2. Inform learners of objectives
Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . .".
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3. Stimulate recall of prior learning
Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.
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4. Present the content
This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.
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5. Provide learner guidance
To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.
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6. Elicit performance (practice)
In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.
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7. Provide feedback
As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.
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8. Assess performance
Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material is typically granted after achieving a certain score or percent correct.
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9. Enhance retention and transfer
Instructional activities to enhance retention and transfer are frequently built into the instruction at a much earlier phase. A variety of examples and contexts are critical learning conditions for learners to be able to transfer intellectual skills appropriately. Similarly, spaced reviews facilitate retention of intellectual and motor skills.
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Planning Instructional Events

• Does effective instruction depend upon the inclusion of all nine events of instruction?
• Is the teacher or instructional designer always responsible for planning the instructional events?
• Cannot learners sometimes be held responsible for their own instruction?

In answer to these questions, Gagné and Driscoll suggest that the choice of instructional events, and who makes the choice, should depend upon the nature of the learning situation. Finally, including more instructional events than necessary is likely to lead to boredom on the part of the students. Providing fewer than are needed, however has the serious consequences of inadequate learning, misdirected learning, or no learning at all. The best guide to planning instructional events, then, is the students’ themselves.

Sources
1. Gagne & Driscoll, Essentials of learning for Instruction (2nd Ed.)
2. Kevin Kruse, Beginner Basics: Gagne's Nine Events of Instruction: An Introduction
http://www.e-learningguru.com/articles/art3_3.htm