The most useful instructional strategy you’ve probably been doing half-right

“Why isn’t this clicking for them?”

You built a great course. It has clear objectives. Strong content. Even a reflection prompt or two… or ten.

And still—drop-off. Confusion. Passive responses.
So what’s missing?

Probably structure. Not “slide 1, slide 2” structure. We’re talking cognitive event flow—the kind that tells the brain, “This matters. Keep going. Here’s what to do next.”

Robert Gagné figured this out back in the ‘60s (and yes, it still holds up). His Nine Events of Instruction are like an educational GPS: every step you take makes the next one easier.

In a platform like Edovo—where learners are on their own, closed off from the external internet, and often unlearning years of classroom trauma—this structure can be the difference between clicking through and connecting with.

The jargon you actually need to know

What the science says: Great instruction isn’t just about the content—it’s about when and how you deliver it. Gagné’s model supports focus, memory, and real-world use—especially important for incarcerated adults who are learning in isolation or loud, distracting day rooms—often while carrying academic trauma, shame from past school experiences, and limited access to meaningful support.

The 9 events (and how to make them work on Edovo)

Each of Gagné’s nine events is a cognitive building block. When all nine are used, the lesson unfolds like a guided conversation—something many incarcerated adults on Edovo are missing in their learning journey. Skip a few steps, and even strong content can feel disjointed or overwhelming, especially for someone learning alone, surrounded by noise, or working to rebuild trust in their own ability to learn.

“Do I have to follow all 9 every time?”

No—but the more you integrate, the more intentional your learning experience becomes. In Edovo’s closed, asynchronous system, structure is strategy. Your content has to do what a teacher normally would:

• Introduce

• Clarify

• Guide

• Nudge

• Confirm

• Empower

That’s what Gagné’s model helps you do.

Where lessons go off-track

Most skipped events?

• #3 Stimulate recall (we assume learners have context, but many don’t)
  
  

• #5 Provide guidance (we present info, then expect action)
  
  

• #9 Enhance transfer (we rarely build in real-world bridges)
  
  

And when those steps go missing, so does the learner’s momentum.

Gagné in action: a micro-lesson overview designed for Edovo

You don’t need a 30-slide course to make Gagné’s Nine Events work. Sometimes, one clear concept—framed the right way—does the job. Below is a micro-lesson overview designed for Edovo, to show you exactly how each event functions in a self-paced, closed environment.

Topic: How to Create a Basic Weekly Budget
Designed for adult learners navigating limited resources, inconsistent income, and real-world decision-making behind the walls.

1. Gain attention

Prompt:
“What would you do if you had $60 left for the week—and no idea where it went?”

2. State objectives

 You’ll walk away with:

• A simple weekly budget format
  
  

• A method to track your top three expenses
  
  

• One decision-making strategy for what to cut (or keep)

3. Stimulate recall

“Think about a time when your money was gone, but the week wasn’t. Where did all your money go?”

4. Present content

Screens 1–3:

• Define “budget, income, and expenses” with visuals 

• Show a sample weekly chart (3 categories max)

• Walk through a short, realistic example (using $100 total)
  
  

5. Provide learning guidance

Screen 4:

• Show common mistakes (“forgetting to plan for snacks or bus fare”)
  
  

• Highlight one strategy: “List needs before wants”
  
  

6. Elicit performance

Scenario:
“You’ve got $75 to budget for the week. Below is a list of things from your actual routine—commissary snacks, soap, phone calls, money sent in from family, and what you earn working in the kitchen. Decide: which ones are income, and which are expenses?” (insert multiple choice questions below)

Once sorted:
“Now imagine your expenses add up to $90. Something has to go. What would you cut—and why?”

7. Provide feedback

Dynamic feedback with embedded definitions:

• If the learner gets it right:
  “Great budgeting! You correctly identified what you’re earning (your income) and what you’re spending (expenses). Budgeting means making a plan for how to use your money—looks like you’re on track.”
  
  

• If the learner misclassifies an item (e.g., marks commissary snacks as income):
  “Almost. Snacks are something you buy, not something you earn. That makes them an expense, not income. Income is money coming in—like from a job or family support.”
  
  

• If the learner marks essentials (like soap or phone time) as the first things to cut:
  “You marked phone time or hygiene as expenses to cut. They are expenses—but part of budgeting is choosing which wants to cut while keeping your needs in the plan. Try removing something that’s not essential.”
  
  

• If total expenses are still over budget:
  “You’re close! But your plan still goes over your income. A budget is a plan where your spending fits within what you have. What’s one expense you could reduce or remove to bring it back in balance?”
  
  

8. Assess performance

3-question quiz:

1. What goes in a budget?

3-question quiz with contextual clarity:

1. Which of the following would you include in a weekly budget?
   A. Money earned from working in the kitchen
   B. The number of books you’ve read
   C. Visits from family
   D. How many steps you walk each day
   (Correct answer: A – because budgeting is about tracking your income and expenses.)
   
   

2. What’s one common mistake people make when budgeting?
   A. Only writing down the money they receive
   B. Forgetting to include small daily expenses
   C. Spending money on needs before wants
   D. Saving money they didn’t plan to
   (Correct answer: B – forgetting small costs like snacks, phone calls, or soap adds up fast.)
   
   

9. Enhance retention and transfer

Prompt:
“Now think about your week. Pick one thing you spend money on that’s nonessential. Could you skip it for 7 days?”

Option to journal or save that thought as a personal goal.

Why this flow matters

When instruction follows a cognitive sequence—not just a content dump—learners build understanding, confidence, and momentum. In this micro-lesson overview, each step scaffolds the next: from sparking attention to real-world application.

The structure doesn’t just support learning—it respects the learner. Especially in corrections, where every ounce of effort must be earned, this kind of intentional design isn’t a luxury. It’s the work.

Want your next course to land better? Try building with Gagné’s Nine as your foundation. One step at a time.

References

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston.

Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Harcourt Brace College Publishers.

InstructionalDesign.org. (n.d.). Gagné’s nine events of instruction. https://www.instructionaldesign.org/theories/conditions-learning/

eLearning Industry. (2019). How to apply Gagné’s 9 events of instruction in eLearning. https://elearningindustry.com/gagnes-9-events-of-instruction-apply-online-training

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.