Gagne's Conditions of Learning

Gagne’s Condition

s of Learning

Gagne’s Conditions of Learning

9 Events of Instruction

Event 1

Event 3Event 4Event 5Event 6Event 7Event 8Event 9

Categories of LearningVerbal

InformationIntellectual Skills

Cognitive StrategiesAttitudes

Motor Skills

Event 2


9 Events of Instruction

Event 1


Categories of LearningVerbal

InformationIntellectual Skills


Motor Skills

Event 2

Gagne’s Principles1) Different instruction is required for

different learning outcomes.2) Events of learning operate on the

learner in ways that constitute the conditions of learning.

3) The specific operations that constitute instructional events are different for each different type of learning outcome.

4) Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.

4 Elements That Provide the Framework for Gagne’s

Conditions of Learning Theory

Conditions of LearningAssociation LearningThe Five Categories of Learning

OutcomesThe Nine Events of Instruction

Conditions of Learning

Internal ConditionCapabilities that already exist in a learner before any new learning begins.

External ConditionExternal conditions include different stimulus’s that exist outside the learner

Association Learning

Three basic prototypes of learning that demonstrate the characteristics of associative learning:

Classical Conditioning

The process where the learner associates an already available response with a new stimulus or signal.

Operant ConditioningThe process where a response in a learner is instrumental and thereby leads to a subsequent reinforcing event.

Verbal AssociationOccurs when the learner makes verbal responses to stimuli that are words or pairs of words.

ChainingIs a process where a learner connects individual associations in sequence.

5 Categories of

Learning Outcomes

1. Verbal Information (being able to state ideas, “knowing that”, or having declarative knowledge)This refers to the organized bodies of knowledge that we acquire. They may be classified as names, facts, principles, and generalizations.

2. Intellectual skills (“knowing how” or having procedural knowledge)Intellectual skills involve the use of symbols such as numbers and language to interact with the environment. They involve knowing how to do something rather than knowing that about something.

5 Sub-Categories of Intellectual Skills:

DiscriminationsIt is the ability to distinguish one feature of an object or symbol from another such as textures, letters, numbers, shapes, and sounds.

Concrete ConceptsThe ability to identify a class of objects, object qualities, or relations by pointing out one or more examples or instances of the class.

Defined ConceptsRequire a learner to define both general and relational concepts by providing instances of a concept to show its definition.

RulesIs a learned capability of the learner, by making it possible for the learner to do something rather than just stating something.

Higher-Order RuleProcess of combining rules by learning into more complex rules used in problem solving.

3. Cognitive strategies

(having certain techniques of thinking, ways of analyzing problems, and having approaches to solving problems)Refer to the process that learners guide their learning, remembering, and thinking.

4. Attitudes (mental states that influence the choices of personal actions)The internal state that influences the choices of personal actions made by an individual towards some class of things, persons, or events.

5. Motor skills (executing movements in a number of organized motor acts such as playing sports or driving a car) Are the precise, smooth, and accurately timed executions of movements involving the use of muscles. They are a distinct type of learning outcome and necessary to the understanding of the range of possible human performances.

(1)Gainin

g Attention

(2)Informing the Learner of

the Objective

s

(3)Stimulating Recall of Prior Learning

(4) Presenting the Stimulus

(5)Providing

Learner

Guidance

(6)Elicitin

g Performance

(7)Giving Feedback

(8)Assessing

Performance

(9)Enhancing Retention and Transfer

Nine Events Of Instruction

1. Gain attention of the students:Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention.

2.Inform students of the objectives:

Inform students of the objectives or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins.

3. Stimulate recall of prior learning:

Help students make sense of new information by relating it to something they already know or something they have already experienced.

4. Present the content:Use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize and chunk content in a meaningful way. Provide explanations after demonstrations.

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available.

Methods to provide learning guidance include:

Provide instructional support as needed Model varied learning strategies Use examples and non-examples Provide case studies, analogies, visual images and metaphors

6. Elicit performance (practice):

Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.

Ways to activate learner processing include:

Elicit student activitiesElicit recall strategiesFacilitate student elaborationsHelp students integrate new knowledge

7. Provide feedback:Provide immediate feedback of students’ performance to assess and facilitate learning.

Types of feedback include: Confirmatory feedbackCorrective and remedial feedbackRemedial feedbackInformative feedbackAnalytical feedback

8. Assess performance:In order to evaluate the effectiveness of the instructional events, you must test to see if the expected learning outcomes have been achieved. Performance should be based on previously stated objectives.

