Understanding and Sequencing Instructional Events

Effective teaching and learning depend on structuring lessons in a logical flow that guides the student through the process. These steps are often referred to as instructional events. Arranging these events in the correct sequence helps maximize learner engagement, comprehension, and retention.

The question asks us to arrange the following instructional events in sequential order from the beginning to the end of a lesson:

• A. Informing the learner of the objectives
• B. Eliciting desired behaviour
• C. Gaining attention
• D. Presenting the content
• E. Providing feedback

Step-by-Step Sequencing of Instructional Events

Let's analyze the typical flow of an effective lesson:

1. Getting Started (Gaining Attention): The first step is always to grab the learner's attention. Without attention, no learning can occur. This is event C.
2. Setting Expectations (Informing Objectives): Once attention is gained, it's important to tell the learner what they will learn or be able to do by the end of the lesson. This sets a purpose and directs their focus. This is event A.
3. Delivering Information (Presenting Content): After the learner knows what they are learning and why, the instructor presents the information, concepts, or skills. This is event D.
4. Practicing and Applying (Eliciting Desired Behaviour): Simply presenting information is not enough. Learners need opportunities to practice what they've learned, apply the concepts, or demonstrate the skill. This involves eliciting a response or behaviour from them. This is event B.
5. Evaluating Performance (Providing Feedback): After the learner attempts the task or demonstrates the behaviour, they need to know how well they performed and how to improve. Providing feedback reinforces correct actions and helps correct errors. This is event E.

Based on this logical flow, the sequential order of the instructional events is:

C (Gaining attention) → A (Informing objectives) → D (Presenting the content) → B (Eliciting desired behaviour) → E (Providing feedback)

Therefore, the correct sequence is C, A, D, B, E.

Conclusion on Arranging Instructional Events

Arranging instructional events in a purposeful sequence significantly contributes to the effectiveness of a lesson. Starting with engaging the learner, stating the goals, delivering the material, allowing practice, and finally giving feedback creates a complete learning cycle. The sequence C, A, D, B, E aligns with established principles of instructional design.

Revision Table: Key Concepts in Instructional Sequencing

Additional Information: Gagne's Nine Events of Instruction

The sequence discussed is closely related to Robert Gagne's Nine Events of Instruction, a widely recognized framework for designing effective learning experiences. While the list in the question is a simplified version, here are Gagne's original nine events:

1. Gaining attention
2. Informing learners of the objective
3. Stimulating recall of prior learning
4. Presenting the stimulus (content)
5. Providing learning guidance
6. Eliciting performance (practice)
7. Providing feedback
8. Assessing performance
9. Enhancing retention and transfer

Comparing Gagne's model to the given events, we see clear parallels:

• C. Gaining attention corresponds to Gagne's Event 1.
• A. Informing the learner of the objectives corresponds to Gagne's Event 2.
• D. Presenting the content corresponds to Gagne's Event 4 (Presenting the stimulus).
• B. Eliciting desired behaviour corresponds to Gagne's Event 6 (Eliciting performance).
• E. Providing feedback corresponds to Gagne's Event 7.

The sequence C, A, D, B, E represents a core subset of these instructional events, covering the essential steps from introducing the lesson to evaluating learning.