Gagnes Steps

P&P Activities

Theory/Model

Approach

Strategy

Method/Technique

1

Students attention
to learning
(4 minutes)

Teacher:
The students are going to
the zoo. Attracts the pupils
by presenting a movie of
animals sound and their
actions. There are many
animals in the movie such
as elephant, tiger and owl
which are the animals that
can be easily found in the
zoo.

Pupils:
Let them watching and
listening to the video as it
shows the actions of the
movement of the animals
and their sounds.


Information
Processing
Model:
The teacher gives
them brief
information about
the animal sound
for them to be
remembered and
identified for the
next lesson. For
some animals that
are hard to do the
sounds, the
teacher will ask the
students to do
really remember
their actions.


Inductive
Approach:
The teacher begins
the lesson by
giving the
examples of audio
of animals sounds
like tiger and
elephant through
the movie of the
animals that are
exist in the zoo.
The video is very
interesting as the
graphics are really
big and beautiful
enough to attract
the students
attention.

Material Centred:
The teacher uses
teaching aid
(audio) in order to
present the lesson
effectively and in
an interesting
manner. Other than
that, the video of
the animals also
has the variety of
interesting graphics
of animals in the
zoo together with
the song. It can
make the students
eager to learn as
they see it really
fun and enjoyable.

Story telling/
Discussion
The teacher teaches
the students through
story telling on the
animals with their
sounds. The teacher
asks the students to
sit on the floor and
the teacher start to
deliver the story with
a good voice to the
students in order to
attract the students
interest.

2

Students are
informed of the
learning object
(4 minutes)

Teacher:
The teacher tells them
about the activity they are
going to do after the visiting.
(Like role-playing) which is
also related to the topic To
The Zoo and the teacher
ask them to be in a group
later.

Pupils:
The students listen to what
teacher tells them and the
pupils may ask the teacher
if there is any confusion
regarding the topic and the
activity that they are going
to do.


The Expository
Teaching Model:
The teacher
introduces the topic
of the lesson. The
teacher gives the
learning contents
to the pupils and
tell the students on
the topic of To The
Zoo in brief so
that, the students
will have the
general idea on
their teaching and
learning process
that will take place
on that day.

Thematic
Approach:
The teacher
explains what they
are going to learn
related to their
topic for next
lesson that is To
the Zoo. The
teacher explains
the main idea or
topic lesson
content.
Deductive
Approach:
The teacher
informs pupils the
learning objective
of the topic and the
activity that they
are going to do.


Teacher centred:
Teacher plays an
active role like
giving the
explanation and
the pupils play as a
listener. All the
information must
be already have
within the teacher
herself and the
teacher must read
or know everything
regarding the topic
of To The Zoo as
it can help the
learning process
run smoothly when
giving the
information.

Story telling/
Discussion
The teacher does
some discussion
with the students
regarding the
animals that they
can find in the zoo
during their trip
there. They be in a
semi circle and the
teacher allow the
students who have
any ideas or
opinions regarding
the animals that they
will find in the zoo to
share their thoughts.

3

Students are
stimulated to recall
of perquisite learning
(3 minutes)

Teacher:
Asks the pupils about their
experience going to the zoo
by randomly choosing the
students or if there are any
volunteers, the teacher will
allow her to speak with a
big heart as it shows the
students do really
understand and the activity
brings the meaningful
lesson to them.


Pupils:
Tell about their experience
visiting the zoo. (What they
see, hear, smell and touch)
along the visiting. They can
tell about the animals that
they find in the zoo and
share their actions and

Personal Model
Individuals
Thinking Skill
Model:
The pupils recall
and think back
about their
experience and
response to the
question that might
the teacher be
asked by the
teacher. This
model will help the
students to have a
long-lasting
memory as the
knowledge is just
not for to be in the
mind but also to be
practice it out in
daily life.

