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Gagne - Conditions of Learning

The document discusses Robert Gagne's conditions of learning theory, which proposes that there are different types of learning outcomes that require different instructional conditions, and outlines nine instructional events that can be used as a framework for lesson planning. It also provides details on Gagne's five categories of learning in the cognitive, affective, and psychomotor domains, and explains his principles for effective instructional design.

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cirjaneboy
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70 views29 pages

Gagne - Conditions of Learning

The document discusses Robert Gagne's conditions of learning theory, which proposes that there are different types of learning outcomes that require different instructional conditions, and outlines nine instructional events that can be used as a framework for lesson planning. It also provides details on Gagne's five categories of learning in the cognitive, affective, and psychomotor domains, and explains his principles for effective instructional design.

Uploaded by

cirjaneboy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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 In this Module, challenge yourself to

attain the following learning outcomes:


 • Explain Gagne’s Condition of Learning.
 • Make a simple lesson outline (teaching
sequence) using Gagne’s instruction
events.
 • Articulate the benefits of using
Gagne’s principle in teaching.
Robert Mills Gagne (August
21, 1916-April 28, 2002) was
an American educational
psychologist best known for
his conditions of learning.
 Introduction:
 In his theory, Gagne specified several
different types or levels of learning. He
stressed the different internal and
external conditions are needed for each
type of learning, this his theory is called
conditions of learning. He also provided
nine instruction events that serve as
basis for the sequencing of instruction.
 Robert Gagne describes conditions of
learning as a means through which
individuals and groups acquire relevant
skills to be accepted in society. Learning
is a direct result of human behavior
which is influenced by the environment
and the individual thinking process of
learners in
 Categories of learning
 1. Intellectual skills
 As the first category in the cognitive
domain, intellectual skills outline how to
follow procedures to get things done.
There are four different levels of
learning within the intellectual skills
category: discrimination, concrete
concept, rule and problem solving.
Discrimination- is the process of learning to
behave differently when given different, or
unique, stimuli.

Example:
A preschool teacher may assign a different color
box to each child, when she asks the students to
put away their materials, they know which box is
theirs even though they cannot yet read their
name on the box.
.
 2. Concrete concept -the capacity to identify
objects based on one more of their unique
characteristics such as the shape or color. An
example would be to identify a tomato as a
vegetable or a fruit.
 Rule -the capacity to make connections
between concepts and objects. This may
include how to play a game, how to do
division, or how to create a sentence that
includes all necessary parts.
 5. Problem-solving: the capacity to
integrate multiple rules to find a
solution.
 2. Cognitive strategy
 The second type of cognitive skill.
There are few strategies for learning and as
well as for thinking which are also called
metacognitive strategies. Learning
strategies include:
 • rehearsal- involves copying and
underlining information or reading it out
loud.
 • elaboration- where the students take
notes paraphrases ideas, summarizes
information and answer questions and
 • organizing- which includes creating
concept maps and arranging ideas in a
meaningful way.
 3. Verbal information
 The third category in the cognitive
domain, verbal information, is taught
using different techniques to aid in
memory recall. Using imagery and other
mnemonic strategies helps students
make connections with the information
and remember it more easily. As verbal
information is often a lot of facts, places
and names, the use of learning
strategies is meant to provide cues to
one’s memory. Organizing, elaborating
and rehearsing are all ways to assist in
learning declarative knowledge.
 4. Motor skills
 The only category in the
psychomotor domain, motor skills are
physical actions that are assessed in
complex performances such as skiing,
dancing, skateboarding, or even writing
with a pencil. These movements are
evaluated on accuracy, smoothness,
speed, or force. Motor skills are also
known as psychomotor skills due to
coordinated response required.
 5. Attitude is found in the effective
domain due to its unique state. It is
often challenging to measure attitude,
as each individual must declare their
own thoughts. Self-reported
questionnaire would be an example of
how can assess the attitudes of learners.
Although it is an internal state of mind,
attitude can be observed in one’s own
personal choices or actions.
Gagne’s Principle
1. Different instruction is required
for different learning outcomes.
2. Learning hierarchies define what
intellectual skills are to be learned
and a sequence of instruction.
3. Events of learning operate on
the learner in ways that constitute
the conditions of learning.
Example
Condition of learning
4.
Presenting
the
Stimulus
-Help students learn how to
5.
learn
Providing
Learner
Guidance Examples:
Removable Scaffolding
Mnemonics
• Have students apply what they
have learned.

 Here are a few ways to activate


learners processing:
6. Eliciting 
Performance  1. Facilitate student activities
 2. Provide formative assessment
 Opportunities
3. Design effective quizzes and tests
• Provide timely feedback of
student performance.
The following are some types
of feedback provide to
7. students:
Giving
Feedback 1.Confirmatory feedback.
2. Evaluative feedback
3. Remedial feedback
Test whether the expected learning
outcomes have been achieved on
previously stated course object.

Examples:
8.
Assessing - Pre- and post-tests
Performanc - - oral questioning, short active
e learning activities, or quizzes
– Craft objective, effective rubrics
to assess
- written assignments, projects, or
presentations
- Help learners retain more information
by providing them opportunities to
connect course concepts to potential
real-world applications .
9.
Enhancing
Retention
and
Transfer

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