Find a skills lesson video from the internet (e.g., from the Teacher's tube) and upload it to our blog or provide us with the link to the video. Taking into consideration the nine events of instruction proposed by Gagne, try to identify the stages in the video, describe them and account for the learning theories underlying each stage.
To what extent do you think this skills lesson illustrate an example of an effective teaching sequence in your own perspective as a prospective teacher, considering the principles of the teaching /learning process and the learning theories that we have discussed in class?
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I have found a video about Gagne's nine events of instruction. Unfortunately, I couldn't upload the video so; I will give the link of video.
ReplyDeletehttp://www.youtube.com/watch?v=OascKtHXcK0&feature=related
With the help of this link, you can watch video. Because in this video, every step of construction is shown respectively and some information is given at the bottom of the video. This video is very useful for learning and concretizing the steps.
I also found a video but couldn't apload it. Therefore, I will give the link.
ReplyDeletehttp://www.youtube.com/watch?v=mHIYrwi2JCc
Here is the link and for my comments on this video; I think Gagne’s nine- step process is somehow used by this teacher. Firstly, the teacher starts with telling the students the topic but she doesn’t try to gain their attention. Instead; she informs learners of objectives. She firstly talks about the usage of the target structure and then she makes an example sentence after that she immediately wants the students to use the structure. At this stage, she simulates recall of prior learning by activating short-term memory. She then presents the content. She want s the students to make sentences using the newly-learnt topic and gives them feedback and says some words to increase their motivation level. She also uses the power point slides to visualize the content and that may help activate long-term memory. She also uses some real objects to help students understand better. She finishes the lesson without assessing the performance or transferring the job.
ın this video we see a teacher who use some of the principles of Gagne and I want to share it with you
ReplyDeletehttp://www.youtube.com/watch?v=JTtT4AyYDDE
ı want to write Gagne's principles and show whether it is used in the video or not:
1) gain attention : the teacher tells about an experience to gain students attention
2)describe the goal: he says 'you have to write two things and write the goals on the board clearly.
3)Stimulate recall of prior knowledge : he gives example by saying 'one of the students told me his goal'
4)Present the material to be learned : he use just board for a material.
5)Provide guidance for learning :with the help of his gestures and body movement, he teach the content.
6)Elicit performance "practice' : he doesn't want students do something but provide them to guess the meaning of words.
7)Provide informative feedback : he use again his gestures and congratulate students when theygive correct answers.
8)Assess performance test, if the lesson has been learned. Also give sometimes general progress information : this is not something teacher use
9)Enhance retention and transfer : he use some practices to enhance transfer
Here there is a video in which techer try to teach playing piano to a student by applaying Gagne's nine events of instruction step by step. it helps us understand these instructions clearly.
ReplyDeletehttp://www.youtube.com/watch?v=OascKtHXcK0
now ı want to write Gagne's principles and their usage in this video and finally my coments.
1) the teacher firstly asks to her student how it is going and what they will do in general this is shortly gaining atention
2):the teachet asks her student whether she practised what they do in previous lesson or nat and then she say that they will try to learn how to use some keys on piano to describe the goal
3)Stimulate recall of prior knowledge : in this step teacher teacher asks the students to explain what they did in previous lessons she and her student practice again what they heve leatned.
4)Present the material to be learned :the teacher start to teach the new keys by providing vicusls and demonstrationswiths. she play first and her student watch her.the teacher is very slow and motivating.
5-7)Provide guidance for learning, Elicit performance,Provide informative feedback: the teacher guide the information given to the learner she put into practice new consepts and she inform the student what is expected. she often provides feedback and states that the student learn very well. the teacher explain potential problems and provide solutions.
8)Assess performance test, if the lesson has been learned. the teacher tested the student and evaluated the student's performance she was successful.
9)Enhance retention and transfer :the teacher try to teach some new skills to the student in order to help her to remember what she has learned.
I think in this video the teacher uses nine events of instruction by Gagne very well.
I also found a video butI could't upload it.This is the link http://www.youtube.com/watch?v=qQra4baNwP8&feature=related
ReplyDeleteYou can watch by means this addres.
1.Gain attention: the teaxher wrote the objective and name of the subject on the board. She gained the attention of the students.
2.Identify Objectives: the objactive of the corse is written on the board. Before lesson She talked a little bit about the objectives.
3.Recall prior learning: She reminded the students of prior course and wanted them to make a group of two and talk about prior course.
4. Present Stimulus: She showed a graphic and talked about it. She did not complete her sentence and wanted the students to complete it.
5. Guide Learning: She described what the students would do. She wanted them to make a group and told them what to do.
6.Elicit Performance: She wanted the students to answer the questions one by one and tehn she provided feedback.
7. Provide Feedback: When one of the students completed her sentence she wanted him to tell one more time and then she said right.
