Foundations of Instructional Design Exam
Questions and Answers 100% Correct
Gain attention of the students
The first of Gagné's Nine Events of Instruction:
Ensure the learners are ready to learn and participate in activities by presenting a
stimulus to gain their attention.
Methods for gaining learners' attention include:
— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students
Inform students of the objectives
The second of Gagné's Nine Events of Instruction:
Inform students of the objectives or outcomes to help them understand what they
are to learn during the course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance
Stimulate recall of prior learning
The third of Gagné's Nine Events of Instruction: Help students make sense of new information by
relating it to something they
already know or something they have already experienced.
Methods for stimulating recall include:
— Ask questions about previous experiences
— Ask students about their understanding of previous concepts
Present the content
The fourth of Gagné's Nine Events of Instruction: Use strategies to present and cue lesson content to
provide more effective,
efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations.
Ways to present and cue lesson content include:
— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video,
demonstration, lecture, podcast, group work
— Use a variety of media to address different learning preferences
Provide learning guidance
The fifth of Gagné's Nine Events of Instruction: Advise students of strategies to aid them in learning
content and of resources
available.
Methods to provide learning guidance include:
— Provide instructional support as needed - as scaffolds (cues, hints,
prompts) which can be removed after the student learns the task or
, content
— Model varied learning strategies - mnemonics, concept mapping, role
playing, visualizing
— Use examples and non-examples - in addition to providing examples,
use non-examples to help students see what not to do or the opposite of
examples
— Provide case studies, analogies, visual images and metaphors - case
studies for real world application, analogies for knowledge construction,
visual images to make visual associations, metaphors to support learning
Elicit performance (practice)
The sixth of Gagné's Nine Events of Instruction: Activate student processing to help them internalize
new skills and knowledge and
to confirm correct understanding of these concepts.
Ways to activate learner processing include:
— Elicit student activities - ask deep-learning questions, make reference
to what students already know or have students collaborate with their
peers
— Elicit recall strategies - ask students to recite, revisit, or reiterate
information they have learned
— Facilitate student elaborations - ask students to elaborate or explain
details and provide more complexity to their responses
— Help students integrate new knowledge - provide content in a
context-rich way (use real-world examples)
Provide feedback
The seventh of Gagné's Nine Events of Instruction:
Provide immediate feedback of students' performance to assess and facilitate
learning.
Types of feedback include:
— Confirmatory feedback - Informs the student they did what he or she
were supposed to do
— Corrective and remedial feedback - informs the student the accuracy
of their performance or response
— Remedial feedback - Directs students in the right direction to find the
correct answer but does not provide the correct answer
— Informative feedback - Provides information (new, different,
additions, suggestions) to a student and confirms that you have been
actively listening - this information allows sharing between two people
— Analytical feedback - Provides the student with suggestions,
recommendations, and information for them to correct their
performance
Assess performance
The eighth of Gagné's Nine Events of Instruction:
In order to evaluate the effectiveness of the instructional events, you must test to
see if the expected learning outcomes have been achieved. Performance should
be based on previously stated objectives.
Methods for testing learning include:
— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
Questions and Answers 100% Correct
Gain attention of the students
The first of Gagné's Nine Events of Instruction:
Ensure the learners are ready to learn and participate in activities by presenting a
stimulus to gain their attention.
Methods for gaining learners' attention include:
— Stimulate students with novelty, uncertainty and surprise
— Pose thought-provoking questions to the students
— Have students pose questions to be answered by other students
Inform students of the objectives
The second of Gagné's Nine Events of Instruction:
Inform students of the objectives or outcomes to help them understand what they
are to learn during the course. Provide objectives before instruction begins.
Methods for stating the outcomes include:
— Describe required performance
— Describe criteria for standard performance
— Learner establishes criteria for standard performance
Stimulate recall of prior learning
The third of Gagné's Nine Events of Instruction: Help students make sense of new information by
relating it to something they
already know or something they have already experienced.
Methods for stimulating recall include:
— Ask questions about previous experiences
— Ask students about their understanding of previous concepts
Present the content
The fourth of Gagné's Nine Events of Instruction: Use strategies to present and cue lesson content to
provide more effective,
efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations.
Ways to present and cue lesson content include:
— Present vocabulary
— Provide examples
— Present multiple versions of the same content, e.g., video,
demonstration, lecture, podcast, group work
— Use a variety of media to address different learning preferences
Provide learning guidance
The fifth of Gagné's Nine Events of Instruction: Advise students of strategies to aid them in learning
content and of resources
available.
Methods to provide learning guidance include:
— Provide instructional support as needed - as scaffolds (cues, hints,
prompts) which can be removed after the student learns the task or
, content
— Model varied learning strategies - mnemonics, concept mapping, role
playing, visualizing
— Use examples and non-examples - in addition to providing examples,
use non-examples to help students see what not to do or the opposite of
examples
— Provide case studies, analogies, visual images and metaphors - case
studies for real world application, analogies for knowledge construction,
visual images to make visual associations, metaphors to support learning
Elicit performance (practice)
The sixth of Gagné's Nine Events of Instruction: Activate student processing to help them internalize
new skills and knowledge and
to confirm correct understanding of these concepts.
Ways to activate learner processing include:
— Elicit student activities - ask deep-learning questions, make reference
to what students already know or have students collaborate with their
peers
— Elicit recall strategies - ask students to recite, revisit, or reiterate
information they have learned
— Facilitate student elaborations - ask students to elaborate or explain
details and provide more complexity to their responses
— Help students integrate new knowledge - provide content in a
context-rich way (use real-world examples)
Provide feedback
The seventh of Gagné's Nine Events of Instruction:
Provide immediate feedback of students' performance to assess and facilitate
learning.
Types of feedback include:
— Confirmatory feedback - Informs the student they did what he or she
were supposed to do
— Corrective and remedial feedback - informs the student the accuracy
of their performance or response
— Remedial feedback - Directs students in the right direction to find the
correct answer but does not provide the correct answer
— Informative feedback - Provides information (new, different,
additions, suggestions) to a student and confirms that you have been
actively listening - this information allows sharing between two people
— Analytical feedback - Provides the student with suggestions,
recommendations, and information for them to correct their
performance
Assess performance
The eighth of Gagné's Nine Events of Instruction:
In order to evaluate the effectiveness of the instructional events, you must test to
see if the expected learning outcomes have been achieved. Performance should
be based on previously stated objectives.
Methods for testing learning include:
— Pretest for mastery of prerequisites
— Use a pretest for endpoint knowledge or skills