Thematic
Approach:
Discussion
between the
teacher and the
pupils based on the
pupils experience
of going to the zoo.
The teacher spend
time with the
students in a relax
mood (without
giving them the
stressful and
threatening
environment) and
asking them
animals that they
still can remember
the way they
sounds and moves.

Pupil centred:
Two ways
communication
happen when the
students tell about
their experiences
by watching the
animals life in the
zoo.
The students will
get excited
because as they
already have the
prior knowledge
towards the
animals in the zoo,
the lesson
becomes fun and
easily to take
place.

Discussion:
The teacher and the
students are going
to discuss their
experiences on
visiting the zoo by
sharing the
information that they
gain in the zoo.
They will help
among each other
once one of their
friends will share her
experience in front
of the class. They
will add on any
animals that come
across their mind
during the visiting in
the zoo.
sounds with the friends in
the class.



4

Students are
presented with the
new materials
(4 minutes)

Teacher:
Shows the animal graphics
and video on their
characteristics. The teacher
conveys it through story
telling. The teacher also
does some gestures and
action of the animals in
order to help the students to
remember better.

Pupils:
Gaining information through
observing and listening to
the teachers story-telling as
there are many information
delivered there.


Information
Processing
Model:
The teacher gives
some information
about the animals
(characteristics).
The teacher will
make the sounds
together with their
movement in order
to make the
students to easily
recognise the
animals.
The pupils obtain
the information
through the

Inductive
Approach:
The teacher gives
examples of the
animals in graphics
and video first, and
then the teacher
tells them about
their characteristics
and habitat of the
animals because
the teacher wants
to make a clear
understanding
among the
students about the
differences of the
animals

Material centred:
The teacher shows
the graphic of the
animals in the zoo
and brings together
the audio of the
sounds of the
animals.
The graphics of the
animals are in the
form of flash cards
which the students
will find them
interesting and
colourful. It can
increase the level
of exciting feeling
within the students

Story-telling:
The teacher uses
the variation of
intonation and
shows the graphics
of the animals to
make the lesson
meaningful and
interesting.
The correct way in
delivering story-
telling is really
important as it can
also prevent the
students from
getting bored easily
with the story of the
animals in the zoo.
lessons.

characteristics and
habitats.
in order to learn
more and deep on
the topic.

5

Students are
provided with the
learning guidance
(3 minutes)

Teacher:
The teacher explains more
and in detail about the class
of animals and some of the
characteristics. The teacher
gives the examples of the
animals, and then explains
the characteristics and it
classes then finally the
teacher gives another
example of animal. (using
mind map)


Pupils:
Listening to the teachers
explanations and ask if
there is any confusion.


Information
Processing
Model:
Humans process
information with
amazing efficiency
and often perform
better than highly
sophisticated
machines at tasks
such as problem
solving and critical
thinking (Halpern,
2003; Kuhn, 1999).
The IPM consists
of three main
components that
are sensory
memory, working

Eclectic
Approach:
In teaching eclectic
approach is
basically an
alternative
combination of in
inductive and
deductive
approaches used
for information of
concepts, principle,
theorems, laws,
formulas or
theories (Mok Soon
Sang, 2008). In this
step, the teacher
first gives the
examples of the

Teacher centred:
Under this strategy,
the teacher plays a
primary and active
role in the
classrooms. The
teacher will usually
control all the
teaching and
learning process.
But this strategy
had been used in
this step which the
teacher plays an
active role by
explaining more on
the animal classes
by using the mind
map and pictures