8. Asses Performance: As I undrestand she asked a question in previous lesson and in that lesson she told its answer. She said some of you said this and some of you said this but the wright answer is this and then she explained the reason.
9. Enhance Retention/Transfer: She showed some graphics and wanted the students comment it. the students used their new acquired knowledge on grphics. This enhanced the retention and transfer.
I think she is a very successful teacher. Her students love her and her lesson very much. Normally physic lesson is not so liked and the teachers do not want students to make group and discuss something, they write on the board and talk about it and students write what they see on their notebook. But she made the lesson enjoyable and she gives importance to active participation of students. ıt was like a literature lesson rather than physic.
ı also want to share a video about Gagne's nine events of instruction In this video Kari and Billy decorate Halloween cupcakes utilizing Gagne's nine events of instruction.
ReplyDeletelink: http://www.youtube.com/watch?v=Jehu4QE5jrI
1) gain attention : "the teacher tells about an experience to gain students attention" here Kari tries to attract attention by showing the foods.
2)describe the goal: "he says 'you have to write two things and write the goals on the board clearly." Kari tells Billy what they are gonna do today.
3)Stimulate recall of prior knowledge : "he gives example by saying 'one of the students told me his goal'" Kari reminds Billy of Christmas.
4)Present the material to be learned : "he use just board for a material." Kari introduces the foods to be used with detailed information.
5)Provide guidance for learning :"with the help of his gestures and body movement, he teach the content." Kari here now with a more assistance helps Billy.
6)Elicit performance "practice' :" he doesn't want students do something but provide them to guess the meaning of words." Kari names this as "extract information" and tries to make Billy guess the information to learn.
7)Provide informative feedback : "he use again his gestures and congratulate students when theygive correct answers." Kari provides feedback.
8)Assess performance test, if the lesson has been learned. Also give sometimes general progress information : this is not something teacher use
9)Enhance retention and transfer : he use some practices to enhance transfer
To sum up, this is a nice video to understand Gagne with a different kind of description.
Here is the link for my video:
ReplyDeletehttp://www.youtube.com/watch?v=QirhNeIwQ0w
In the lesson students work with pairs; they plan and describe their own utopian country.
1) gain attention : T starts with direct questions asking their opinion about the country they live in now and wants them to compare it with their home country.
2)describe the goal: T teaches the word "Utopia" and goes on with describing what they are going to do in the activity.
3)Stimulate recall of prior knowledge : T doesn't do something about this one. Since it's a oral drill, there is no need for a prior knowledge to be mentioned.
4)Present the material to be learned : As I said above, the lesson meant to be a oral drill lesson. The aim is to practice
5)Provide guidance for learning : T gives some examples to Ss about the parameters they can discuss and think about and also T roams the classroom listens and comments to their work.
6)Elicit performance "practice" After the discussion is done, Ss come and make the presentation of their country.
7-8)Provide informative feedback; Assess performance: During the presentation all class and T talks about every Utopian country.The activity designed to strenghen speaking ability so, evaluation isn't a matter.
9)Enhance retention and transfer : The students's presentation provide this basicly.
The lesson is quite interesting. This is a must especially for a speaking session in order to provoke the students to participate in activities. Students use their creativity for the activity, which is also a factor that makes participation more volunteerly. This lesson is pretty successful.
I also found a video and this is the link of the video:
ReplyDeletehttp://www.howcast.com/videos/146128-TEFLVideos-How-To-Teach
In the lesson students did an activity about tag questions.
1.Gain attention:Teacher would tell tag questions. So she started to lesson using this form. I think this was good. She came and distributed envelopes.
2.Inform learners of objectives: She made group of two people. The students open the envelope and then she give what they would do. They would match the questions with tag parts.
3.Stimuli recall of prior learning: In order to do this activity they should know making a sentence and tenses.
4.Presenting the stimulus: she gave manageable sentences for the time. While they were doing, she said that it was good job.
5.Provide learning guidance: while students were doing matching activity teacher went near the students and observed them
6.Elicit performance: After they finished the activity, teacher asked the answers.
7.Provide feedback: After each answers teacher asked firstly to the whole class. And then she gave the answer.
8.Assess performance: Each group gave the correct answer so teacher thanked to them.
9.Enhancing retention and transfer: after this activity the teacher thought about another activity. With the help of this activity they do not have a problem tag questions. In this activity one student form a question and another one will completed it.
I think it was a good lesson.The teacher has self-confidence and she is a good teacher towards students.She gave clear examples.I think making group is a good idea.She is successful.
I found a video about a teacher's teaching some vocabularies. Here is the link of it: http://www.teachertube.com/viewVideo.php?video_id=12842 I will analyze this video according to the Gagne's nine events of instruction:
ReplyDelete1. Gain attention= The teacher in the video doesn't take the attention of the students to the topic before beginning the lesson. For this reason, I think she doesn't warm up the students for the lesson.
