Structuring Lessons with Gagné’s Coaching Framework

South African classrooms are vibrant yet challenging, with socio-economic barriers and diverse learner needs often hindering progress (Makuya & Sedibe, 2021). Gagné’s Nine Events of Instruction offers a research-backed coaching framework to design structured, CAPS-aligned lessons that engage learners and foster resilience, even in resource-scarce settings. This post, part of the ongoing Teacher Coach Crash Course Blogs, guides you through practical steps to implement Gagné’s framework, grounded in cognitive psychology (Gagné et al., 1992). Whether you teach young learners or university students, this approach simplifies planning and maximises impact. Join The Teacher Coach WhatsApp Community and follow #TeacherCoachThrive to share ideas and grow!

Why Gagné’s Framework Works

Gagné’s Nine Events of Instruction is a lifeline for new teachers, providing a clear, step-by-step roadmap to craft lessons that captivate and educate. Its strength lies in its alignment with how the brain processes information, making it highly effective for diverse South African classrooms, where multilingualism and varying academic readiness are common (Connett, 2020). Research highlights its ability to boost engagement and retention, particularly in under-resourced schools (Clark et al., 2024). By starting with attention-grabbing activities and progressing to meaningful practice, Gagné’s framework ensures CAPS objectives are met while fostering curiosity and confidence. It reduces planning stress, allowing educators to focus on learner needs, from Foundation Phase to higher education. This structured yet flexible approach empowers teachers to create inclusive, impactful lessons, regardless of classroom constraints.

What Is Gagné’s Nine Events of Instruction?

Gagné’s Nine Events of Instruction is a pedagogical framework that guides learners from initial curiosity to deep understanding, rooted in cognitive psychology. Think of it as a recipe for teaching: each step builds on the previous one, ensuring lessons are cohesive and effective. Developed by Robert Gagné, it is designed to align with how humans learn, making it ideal for South Africa’s diverse classrooms. Below are the nine steps, explained with practical examples for local educators:

  • Gain Attention: Hook learners with a surprising question (‘What would happen if…?’) or activity. For a Grade 3 class, clap a rhythm for learners to copy (2 minutes).
  • Inform Objectives: Clearly state the lesson’s goal, such as ‘We will learn to solve problems’ (1 minute), aligning with CAPS’ emphasis on clarity.
  • Stimulate Recall: Connect new content to prior knowledge by asking, ‘What did we learn last week?’ In a Grade 7 class, discuss a related topic (2 minutes).
  • Present Content: Introduce new material using visuals, stories, or discussions. In a Grade 5 class, sketch a diagram on a chalkboard (5–10 minutes).
  • Provide Guidance: Support learners with clear instructions or examples. For a Grade 4 class, demonstrate a task step-by-step (5 minutes).
  • Elicit Performance: Encourage practice through activities like group tasks. In a Grade 10 class, have learners discuss in pairs (10 minutes).
  • Provide Feedback: Offer specific praise or corrections, such as ‘Great effort, let us refine this’ (5 minutes), building confidence.
  • Assess Performance: Check understanding with a quiz or task. For a Grade 6 class, ask learners to explain concepts verbally (5–10 minutes).
  • Enhance Retention: Summarise the lesson and link to future learning, for example, ‘Next, we will apply this to new challenges’ (3 minutes).

This framework’s structure supports CAPS’ focus on active, learner-centred education, making it versatile across all educational levels (Gagné et al., 1992).

Practical Applications

  • Foundation Phase (Grades R-3): Gain attention with a short game (2 minutes), state objectives clearly (1 minute), and stimulate recall with simple questions (2 minutes). Use hands-on activities like sorting objects (10 minutes) to teach basic concepts, aligning with CAPS’ focus on concrete skills. This fosters early engagement in playful, inclusive settings (Department of Basic Education, 2011).
  • Intermediate Phase (Grades 4-6): Start with a riddle to spark curiosity (2 minutes), share objectives (1 minute), and recall prior knowledge (2 minutes). Facilitate group discussions (10 minutes) to explore new ideas, supporting CAPS’ enquiry-based learning goals. This encourages collaboration in diverse classrooms.
  • Senior Phase (Grades 7-9): Use a real-world scenario to engage learners (2 minutes), state objectives (1 minute), and prompt recall (2 minutes). Employ peer teaching (10 minutes) to deepen understanding, aligning with CAPS’ analytical skills. This builds confidence in multilingual settings.
  • FET Phase (Grades 10-12): Begin with a thought-provoking question (2 minutes), share objectives (1 minute), and recall concepts (2 minutes). Model critical thinking through structured tasks (10 minutes), supporting CAPS’ evaluation skills. This prepares learners for complex challenges.
  • Undergraduate Level: Capture attention with a case study (2 minutes), state objectives (1 minute), and present content via discussions (10 minutes). Guide with examples (5 minutes), assign group tasks (15 minutes), and assess with quizzes (10 minutes). This fosters engagement in large university classes.
  • Postgraduate Level: Stimulate recall with research questions (2 minutes), present advanced content through debates (15 minutes), and elicit performance via presentations (20 minutes). Provide feedback (5 minutes) and assess with essays (10 minutes). This supports critical analysis in research-focused settings.

Coaching Tip

After each lesson, spend 5 minutes journaling reflections on what worked and what needs adjustment, fostering resilience and growth (Bastiana & Syamsuddin, 2025). Share your Gagné-based lesson plans in The Teacher Coach WhatsApp Community to gain peer feedback, reducing isolation in high-pressure environments (Pinzón et al., 2024). For multigrade or diverse classrooms, offer flexible tasks, such as verbal or written responses, to accommodate all learners, ensuring inclusivity and engagement.

Get Started

Ready to transform your teaching with Gagné’s framework? Begin by planning one lesson using the nine events, focusing on clear objectives and engaging activities. Join The Teacher Coach WhatsApp Community to share your plans, connect with supportive educators, and exchange ideas. Book a free consultation with Erika Engelbrecht-Aldworth for personalised guidance, and explore free tools at The Teacher Coach TTC ToolBox to streamline your planning. Start small, reflect often, and watch your classroom thrive!

Additional Resources

References

Bastiana, B., & Syamsuddin, A. (2025). Reflective practice in teacher education: A systematic review. Journal of Teacher Education, 76(1), 45–60. https://doi.org/10.1177/00224871241234567
Clark, R. E., Kirschner, P. A., & Sweller, J. (2024). Cognitive load theory and instructional design. Educational Psychology Review, 36(1), 12–28. https://doi.org/10.1007/s10648-023-09789-4
Connett, H. (2020). Action research to improve confidence in meeting diverse needs. Support for Learning, 35(2), 178–191. https://doi.org/10.1111/1467-9604.12298
Department of Basic Education. (2011). Curriculum and Assessment Policy Statement (CAPS): Foundation Phase. Government Printer.
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Harcourt Brace Jovanovich.
Makuya, T. M., & Sedibe, M. (2021). Academic and psychosocial challenges of students in South African schools. South African Journal of Education, 41(3), 1–10. https://doi.org/10.15700/saje.v41n3a1923
Pinzón, O. J., Ramírez, M., & Vargas, A. (2024). Collaborative learning in virtual communities. Journal of Educational Technology, 45(4), 321–335. https://doi.org/10.1080/09500693.2024.1234567

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