Demonstration:
It involve the use of
a teachers skill to
demonstrate or
show the ways or
steps to perform a
certain activity in the
class (Mok Soon
Sang, 2008). The
demonstration
method needs the
teacher to be
knowledgeable and
skilled. The
demonstration
activity takes place
from the teacher to
the students by
using the mind map
memory, and long-
term memory.
Sensory and
working memory
enable people to
manage limited
amounts of
incoming
information during
initial processing,
whereas long-term
memory serves as
a permanent
repository for
knowledge.
(Michael Orey,
2006). In this step,
the teacher gives
more information to
the students and
the students
receive the
information to be
animals then
explains which
animals in which
classes and what
characteristics thy
have. Then finally,
the teacher gives
other examples to
make the students
clearer. The
teacher explains
more and in detail
about the animal
characteristics and
gives them other
examples. (Use
scientific terms like
mammals, reptile
and bird). This
eclectic approach
is commonly used
in teaching
Mathematics and
of the animals in
the zoo. The
teacher will gives
more examples
and explains the
concept in detail
but the students
will sit quietly and
listen a lot and pay
attention to the
explanations. In
teacher-centred
education, students
put all of their focus
on the teacher. The
teacher talks, while
the students
exclusively listen.
During activities,
students work
alone, and
collaboration is
discouraged
showing the class of
animal. The teacher
will explains more
about the concepts
and the students
listen to the teacher.
They will see the
mind map produced
by the teacher and
try to make
themselves clearer
on the class of
animal. The
materials need to be
ready ad prepared
before the
demonstrating.
Teacher can also
ask the students to
draw their attention
which they will try to
think and try to
answer. At the end,
used in the next
activities. Here,
critical thinking and
problem solving
take place and all
of the three
memories working
in. Sensory
memory processes
incoming sensory
information for very
brief periods of
time, usually on the
order of 1/2 to 3
seconds. For this
step, for example
the students will
see 3 animals in
the zoo
simultaneously for
3 seconds
however, only 1-2
that will
Science (Mok Soon
Sang, 2008). To
the Zoo topic will
be learned by the
students is related
to the animals in
zoo and what
classes they are
categorized in. This
topic is related to
Science a little bit.
So, that is how
inductive and
deductive
approaches is
been used in this
step to form
concepts which are
applicable in
problem-solving.
(Concordia
University Portland,
2006). The
students work
alone here means
the students will
process the
information given
alone and the
students usually do
not discuss with
the others. They
will try to
understand the
information given
and try to ask the
teacher if there is
any confusion.
the teacher and the
students will
discussed together
which they will be
able to understand
more what is exactly
the main points and
the learning
outcomes through
the demonstrating of
mind map by the
teacher.
remembered by the
students. After
stimuli enter
sensory memory,
they are either
forwarded to
working memory or
deleted from the
system. Working
memory is a term
that is used to refer
to a multi-
component
temporary memory
system in which
information is
assigned meaning,
linked to other
information, and
essential mental
operations such as
inferences are
performed.
(Michael Orey,
2006). So here, the
students will relate
what the teacher
gives them
(information) with
their prior
knowledge like
visiting the zoo.
The students will
think critically at
this stage. Unlike
sensory and
working memory,
long-term memory
is not constrained
by capacity or
duration of
attention
limitations. The role
of long-term
memory is to
provide a
seemingly
unlimited repository
for all the facts and
knowledge in
memory (Michael
Orey, 2006). Now,
it depends on the
childrens brain
which how much
their memory can
hold of piece
information for
every long time
periods.


6

Students are to elicit
their performance
(5 minutes)

Teacher:
The teacher will ask the
students to pick a piece of
paper in a bowl which
contains various types of
animals in zoo. The teacher
then asks them to make a

Behavioural
Model-Mastery
Learning:
Mastery learning
refers to a theory
and practice of
using remedial

Inductive
Approach:
An inductive
approach to
teaching language
starts with
examples and asks

Task-Based
This strategy is
based on learning
activities that are
planned by the
teacher for pupils
to carry a certain

Problem-solving:
This method is
required during the
activity because the
students need to
solve on how they
will be in their
sound of animal they have
chosen and try to act like
the animal. The teacher
then asks them to sit in the
group which is same type of
classes. The teacher will
observe the pupils doing
role-play (act out as the
animal).

