The events you are about to see are real

Fools rush in… I see now that these posts should have been limited to 200 words and comments to 100. I’d heard of Gagne’s 9 events before but the interesting part of reading his original work is the bifurcation of the process: the first 5 steps are the learning, and the last 4 are the assessment which implies that every instructional event must include proof. The Presentation step was the most helpful, especially:

  • content must mirror the objective in delivery mode
  • variety is required so learners can generalize
  • present discrimination through finer- and finer-grained examples
  • present concepts through a variety of examples and non-examples
  • provide examples then a definition for concrete concepts with younger learners
  • provide a definition then examples for defined concepts with older learners

I had misunderstood that the Guidance step was practice when in fact it is a series of small activities that build and allow the learner to discover the big idea; constructivists will say that learners who need fewer activities (hints) before seeing the big idea bring a different social-cultural history to the event. I also misunderstood the last two steps; assessment is NOT a repeat of feedback but a drive toward reliability and validity while transfer is applying the concept to an entirely new problem.

For my ILM, I now suspect that assessment of an attitude may require human observation.