Editing Robert M. Gagné (section)

===Nine Events of Instruction===
According to Gagné, learning occurs in a series of nine learning events, each of which is a condition for learning which must be accomplished before moving to the next in order. Similarly, instructional events should mirror the learning events:

# Gaining attention: To ensure reception of coming instruction, the teacher gives the learners a stimulus. Before the learners can start to process any new information, the instructor must gain the attention of the learners. This might entail using abrupt changes in the instruction.
# Informing learners of objectives: The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired outcome to the group.
# Stimulating recall of prior learning: The teacher asks for recall of existing relevant knowledge.
# Presenting the stimulus: The teacher gives emphasis to distinctive features.
# Providing learning guidance: The teacher helps the students in understanding (semantic encoding) by providing organization and relevance.
# Eliciting performance: The teacher asks the learners to respond, demonstrating learning.
# Providing feedback: The teacher gives informative feedback on the learners' performance.
# Assessing performance: The teacher requires more learner performance, and gives feedback, to reinforce learning.
# Enhancing retention and transfer: The teacher provides varied practice to generalize the capability.

Some educators believe that Gagné's taxonomy of learning outcomes and events of instruction oversimplify the learning process by over-prescribing.<ref>Haines, D. (1996). Gagné. [On-Line]. Available: {{cite web |url=http://education.indiana.edu/~educp540/haines1.html |access-date=2012-04-09 |title=Archived copy |archive-date=2015-01-09 |archive-url=https://web.archive.org/web/20150109131428/http://education.indiana.edu/~educp540/haines1.html |url-status=dead }}</ref> However, using them as part of a complete instructional package can assist many educators in becoming more organized and staying focused on the instructional goals.<ref>Dowling, L. J. (2001). Robert Gagné and the Conditions of Learning. Walden University.</ref>