Pupils:
The students will pick the
piece of paper in the bowl.
They will do the role-play
according to what they have
chosen (making the sound
of the respective animal and
try to act out like the
respective animal). They
will try to find their friends
that making the sound and
act like the animals that are
in the same animal classes
teaching based on
te feedback of the
performance of
pupils to assist
pupils to achieve
the learning
objectives (Mok
Soon Sang, 2008).
In this step, the
teacher will
evaluate the pupils
performances
based on the role-
play to determine
their level of
mastering about
the topic. Usually,
the students
performance will be
assessed through
test and quiz. But
using fun activity
like role play will be
learners to find
rules (British
Council). This sixth
step using this
inductive approach
explains that the
students will know
the examples of
the animals
through what they
have chosen in the
bowl. The pupils do
group activity
which is role-play
that is related to
the animals
sounds and their
characteristics.
They will relate to
what the animals
they have chosen
with the concepts
and generalization
task (Mok Soon
San, 2008). The
certain task here
would be the role
play. There are
actually many
activities under this
task based strategy
for examples like
drama, project or
discussion. The
pupils involve in
the role play by
doing the sound
and action of the
animals that they
have chosen. This
learning take place
meaningfully as
they enjoying in
making the sound
and acting like the
animals. It is
respective group.
Usually, the teaching
method of problem-
solving , basically,
requires pupils to
make use of the
relevant skill and
theories they know
and use their
cognitive skills to
solve the problem. In
this case, they will
figure out and solve
the problem on
which group they
should be in.

Types of teaching
methods: Role play
with them.

remembered more
by the students.
There are various
ways in evaluating
the students
performance like
test, project,
workbook tasks
and also
presentation. This
role play is same
with the
presentation which
the students will
present what they
have understand
through role
playing.

they know. For
example like a
student which gets
tiger from the
bowl will then try to
make the tiger
sound (roar) and
acting like the tiger
(like how the tiger
will walk)

closely related with
the pupils-centred
strategy which the
students involve
actively in this
activity.

7

Students are given
the feedback on
their performance

Teacher:
The teacher gives
feedbacks based on their

Behavioural
Theory:
The teacher gives

Deductive
Approach:
The deductive

Teacher-centred
The pupils will be
evaluated and

Discussion:
The discussion
takes place when it
(1 minute) role-play performance
(reinforce- error correct).


Pupils:
The students will listen / feel
motivated / inspired by the
feedback from the teacher.
(Change in behaviour)

some advices
(stimulus) in a
positive way so the
pupils can change
their performances
or attitude
(response). The
teacher will advise
the students to act
out well like the
animals. Giving the
positive comments
to the students will
encouraged them
to do excellent and
better in next time.
The advice by the
teacher act as the
reinforcement for
the students to
change their
attitude and
behaviour better.
approach begins
with the concepts
(Mok Soon Sang,
2008). The teacher
informs the pupils
what should be
improved and what
should be
maintained of. The
teacher tells the
general concept to
the students about
what should be
improved and tells
about some of the
information about
the animals.
given their
personal opinion by
the teacher through
the feedback
based on their role-
play. Here, the
teacher plays a
very important role
which the teacher
will highlight the
learning outcomes
based on the role
play activity. The
teacher-centred
strategy is
emphasizing on the
pupils
achievement (Mok
Soon Sang, 2008).
This feedback
based on the role
play activity is to
emphasize what
is after the role play
which the students
are checking
whether they are in
the correct group or
not. The teacher and
the students will
discuss together
about each group
and explains a little
about each group
(their class and
characteristics).
There are two parts
which the teacher
will discuss with the
students for the first
part and the second
part which the
During this session,
students will play an
active role because
they will be the one
The students will
try to do well next
time and improve
their quality in the
next activity.
the students have
achieved at the
end.

Pupils-centred :
This can be also
student centred
strategy when
there are certain
discussions that
the student will be
actively involved.
The students will
discuss between
the students and
the teacher also
will discuss it with
the students. So, it
is a two way
communication.
who actively
involved in the
activity. The teacher
will just facilitate and
observing them.