2. Informing the learner of the objective= She doesn't either tell the objectives she has planned to teach during that lesson.
3. Stimulating recall of prior learning= Before she conveys the meaning of the vocabulary items to the students, she asks them if they know their meaning or not. In this way, she gives them an opportunity to use their prior knowledge.
4. Presenting the stimulus= After she gives the students a chance to guess the meanings of the vocabulary items she will teach, she explains the meaning of them herself. That is, she presents the content.
5. Providing learner guidance= She informs the students about what they will do if they want to answer to the questions she asks or need to ask something with the clear instructions she gives during the lesson.
6. Eliciting performance= After she conveys the meaning of the vocabulary items, she plays a game with the students to see whether they have understood the meaning of these vocabularies or not. With this game, she wants them to catch the newly-learned vocabularies in different contexts.
7. Provide feedback= While playing the game with the students, the teacher gives feedback to them and if they are any mistake they make, she corrects them without insulting.
8. Assessing performance= She thanks to each student who gives the right answer.
9. Enhancing retention and transfer= After she becomes sure with the game that the students has gotten familiar to the vocabularies she has just taught, she provides another activity to give the students an opportunity to repeat what they are learning in different contexts. By practicing these vocabularies, the students acquire them more easily and quickly.
In my opinion, she was a successful and enthusiastic teacher. Also, the lesson was an enjoying one. However, her starting the lesson before warming the students up for the topic and not giving them any information about what they will have gained at the end of the lesson were shortcomings of her. If she had given place to these steps while teaching, she could have achieved to encourage the students to learn and so, they would have listened to the lesson carefully and willingly. Moreover, because the students were young learners, she could have used more entertaining activities and provided colorful materials to keep them active and enthusiastic throughout the lesson.
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ReplyDeletehttp://video.google.com/videoplay?docid=-7972705000241772426#
ReplyDeleteThis is the link of the video which includes Gagne's nine events of instruction. Here is the analysis of the video.
GAIN ATTENTION: Teacher starts her lesson with a question, “How was your weekend?”, to relax them and prepare them for the lesson. Then, she writes a word on the board and explains the meaning of it. Next, she asks questions to students about the topic which is related to warm up step. She tries to integrate all of the students into the class and make them interested in the topic.
INFORMS LEARNERS OF OBJECTIVES: Firstly, she mentions about how having a pet can be. She asks students about its’ cons and pros. She demands participation of the students again. She writes down advantages and disadvantages of them on the board in parallel to students’ utterances. After this part, she moves to exact topic of the lesson, controversial issues. She informs the students that controversial issues have two different sides like this pet example, and provide students to be aware of the topic of the lesson. Also, students have information about what they will discuss in the lesson.
STIMULATE RECALL OF PRIOR LEARNING: Before the teacher tells the students the meaning of the some vocabulary items and some controversial topics that she writes on the board, she wants students to guess the meanings of them. Thus, it gives chance to students to recall of their prior knowledge related to them.
PRESENT THE CONTENT: She explains everything she writes on the board, and she also explains controversial issues, such as abortion, capital punishment, and same sex marriages. By making these expressions, she presents the content to the students in an appropriate and clear way.
PROVIDE “LEARNING GUIDANCE”: She tells the differences between controversial issues and normal discusses like pepsi and coke example in the video. She makes clear distinctions between them. She supports her ideas with examples, and this helps students to learn better.
ELICIT PERFORMANCE (PRACTICE): After the teacher gives some examples related to controversial issues, she wants them to form groups, and think some other controversial issues. The teacher wants them to find their own topics. By doing this, she has a chance to see whether the students understand the topic or not.
PROVIDE FEEDBACK: The teacher always asks the students about the topic, and wants them to participate in the lesson. Whatever they say, she writes them on the board and this make students feel valuable and important themselves. Their self-esteem can be improved by this. After they tell something, she wants them to explain more detailed what they say, and this also helps them to improve themselves.
ASSESS PERFORMANCE: The teacher doesn’t generally assess their performance in the video. When they speak, she encourages them to participate in the lesson. She makes them talk about the topics and she makes them think about the lesson as general. After they tell something, she comments on them, and this can be considered as an assessment of their utterances.
ENHANCE RETENTON AND TRANSFER TO THE JOB: The teacher wants students to form groups to find and discuss on a controversial issue. Thus, the teacher can see what they have learned from the lesson, and also the students have a chance to demonstrate their knowledge about this new topic. They are able to transfer what they learn to the group activity which the teacher demands.
I think she is a successful teacher and applies the steps in her lesson very well. She can make students enjoy while teaching them something. She can manage the lesson well. The students can participate in the lesson without hesitation, and this creates a funny atmosphere. She makes nice transitions from warm up to the topic. Also, she gives many examples to clarify the sucbject. All in all, it is both enjoyable and informative lesson for students.
