QUIRINO STATE UNIVERSITY

Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION
LESSON 6: I N S T R U C T I O N A L D E S I G N M O D E L S
Lesson Outcomes:
1. Introduce instructional design model.
2. Introduce sample technology- enhanced lessons to support learning.

Introduction
As an aspiring teacher, you are being exposed to various techniques and strategies in the teaching-learning
process. With this, you were able to be given a chance to choose different instructional models that you may
think is the best model in your teaching. In this lesson, you will understand better how these instructional
models work and their appropriateness in the topic given.

INSTRUCTIONAL DESIGN MODELS

An instructional model serves as an anchor wherein the journey to learning is rooted. There are various
instructional designs created to keep track of the efficiency of the instructions. Through different models of
instructions, teachers were able to draw some inspirations on the different techniques and strategies patterned on
the models of instructions. Nevertheless, teachers should bear in mind that there is such no such thing as a
perfect model. Still, it will be in the appropriateness of the model and how the teacher processes the learning
for such a model to be effective.

In a nutshell, different instructional design models to be mentioned in this lesson are as follows:
• Gagne’s Nine Events
• Blooms Revised Taxonomy
• ADDIE
• Merrill’s Principles of Instructions
As aspirant teachers, I want you to have an in-depth knowledge of the different instructional models for you to
be able to make use of them appropriately in your future career as a leader inside the classroom in the process
of learning.
A. Gagne’s Nine Events of Instructions
Robert Gagne has created Nine Events of Instructions that have been widely used in the educative process. This
Instructional model has focused on providing teachers, instructors, and facilitators in the academe an organized
process efficiently designed to help maintain efficiency in the teaching-learning process.

Stimulate
Attention Learner Recall

Performance
Guidance Information

Feedback Performance Retention

Figure 1: Gagne’s Nine Events of Instructions

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 QUIRINO STATE UNIVERSITY
Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION
Here is additional information on the Nine Events of Instruction developed by Gagne:
a. Preparation
1. Gain Attention (reception)-this is the part wherein the teacher must get the attention of the
learners and keep them focus while the content of the lesson is about to be delivered.
2. Inform Learner of Objective (expectancy)- this is to lay down your expectation and focus on the
learning. An announced objective (s) helps learners have an overview of how their performance
will be assessed and the value of the contentin the future.
3. Stimulate Recall of Prior Information (retrieval) – this is based on the schema theory wherein
student’s prior knowledge will be linked and associated with the newly introduced knowledge.
b. Instruction and Practice
4. Present Information (selective perception)- this is where the new content will be systematically
organized for the learning process to be achieved. One important matter to be considered is the
varied learning style of learners; this differentiated instruction is highly recommended.
5. Provide Guidance (semantic encoding)-this is where facilitation of the learning process should be
taken into high consideration especially when learners are drawing in new knowledge and
associating it to their prior knowledge to avoid a negative transfer.
6. Elicit performance (responding)-this can be in the form of individualized or grouped; output-based
or process-based, and outright performance or homework.
7. Provide Feedback (reinforcement)- this is one of the essential parts wherein learners will be able to
understand whether the learning process is a success or needs to be enhanced or revisit.
c. Assessment and Transfer
8. Assess Performance (retrieval)- this is one of the most anticipated parts of the student’s
performance wherein they were able to know if the expected outcome or the learning objectives has
been met or there is a need for them to expound their knowledge.
9. Enhance Retention Transfer (generalization)- This is an additional input to allow learner’s retention
of new knowledge. This can be in the form of additional reinforcement through practices and
summarization.

Events of Instruction Techniques

Gaining Attention • Pose thought to provoke questions
(reception) • Present an intriguing problem
• Present meaningful and relevant challenges
Informing Learners of the • Describe what they will be able to do after the session
objective (s) • Describe the required performance and its criteria
(expectancy) • Explain how the learning will benefit them
Stimulate recall of prior • Ask a question on their previous experience
information • Ask about their understanding of the previousconcepts
(retrieval) • Give a similar situation to what they will belearning

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Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION
Present Information • Organize content in easy to understand manner
(selective perception) • Chunk information
• Use multiple delivery methods, a variety of texts, and graphics as
well as approaches.
Provide Guidance • Concept mapping for an association, graphics to make visual
(semantic coding) associations
• Mnemonics to cue and prompt learning; analogieson knowledge
construction
• Case studies for a real-world application

Elicit Performance • Have the learner demonstrate the acquired behavior or knowledge of
(responding) the content
• Ask thought-provoking questions
• Have the learner apply the knowledge to a scenario or case study.
Provide Feedback • Be positive
(reinforcement) • Be objective
• Deliver focused and concise feedback on areas of student’s control

Assess Performance • Written test, oral questioning, short essays or questionnaires,

(retrieval) etc.