8

Students
performance are

Teacher:
The teacher gives them test

Behavioural
Model-Mastery

Inductive
Approach:

Student-centred:
The teacher will

Problem-solving:
The problems
assessed
(3 minutes)
/ questionnaire about
animal in zoo. ( which the
questions need the students
to classify the animal into
their characteristics and
classes)

Pupils:
The pupils will answer the
test / questionnaire given
individually.

Learning:
This model is to
evaluate the pupils
performances
based on the test
given to determine
their level of
mastering about
the topic. This can
be described that
the teacher uses
the summative test
to evaluate and
assesse the pupils
performance.

Cognitivist
theory:
The pupils use
their problem-
solving skills. They
will also use their
rational thinking
An inductive
approach to
teaching language
starts with
examples and asks
learners to find
rules (British
Council).
The pupils answer
the test or
questionnaire
given. Based on
examples (animal)
they will derive a
certain concept or
generalization.
(Classes /
characteristics).
They will name the
animals and fill in
the blanks about
the class and the
characteristic of the
evaluate the level
of understanding of
the students by
giving them test
about the animals
in the zoo. The
questions will be
based on the
characteristics and
classes of the
animals. It is
overall to
emphasize the
pupils potentials
and development.
It is also to ensure
the learning
objectives are
achieved that are
the students will be
able to identify the
sound of the
animal. The
prepared according
to the pupils ability
and their own
previous knowledge
as well as suitable to
their acquired
experiences about
the animals in zoo.
They will be
assessed about the
classes and the
characteristics of the
animal. They will use
their cognitive ability
to think critically and
rationally in order to
solve the questions.
which they will
relate it with their
prior knowledge
based on their
experienced.

animal. students also able
to classify the
animals into their
classes and can
described their
certain
characteristics.

9

Students are
enhanced to recall
the learning
(3 minutes)

Teacher:
The teacher will bring the
pupils to the mini zoo at
school. The teacher will ask
them what type of animals
are in the mini zoo and what
are the characteristics and
their classes.

Pupils:
The pupils will figure out or
identify by themselves
about the characteristics of
animal in the mini zoo. They
will explore on their own.

Project Model:
This project model
suggested that
pupils would learn
effectively through
game, experiment,
visit or outdoor
activities. So here,
the visiting ti the
mini zoo is one of
the activity that
suggested by the
project model
which the pupils
can carry out with

Inductive
Approach:
The students apply
their knowledge
about the concept
through the
animals they see in
the school mini
zoo. The inductive
approach is about
how the examples
come first followed
by the explanations
of concept and
generalization.

Student-centred:
The students are
figuring out and
explore by
themselves the
characteristics of
the animals in the
mini zoo at the
school. They
themselves will
give their opinion
and idea among
the students. Here,
the students will be
more innovative

Problem-solving:
The processes of
problem-solving are
being carried out by
the pupils
themselves and the
teacher will play a
minor role in order to
guide them. The
teacher may
encourage them by
questioning them to
attract their
attention. The
students then will
full interest and
attention on the
real situation in
order to achieve
learning objectives.
They can transfer
their knowledge in
the real situation
like this. For
example, if the see
an iguana in the
mini zoo, they wil
relate their thinking
with the prior
knowledge and
experience in
describing the
iguana. (iguana is
a reptile that has
scales on the
body).They
practically apply
their knowledge
Here, the students
will see the animals
a]in the mini zoo
(example) and the
will describe their
classes and
characteristics
(applying the
concept and
generalization).
and creative and
have initiative to
discover and try to
apply the concept
by themselves.
This student-
centred strategy
will emphasize on
the students ability
and potentials.
use their cognitive
skills and memory in
relating and recall
their prior knowledge
in order to apply it in
the new situations.

Discussion:
The discussion will
also take place
among the students
and the teachers.
They will discuss
together to ensure
that everybody are
able to apply their
prior knowledge as
in this case, they will
know to identify the
animals and also
what are the
characteristics and
classes.
trough what they
see in the mini zoo.
They might have
sort of discussion
in the small groups
based on the topic.