Critical review on Gagne nine events of Instructions During the early years and eras, there were many learning theories such as behaviorism, cognitivism, constructivism, and etc. Each of them gave big impacts on teaching and learning. To be more specific, Gagne developed nine events or steps used in instructions for teaching and learning and it is called Gagne nine events of instructions. From what I have learned in the last lecture, these nine events are still relevance and applicable even though it needs to be improve a little bit. But yet, it could still give a big impact towards teaching and learning until nowadays. For me, these nine events can provide learning guidance in education filed especially for teachers including me. It was more like a checklist or a guideline and it really beneficial to be applied in teaching and learning. The first event or step of instruction is gain attention. For me, it is a must and important for an educator to begin the class with a short welcoming session. The questions like “How are you today?”, “Did you taking your breakfast or not?” can increase the level of interest among students to learn on that day. For Muslim especially, the teachers give salam during they entering the class. It is good and this first event must be continuously applied. The second event is informing the learners of purposes, objectives or goals. It is also a must for teachers to inform students on what they want to teach that day and what their expectations towards their students are. It is still relevance to be applied until now. This second event is important because students need to know what the expectations from their teachers towards them are. In addition, when students know the purposes, objectives or goals... ... middle of paper ... ...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now. To conclude, Gagne nine events of instructions have many significances and I have mentioned all of it in the paragraphs above. All of the nine events are very important because it were interrelated. Therefore, it is applicable until now and for me, there are some events that can be jump to other events because cognitive level of students or learners is not same. Sincerely, I hope it can be restructured back but not too much in order to fit on students’ level of knowledge. In my other perspective, these events can help instructors or teachers to build a framework in teaching and learning. There is no doubt that it still beneficial and useful until now.
teachers and students. It is true that students that this will help to increase their reasoning
Goals are set for teachers. Teachers know what areas they have to teach and all students are learning the same material.
students do not learn the same way as their peers. We have to modify and try to explain things to
In conclusion the problem-posing style to education is not only the most effective way in helping a student retain the information, but it also sets everyone, whether it be the teacher or the students, at equilibrium. I am not just speaking from my point of view, but also from Freire. We both came to the same conclusion and based our opinions off our own experiences. This style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge.
In the problem posing concept the teacher and the students work together through communication. The teacher no longer just teaches and the students no longer just listen. They both are in dialogue and are able to teach and learn from each other. With this method the students are allowed to share their own ideas and freedom of expressions. When a student expresses his/her thoughts with others he/she is challenged and becomes more aware of his/her own reality, allowing transformation into the world of freedom and not domination. Jone Lewis cites Freire who says, "Education either functions...
The objective will written on the board, for students to have a better understanding about what they will learn from the lesson.
...ts work on the lessons independently or with a preservice teacher by using manipulatives or other mathematical tools it will allow them to fully grasp the concept that is being taught so they can do well in the long run of learning more complex mathematics.
Schunk, D. H. (2000) Learning theories. An educational perspective. (3rd ed.) Upper Saddle River, NJ: Prentice-Hall.
...in more than one way, why the problems are important and how we can use similar steps and strategies in our future classroom.
Each of the three learning theories, Cognitivism, Constructivism, and Behaviorism, has worth and merit in my opinion. Yet, each one has its own unique qualities with one common factor, the learning process. It seems to me that the best teacher is one who would utilize all the theories of learning. However, if I look closely, I am most likely favoring one or two more than the others in my own instructional methods. I read the brief definition of these three theories and realized that I needed to examine a more in-depth explanation of each of them. The theory of cognitivism focuses on the mind of the learner
First, I view learning as a journey the students take throughout their school careers and throughout life. I feel that on this journey, teachers are placed in the position to help guide these students to their destination, or at least help them on their way. This journey would include hurdles and obstacles that would be overcome and some that would be left for later teachers to try to help the students past. I know that as a teacher, it is important for me to help the students to truly understand concepts being taught that will help them in later mathematics classes and in their lives in the future. I also feel that a good basic tool for teachers to help provide students with that will enable them to be more prosperous in life is the concept of problem solving. This tool reaches far past mathematics. I believe that students are not just buckets that we, as teachers, are to pour knowledge into hoping that none leaks out. I do believe though that the teacher should reach for opportunities to help connect the content material to previous knowledge and experiences of the students.
It is a well-known fact that educators are always looking for new and improved ways to educate their students. It’s also safe to bet that throughout your personal education the methods that teachers were teaching varied from class to class, they might even have varied substantially. Take a moment to think about the way students learn best, whether it be hands-on learning or by reading from a text book. Nevertheless, everyone learns differently and because of this, educators must continually reevaluate the way they are teaching their students. One of the more popular ways of teaching students is referred to as problem-based learning. If you are not familiar with the term, according Zeng Furong, Deng Guangtong, Zhao Wang, and Liu Longfei problem-based
Addressing learning objectives at the beginning of the lesson, referencing learning targets that they have crafted/partially authored, putting into context what they want to learn, further elaborating how what they want to learn relates to the unit learning targets, and reusing the learning target language throughout the lessons helps students to understand how/why the learning targets apply to key concepts and learning activities throughout the lesson. While students will continue to master these learning targets throughout the lessons, they were able to apply their understanding to each learning target when they:
In the classroom teachers need to be flexible to put in to practice many different
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.