Wk 4 LA 3 Instructional design Model Reflection

Bloom’s Taxonomy and Gagne’s Nine Events of Instruction are two instructional design frameworks used while designing the course “Managing Happiness” with the specified learning objectives. The first instructional design that is obvious within the course is Bloom’s Taxonomy.  Bloom’s Taxonomy is a hierarchical model that classifies learning objectives into different cognitive levels. The ascending order of complexity are Knowledge, Comprehension, Application, Analyzing, Evaluating, and Creating.

At the start of each module, the course instructor will ask students to recall an event that triggers happiness involving prior experience or knowledge from long-term memory. Then, students will be introduced to various definitions of happiness and understand its function in everyday life. To prompt analysis of different perspectives on happiness, design activities that include readings, discussions, and reflections on cultural and philosophical viewpoints. The instructor will then apply the science of the mind, body, and community to manage emotions and behaviors for greater happiness. Create practical exercises and simulations where learners can apply psychological and community-building principles to manage their emotions and behaviors effectively. Students will also learn how genetic, social, and economic factors influence their happiness. Videos, case studies, and scenarios will be presented to encourage learners to analyze the impact of these factors on individual happiness. Critical thinking and online surveys will be used to encourage discussions and personal reflections. Learners will be able to recognize the differences between short-term and long-term happiness regarding success and achievement. Facilitate discussions or debates where learners can evaluate the impact of success and achievement on short-term and long-term happiness. At the end of each module, students will create a personalized happiness portfolio incorporating their goals and desires. Project-based assessments and creative assignments will be used to reflect their understanding of the content. Finally, students will develop and present their happiness strategies for different life stages. This could involve a written reflection, a presentation, or a multimedia project.

The second instructional design is Gagne’s Nine Events of Instruction. It’s a systematic approach to instructional design that focuses on the essential elements that facilitate learning. At the beginning of each module, the facilitator presents an attention-grabbing introduction to spark interest in the topic of happiness. This could be a thought-provoking quote, a relevant anecdote, or a multimedia presentation. Next, the learning objectives are clearly stated at the beginning of each module to provide a roadmap for the learners. In each module, students are connected to new information about happiness, relating it to their existing knowledge or experiences, reinforcing the relevance of the content. The facilitator then delivers content related to diverse definitions of happiness, genetic, social, and economic influences, using various instructional methods such as lectures, discussions, and multimedia. Frequent support is provided to learners in understanding and applying the science of the mind, body, and community by offering guidance, resources, and examples. Within each module, there are multiple surveys and reflections that students are required to apply their knowledge in practical scenarios, fostering hands-on experience in managing emotions and behaviors for greater happiness. Instructors and facilitators then provide constructive feedback on learners’ performance, aiding in their understanding and improvement. Surveys and reflections also act as assessments to evaluate learners’ understanding and application of concepts related to happiness, ensuring the achievement of learning objectives. Finally, each module concludes with a summary and connections to real-life situations by developing a happiness portfolio, emphasizing the practical application of the knowledge gained where students can utilize such portfolios as strategies in the real world.

Within the course of “Managing Happiness,” it is beneficial to integrate Bloom’s Taxonomy and Gagne’s Nine Events of Instruction. This approach provides a comprehensive and structured framework that ensures a well-rounded and engaging learning experience for the students. By utilizing Bloom’s Taxonomy, instructors can focus on developing higher-order thinking skills in their students, while Gagne’s Nine Events of Instruction provides a step-by-step guide to designing effective instructional materials. By combining these two theories, instructors can create a course that not only meets the learning objectives but also fosters critical thinking and long-term retention of the material.


Arshavskiy, M. (2021, May 12). Leveraging Gagné’s nine events of instruction. eLearning Industry. Retrieved from https://elearningindustry.com/leveraging-gagnes-nine-events-of-instruction

Bloom’s taxonomy. Centre for Teaching Excellence. (2023, November 14). Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/blooms-taxonomy#:~:text=Bloom’s%20Taxonomy%20comprises%20three%20learning,of%20the%20Taxonomy%20are%20hierarchical.

Dee Fink, L. (2003). A self-directed guide to designing courses for significant learning . Retrieved from http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Gagné, R. M. (1965). The conditions of learning and theory of instruction (1st ed.). New York, NY: Holt, Rinehart & Winston.

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice. 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2

Siemens, G. (2002). Instructional design in elearning . Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm

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