Enhance RetentionTransfer • Have them summarize the content

(generalization) • Have them generate examples
• Have them create concept maps

B. Bloom’s Revised Taxonomy

There are six levels of cognitive learning, according to the revised version of Bloom’s Taxonomy. Each level is
conceptually different. The six levels are remembering, understanding, applying, analyzing, evaluating, and
creating.
Using Bloom's Revised Taxonomy in Assessment
These levels can be helpful for the learning outcomes to be categorized most appropriately according to the
level of cognitive needs and demands as well as the ability of the learner. This, the teacher was able to pattern
his/her learning objectives accordingly. Further, teachers will be able to assess according to his/ her
understanding of the different cognitive levels.

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Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION

Figure 2: Bloom’s Level of Cognitive Learning

1. Remember- is a simple retrieval, recall, and recognition of essential and relevantknowledge from
long-term memory
- simple identification of the different parts of speech in a sentence, tell the basicstep in the dance
or label food according to its category (go, glow, grow)

2. Understand-to demonstrate comprehension by explaining facts

-summarize a story, rephrase an article, outline the steps in case of emergency
3. Apply-use information or skill and relate it to a new situation
-translation of the local dialect to the second language, demonstrate the differentapproaches of
teaching, execute the basic step in dancing
4. Analyze- break material into its constituent parts and determine how the parts
relate to one another and/or to an overall structure or purpose
-compare and contrast the similarities and differences of land and water animals, analyze the
relationship between different characters in a play, analyze the relationship between various
members of the family according to group
5. Evaluate- is to make judgments based on criteria and standards
-determine the quality of the manuscript according to a given standard, judgewhether methods used
in a demonstration of the product is valid or not, determine the fallacies on an article based on
criteria
6. Create- put elements together to form a new coherent or functional whole;
reorganizing elements into a new pattern or structure
-compose a poem, write a thesis, write an essay of an event

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Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION
Bloom’s Level
of Cognitive Learning Outcome Verbs
Learning
Remember cite, define, describe, identify, label, list, match, name, outline, quote,recall, report,
reproduce, retrieve, show, state, tabulate, and tell.
Understand abstract, arrange, articulate, associate, categorize, clarify, classify, compare, compute,
conclude, contrast, defend, diagram, differentiate, discuss, distinguish, estimate, exemplify,
explain, extend, extrapolate, generalize, give examples of, illustrate, infer, interpolate,
interpret, match, outline, paraphrase, predict, rearrange, reorder, rephrase, represent,
restate, summarize, transform, and translate.
Apply apply, calculate, carry out, classify, complete, compute, demonstrate, dramatize, employ,
examine, execute, experiment, generalize, illustrate, implement, infer, interpret,
manipulate, modify, operate, organize, outline,predict, solve, transfer, translate, and use.
Analyze analyze, arrange, break down, categorize, classify, compare, connect,contrast, deconstruct,
detect, diagram, differentiate, discriminate, distinguish, divide, explain, identify, integrate,
inventory, order, organize, relate, separate, and structure.
Evaluate appraise, appraise, argue, assess, compare, conclude, consider, contrast, convince, criticize,
critique, decide, determine, discriminate, evaluate, grade, judge, justify, measure, rank,
rate, recommend, review, score, select, standardize, support, test, and validate.
Create arrange, assemble, build, collect, combine, compile, compose, constitute, construct, create,
design, develop, devise, formulate, generate, hypothesize, integrate, invent, make, manage,
modify, organize, perform, plan, prepare, produce, propose, rearrange, reconstruct,
reorganize, revise, rewrite, specify, synthesize, and write.

Prepared by:

GLEEZEL ANNE M. BARIT

Subject Instructor

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QUIRINO STATE UNIVERSITY
Cabarroguis Campus
Cabarroguis, Quirino 3400
COLLEGE OF TEACHER EDUCATION
COLLEGE OF TEACHER EDUCATION

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