What are the nine class events in Gagne? Apply lesson steps and instructional plans tailored to the learning process

Sometimes when you write a lesson plan, you don't know what to do in the introduction and what to end up with in the theorem. The nine class events of Kane are a framework in order of what the teacher should do according to the processing process that occurs in the learner's head, so you can use them immediately for these concerns. Let's take a look at the step-by-step implications and how to apply the map.

Where did the nine class events come from?

Gagne saw learning as a continuation of internal processing such as attention, anticipation, withdrawal to working memory, selective perception, meaningful encoding, response, reinforcement, withdrawal cues, and generalization. It is a starting point that the teacher should arrange things from the outside so that this internal process can take place well.

In this background, there is an information processing theory. Once we know the flow of information through sensory memory, working memory, and long-term memory, we naturally understand why each step is in that order.

In other words, Step 9 is not a list to memorize, but rather the result of translating learner processing order into teacher behavior.

What are the three events at the beginning of the lesson?

Acquisition of the first week is the stage of engaging learners with questions, videos, and surprising facts. The second lesson objective is to let learners know in advance what they will be able to do at the end of the lesson so they can draw a destination.

Third, the Athlete Learning Recall Stimulus is a step that reminds you of the previous knowledge that will be connected with the new content. A short quiz or conceptual diagram asking about the past time is often used.

도입부에 내 경험 한 줄을 넣어 두면 글이 훨씬 내 이야기처럼 읽히더라고요. 쓰기 전에 핵심 키워드 세 개를 메모해 두는 것도 한번 챙겨보면 좋을 것 같아요.

How will the Deployment Phase continue?

The fourth stimulus material presentation step is to feature the new content, and the fifth step is to help you meaningfully encode with examples, analogies, and clues.

The sixth step is to induce the learner to solve or demonstrate the problem, and the seventh step is to tell the learner if the performance was correct and what needs to be fixed.

If you mark in the map that these four steps can be repeated several times without finishing at once, it will bring you closer to the actual lesson.

How would the cleanup steps be connected to the learning outcomes?

The eighth performance assessment is the step of determining if the learner has achieved the goal without any additional clues, and the ninth retention and metastasis enhancement is the step of remembering and utilizing them for a long time as a task or an interval review that applies to other situations.

Kane divided the learning results into five categories: language information, intellectual function, cognitive strategy, motor function, and attitude. For example, the emphasis on the same step is different because it becomes important to show the model's behavior in the stimulus data if repetitive practice is an inducement to perform motor skills and attitude is an attitude.

So before writing the map, it is in order to decide which of the five outcomes the goal is.

What should I be aware of when applying it to maps?

If you put Step 9 mechanically in every class, the class can become stiff. Depending on the learner level, some steps need to be shortened, others need to be repeatable and flexible. For the design procedure of large units, the difference between micro design and macro design can be seen when viewed together with the Addie model theorem.

For example, if you take a fifth-grade elementary fractional addition class, you can draw attention to a pizza picture, have it recall the common fraction, and place the nine steps in the order of step-by-step solving, mating activities, checking problems, and application problems in your life. In an assignment, one of these votes is more persuasive than a long explanation.

This article has been summarized by Campus Down Editorial Department through major textbooks and public literature · Review 2026-10-26. See Gagné, R. M. (1965). The conditions of learning. Holt, Rinehart and Winston; Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Harcourt Brace Jovanovich. Recall a lesson you took recently and check which of the nine steps you missed. The practice of filling in the missing steps soon becomes the practice of drafting.