Robert Gagne's Instructional Design Model

Robert Gagne’s instructional design model

Introduction

This assignment is given from Mathematics education 3 and currently I am studying in Villa College as a primary degree student. As a primary degree student being aware of the most effective ways of teaching mathematical concepts to the students is very important to gain the attention of students to the learning process. And quality teachers should have a confident and a personal understanding of the concept and ethics of what they are teaching. In addition to this a teacher can become a quality teacher by doing researches on her own to find out the best ways to teach. Consequently this assignment is based on doing a small scale research on differentiating the effectiveness of Robert Gagne’s

Among all those models this assignment is focused on Robert Gagne’s instructional design model. According to Robert Gagne’s (1985) there are nine steps for an effective learning process. First thing is gaining attention through a story, problem or a new situation. This will help to involve students in the learning process. After that share the lesson objectives with the students to make sure that they are aware of what they are going to achieve from today’s lesson and why are they learning this. This can be done by assisting to remind the learner on the objectives of the lesson and how they will be able to use their new skills in the future. Then before continuing the lesson recalling prior knowledge is also important to retrieve and to build up student’s previous knowledge and skills needed before the beginning of the lesson. As a fourth step present the material or explain the lesson and combine the material to help material recall. In this step sequence is very important. After that providing guidance and feedback is the next step of Gagne’s model. This step includes providing guidance on how to learn what is been taught. If not learner’s will be frustrated by practicing the wrong way or using the poorly understood concepts. Next step is elicit performance step, where students need to practice what is been taught with the newly acquired behavior, skills or knowledge. In addition to

RESULT

The observation done shows that in class 1, students are very motivated and in class 2 students are bored. In class one the Gagne’s model was incorporate very well and the other class the teacher used traditional ways of teaching. See appendix III AND IV for the lesson observation notes.

The student’s interview shows that in class 1 student are well encouraged to learn and in class 2 students were not inspired to learn though the teacher didn’t ask questions to the students and no individual help is given to the students. Even at the end of the lesson students were not aware of the lesson objectives though it is not shared in class 2. In class 1, prior knowledge was checked and this helped the students to link the existing knowledge with a new knowledge. However prior knowledge was not checked in class 2.

The graph 1.1 below shows the differences in number of students who got pass and fail in class 1 and class