Instructional Design for
Gagne's Nine Events of Instruction

Lesson Plan of Making Chinese Dumplings

Learning Outcomes of Gagne

Verbal Information	Stating the skill of rolling dough flat with roller
Intellectual Skills
Discriminations	Distinguishing the difference of making dumpling wraps from making pie and pizza
Rules	Applying the skill to make dumpling wrap and to close the wrap
Higher order rules	Making a dumpling
Cognitive Strategies	Making dumplings for your family to celebrate Chinese New Year
Attitudes	Deciding to make dumplings frequently for your family as dinner for weekends and holiday parties, etc.
Motor Skills	Rolling the small dough into a wrap and closing the wrap tightly

Gagne's Nine Events of Instruction

Gaining Attention (1-2 minutes)	Showing a real dumpling and asking the students whether they have tasted it and whether they know how to make it
Informing the Learner of the Objective (1 minutes)	Stating instructional and learning goal of this lesson: learning how to make dumplings
Stimulating Recall of Prior Learning (3-4 minutes)	Asking students whether they still remember how to make pie and pizza and how to roll dough flat; helping them recall how to wrap
	pie they learned last week
Presenting the Stimulus (8-10 minutes)	1. Playing a clip of instructional video showing how to make dumplings by
	model; asking students to observe and discover the distinctive features and essential elements of making wraps and closing wraps tightly 2. Demonstrate the process again and emphasize the key points by verbal directions
Providing Learning Guidance (10-13 minutes)	1. Guide students chunking the procedures into two parts: making the wrap and
	closing the wrap and recalling the key points for each part 2. Look around and give them guidance when they practice
Eliciting Performance (3-4minutes)	Asking students to demonstrate what they've made and listen to other students' comments
	about why the products are good or bad according to the principles I teach
Providing Feedback (2-3 minutes)	Providing students the feedback about their work, pointing out their achievement and
	errors, and how to improve their work
Assessing Performance (3 minutes)	Cooking some dumplings with two pots, one for my products and the other for
	their products (with mark); after seeing and tasting their products, giving them a grade; students making comparison after tasting my products and thinking of refinement
Enhancing Retention and Transfer (1-2 minutes)	This step may occur in the previous steps, such as, comments and comparison. Moreover, assigning students to make
	dumplings as dinner for their parents, and for weekends', holidays' party, etc.

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