ABSTRACT
The Gagne-Briggs theory of instruction was first developed in the 1960s, although its development has continued to date. It is affectionately known by many as the granddaddy of instructional theories. It was the first major attempt to integrate a wide range of knowledge about learning and instruction (from many theoretical perspectives) into a comprehensive theory of instruction. Its impact on the field has been immense. One of the most outstanding features of the Gagne-Briggs instructional theory is that it is so comprehensive. The chapter describes the Gagne-Briggs prescriptions about what instruction should be like for any given situation. It illustrates those prescriptions in a lesson, along with commentary about which prescription is being implemented at each point in the lesson. The chapter illustrates how some of the Gagne-Briggs prescriptions can be applied in the design of a lesson for secondary students on basic optics and the use of the microscope.