9.Enhance Retention and Transfer:

To help learners develop expertise, they must internalize new knowledge.

Internal Process Instructional Event

Action Example

Reception 1.Gaining Attention

Use abrupt stimulus change

Expectancy 2.Informing the Learner of the Objectives

Tell learners what they will be able to do after learning

Retrieval to Working Memory

3. Stimulating recall of prior learning

Ask for recall of previously learned knowledge or skills

Selective Perception

4.Presenting the Stimulus

Display the content with distinctive features

Semantic Encoding

5.Providing learner guidance

Suggest a meaningful organization

Responding 6.Eliciting Performance (Practice)

Ask learner to perform

Reinforcement 7.Providing feedback

Give informative feedback

Retrieval and Reinforcement

8.Assessing performance

Require additional learner performance, with feedback

Retrieval and Generalization

9.Enhancing Retention and Transfer

Provide varied practice and spaced reviews

8. Problem Solving

7. Rule Learning

6. Concept Learning

5. Discrimination Learning

4. Verbal Association

3. Chaining

2. Stimulus-Response Learning

1. Signal Learning

Increasing Complexit

y

1. Signal Learning:This is the simplest form of learning, and consists essentially of the classical conditioning first described by the behavioral psychologist Pavlov. In this, the subject is 'conditioned' to emit a desired response as a result of a stimulus that would not normally produce that response.

2. Stimulus-response learning:

This somewhat more sophisticated form of learning, which is also known as operant conditioning, was originally developed by Skinner. It involves developing desired stimulus-response bonds in the subject through a carefully-planned reinforcement schedule based on the use of 'rewards' and 'punishments'.

3. Chaining:Subject develops the ability to connect two or more previously-learned stimulus-response bonds into a linked sequence. It is the process whereby most complex psychomotor skills are learned.

4. Verbal association:This is a form of chaining in which the links between the items being connected are verbal in nature. Verbal association is one of the key processes in the development of language skills.

5. Discrimination learning:

This involves developing the ability to make appropriate (different) responses to a series of similar stimuli that differ in a systematic way.

6. Concept learning:This involves developing the ability to make a consistent response to different stimuli that form a common class or category of some sort. It forms the basis of the ability to generalize, classify etc.

7. Rule learning:This is a very-high-level cognitive process that involves being able to learn relationships between concepts and apply these relationships in different situations, including situations not previously encountered.

8. Problem Solving:This is the highest level of cognitive process according to Gagné. It involves developing the ability to invent a complex rule, algorithm or procedure for the purpose of solving one particular problem, and then using the method to solve other problems of a similar nature.

THE END


9 Events of InstructionEvent 1


Categories of Learning

Verbal Information

Intellectual Skills


Motor Skills

Gaining AttentionInforming the Learner of

The ObjectivesStimulating Recall of Prior Learning Presenting the

Stimulus Providing Learner GuidanceEliciting Performance

Giving FeedbackAssessing

PerformanceEnhancing Retention and Transfer

Event 2

CONDITIONS OF LEARNING:

1. Draw attention to distinctive features by variations in print or speech.

2. Present information so that it can be made into chunks.

3. Provide meaningful context for effective encoding of information.

4. Provide cues for effective recall and generalization of information.

CONDITIONS OF LEARNING:1. Call attention to distinctive

features.2. Stay within the limits of

working memory.3. Stimulate the recall of

previously learned component skills.

4. Present verbal cues to the ordering or combination of component skills.

5. Schedule occasions for practice and spaced review.

6. Use a variety of contexts to promote transfer.


1. Describe or demonstrate the strategy.

2. Provide a variety of occasions for practice using the strategy.

3. Provide informative feedback as to the creativity or originality of the strategy or outcome.


1. Establish an expectancy of success associated with the desired attitude.

2. Assure student identification with an admired human model.3. Arrange for communication or demonstration of choice of personal action.4. Give feedback for successful performance; or allow observation of feedback in the human model.


1. Present verbal or other guidance to cue the executive subroutine.

2. Arrange repeated practice.3. Furnish immediate feedback as

to the accuracy of performance.4. Encourage the use of mental

practice.

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Gagne's Conditions of Learning