I found a video but because of a problem with youtube I cannot get its embed code so I'm giving the url;
ReplyDeletehttp://www.ktunnel.com/index.php/1010110A/02053edd7880154f917d5ca69ddcf9280cb07cea820a3fb4db645da0bb27304db610468c4401cd3518097
In this video a music education student is practicing the nine events of instruction on a student by teaching a musical scale on piano.
Gain Attention: She comes and asks how she is then she immediately says what they are going to learn today. I think this introduction part should be more interesting in order to get the attention of the students. The teacher should make them curious about the subject.
Inform Learners of Objectives: After introducing the subject she explains the purpose, why they are learning the C Scale.
Stimulate Recall of Prior Learning: Then she tries to connect today’s lesson with the previous ones. She asks whether she knows the musical notes then she wants her to show the place of them. In this way she makes her remember the prior learning.
Present the Content: She goes on her lesson by practicing on piano. Fist she shows the notes then chunks them and wants her student to do the same thing after she has finished. I think chunking is a good facilitator in learning and a good idea to use in classroom. Then she moves on to the more complicated notes. And at the end the student plays all of the notes successfully.
Provide Learning Guidance: She wants her student to show the way she has practiced then she gives feedback. She explains what is expected from her and guides her student.
Elicit Performance (practice): She wants the student practice what she has learned more than once while she is with her.
Provide Feedback: After the student has shown how she has practiced, the teacher gives feedback to her. She shows the way she is expected to do. She gives some clues says it will be better if you do like this and that.
Assess Performance: In order to evaluate the performance of the student she makes her student to play the c scale by herself and she announces this as if there was a concert and the student was a pianist.
Enhance Retention and Transfer to the Job: At the end the teacher says what she thinks about the student's performance and she says that she believes that the student will get much more professional if she keeps practicing.
http://www.ktunnel.com/index.php/1010110A/a98ab05be968f5f913fec7c5bc7be7c4b7dc33cfac31c0fa0a89dce88b1f6f9b8ad53a8b649d56dd48295670ddee2a3f5d6917de0cf9793316476
ReplyDeletehere is the link of the video that ı found. ı think it is a successful lesson for young learners and it implies the Gagne's nine event instruction which are:
Gain attention: In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.
Inform learners of objectives: Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.
Stimulate recall of prior learning: Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.
Present the content:This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.
Provide "learning guidance": To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies. Elicit performance (practice): In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention
Provide feedback: As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.
Assess performance:Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.
Enhance retention and transfer to the job: Determining whether or not the skills learned from a training program are ever applied back on the job often remains a mystery to training managers - and a source of consternation for senior executives. Effective training programs have a "performance" focus, incorporating design and media that facilitate retention and transfer to the job. The repetition of learned concepts is a tried and true means of aiding retention, although often disliked by students.
Here is my link for the video:
ReplyDeletehttp://www.youtube.com/watch?v=Y4z4rUEvwa0
This is a vocabulary lesson.
1. GAINING ATTENTION: The teacher draws a line on the board and writes two vocabulary items that are already known by the students. She makes students conform that they know these items. Writing already known words may get students attention but this is not the perfect way to start a lesson, in my opinion.
2. INFORMING THE LEARNER OF THE OBJECTIVE: She clearly informs the students that they will find words in between the already known words. At the beginning of the video, she explains her technique as 'Gradable Opposites' and now she starts to use it.
3. STIMULATING RECALL OF PRIOR LEARNING: As I've mentioned above, she starts the lesson with already known vocabulary items, but she doesn't ask students to come up with already known words.
4. PRESENTING THE STIMULUS: The teacher doesn't give the new items directly, but she wants students to guess what the word may be giving some clues about the word. I think this is a nice way to get students involved in the learning process rather than giving the content directly.
5. PROVIDING LEARNER GUIDANCE: While wanting students to guess the new vocabulary, she gives some clues like 'What is hotter than hot or what is colder than cold?' She guides students in the direction of the right answer.
6. ELICITING PERFORMANCE: After finding all the new vocabulary items, she wants students to form sentences with the new vocabulary items. She also asks for examples. She makes sure that they don't just use the new items, but give examples related to it.
7. PROVIDING FEEDBACK: The teacher gives immediate feedback. She corrects the sentences immediately if there is anything wrong with them, and she says 'perfect, very good etc.' if the sentence is correct.
8. ASSESSING PERFORMANCE: She doesn't only corrects the new items, but she corrects the whole sentence students produce. She doesn't restrict feedback only to new items.
9. ENHANCING RETENTION AND TRANSFER: She finishes the lesson without a group work or repetition. I think she could make students play a game to make the learning permanent. She tries to elicits answers from each student, which is nice to have a variety of examples, but she could form groups and make the learning process more fun.