GAGNE, BRIGGS, WAGER INSTRUCTIONAL DESIGN IN TEACHING THE GIFTEDS

Abstract

In this study, it was aimed to determine the effectiveness of the support education course, planned with Gagne, Briggs, Wager Instructional Design. The research was carried out in case study pattern. The study group consists of 10 students, attended the supportive education at BILSEM (3rd and 4th grade). In the preparation process, 8-hour lesson was designed with the instructional design of Gagne, Briggs, Wager. Before the design, learner, teacher, environment and task analysis were made, and the design was shaped as a result of this analyzes. Both quantitative and qualitative data collection tools were used; to collect quantitative data, a rating scale was used to evaluate student products; to collect qualitative data, student self-assessment form and observation form were used. In the analysis of quantitative data, percentage and frequency analysis were performed, while in the analysis of qualitative data, content analysis was performed. The results showed that Gagne, Briggs and Wager Instructional Design has positive effects on the learning process of gifteds who attended support education program at BILSEM. It was observed that especially the effect of the design could be observed in managing teachers' learning process, acting systematically, and planning effective lessons.