Types of Learning, Gagne

7/25/2019 Types of Learning, Gagne

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LEARNING&

THE LEARNEREDU 3103



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Types of learning

(Robert Gagne)



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What is learning to Gagné

• Learning is cumulative. Human intellectualdevelopment is the building of increasing

complex structures of human capabilities

• Learning is the mechanism by which anindividual becomes a competently

functioning member of society

• Learning results in different kinds of

human behaviors



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Ta"ono#$ o% H#an learning

'a(a)ilities



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+er)al In%or#ation

• Retrieving stored information: the internalconditions to support this learning include

Preexisting of organi!ed knowledge

"trategies for processing the new information

• lnclude: La)els an, -a'ts and .o,ies o%

/nole,ge



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+er)al In%or#ation

• Labels and facts refer to naming or making averbal response to a specific input. #he

response may be naming or citing a fact or

set of facts. #he repsonse may be vocal or

written.

• $xamples: Naming objects, people, or events.

Recalling a person's birthday or hobbies.

Stating the capitals of Malaysia



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+er)al In%or#ation

• %odies of &nowledge refers to recalling alarge body of interconnected facts. $xample:

paraphrasing the meaning of textual materials

or stating rules and regulations.

• $xample: Paraphrasing the meaning of

textual materials. Stating rules and

regulations.



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+er)al In%or#ation

Tea'her #st:

•Provide meaningful context of information for

encoding

•Provide elaborations' imagery' or other

encoding cues

•(rgani!e information so that it can be learned

in chunks



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Intelle'tal 67ills

• )ental operations that permits individuals torespond to conceptuali!ations of the environment:

*iscrimination

+oncrete and defined concepts Rule using

Problem solving: combining subordinate rules in

order to solve a problem



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Intelle'tal 67ills

#he internal conditions to facilitate this type oflearning include:

Recalling prere,uisite skills

ln a variety of ways with the new learning -pplying the new skills to range and variety of

different situations and contexts



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ntellectual "kills

• include /0 Dis'ri#ination 10 8on'rete'on'e(t 20 Rle sing and 30 Pro)le#

sol9ing

• Dis'ri#ination is making different responsesto the different members of a particular class.

"eeing the essential differences between

inputs and responding differently to each.



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Intelle'tal 67ills

• 8on'rete 'on'e(t is responding in a single

way to all members of a particular class ofobservable events. "eeing the essential

similarity among a class of ob4ects' people' or

events' which calls for a single response

• Rle sing is applying a rule to a given

situation or condition by responding to a class

of inputs with a class of actions. Relating twoor more simpler concepts in the particular

manner of a rule. - rule states the relationship

among concepts



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Intelle'tal 67ills

• Pro)le# sol9ing is combining lower levelrules to solve problems in a situation never

encountered by the person solving the

problem. )ay involve generating new rules

which receive trial and error use until the onethat solves the problem is found.



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+er)al In%or#ation

Tea'her #st:

•Provide varied concrete examples and rules

•Provide opportunities for interacting withexamples in different ways

• -ssess learners in new situations



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8ogniti9e 6trategies

• -n internal process by which the learnersplans' controls' and monitors his5her won

ways of thinking and learning' including

#ask specific 6eneral

$xecutive



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• is an internal process by which the learnercontrols his5her own ways of thinking and

learning

• knowing what sorts of ,uestions to ask tobest define a domain of knowledge7 ability to

form a mental model of the problem.



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Tea'her #st:

•f taskspecific' describe the strategy7

•if task general' demonstrate the strategy.

•Provide opportunities for strategy specific

practice with support and feedback



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Attit,e

• -n internal state' i.e. predisposition thataffects an individual choice of action

• is an internal state which affects an

indiviudal8s hoice of action toward someob4ect' person' or event



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Attit,e

Tea'her #st:

•Provide respected models who enact positive

behavior and reinforce the model

•9hen learner enacts the behavior' provide

reinforcement



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;otor 67ills

• +apability to perform a se,uence of physicalmovements. t involves three stages:

Learning the se,uence of the movement

Practicing the movement

Refining the movement from the feedback from

the environment



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;otor 67ills

• refers to bodily movements involvingmuscular activity.

• $xamples might be: "tarting a car' shooting a

target' swinging a golf club.



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;otor 67ills

Tea'her #st:

•$stablish executive subroutine and provide for

mental rehearsal.

• -rrange several repetitions of skills with correct

feedback



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Gagné in,i'ate, nine e9ents o% instr'tion

• Gain Attention: it is related to the processingof perception

• In%or# o)<e'ti9es: it builds up expectancy

"timulate recall of prior knowledge: it initiates

the retrieval from working memory

• Present sti#ls #aterial: it focuses on

selectively perceiving stimulus



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•Pro9i,e learner gi,an'e: it related to theencoding process

• Eli'it (er%or#an'e: the focus is response

• Pro9i,e %ee,)a'7: the focus is reinforcing

response

• Assess (er%or#an'e: it establishes cueingretrieval

• Enhan'e retention an, trans%er : it re,uires

generali!ation process



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6ain -ttention: it is related to the processing ofperception

nform ob4ectives: it builds up expectancy

"timulate recall of prior knowledge: it initiates

the retrieval from working memoryPresent stimulus material: it focuses on

selectively perceiving stimulus

Provide learner guidance: it related to the

encoding process

$licit performance: the focus is response

Provide feedback: the focus is reinforcing

response

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Types of Learning, Gagne