with the need
for relating the initial topic to the present matter.
4. Present the content:
Use different methods such as projects, reports, readings, and surveys to relay the
information appropriately. Provide materials for learning via platforms such a learning
managed systems to allow tutees to access the learning materials outside stipulated course
times.
In online and hybrid courses, enable and encourage discussions, blogs, and YouTube.
5. Provide learning guidance
Provide trainees with directions on how to go about specific topics. With Guidance,
learning among trainees becomes easier becomes this reduces frustration among students
who won’t easily understand things on their own that involve complicated concepts.
In online courses, the lecturer can formulate ideas with the learning managed system to
enable participation among different students

6. Elicit performance (practice):
With this stage, the lecturer should always allow students to apply the skills and
knowledge acquired in courses. This can be possible by organizing them in groups and
giving them assignments that require applications of specific skills and expertise.
7. Provide feedback:
Always provide feedback to students on tests done; hence, this will enable you to have the
idea of where the teaching is perfect and where it’s not well understood among the
student. The feedback given back to the students should sh0ow what was done correctly,
what was done wrongly, and how it can be improved. Tools such as Turnitin can be used
when giving feedback to large audiences. Also, employ methods such as self-evaluation
peer-evaluation.
8. Assess performance:
Guide student and show them the areas that they have not perfected their study.
Techniques such as assignments, questionnaires can be used to enable better
understanding.
9. Enhance retention and transfer to the job:
Increase retention of information by allowing the student to apply the acquired knowledge
to personal life and problems to enhance problem-solving. Also, discussion platforms can
be used to promote the virtue of sharing among the students in gaining experience.
Demonstration on how to apply Gagne’s events.
Chemistry
1. Gain attention
In this subject, the learner's attention can be attracted by teaching them how chemistry can
help them solve their problems. Example rusting can be solved by painting through giving
such ideas to students their motivation to learn more about the subject will grow.
2. Inform learners of the objectives.
Before equipping the learners with knowledge and skills involved in the chemistry subject
give them the aims this because trainees will always want to know what they are going to be
taught before the actual study. Do not provide them with the course outlines because some
are very dry and won't attract the attention of the student. Example when introducing metals
in a chemistry class give the students an overview about what you’re to cover in that top i.e.