Gagne Conditions of Learning

7/29/2019 Gagne Conditions of Learning

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GagnsConditions of Learning


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Robert M. Gagn (1916-2002)


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PRINCIPLES OF LEARNING

Key: to identify the factors that account for thecomplex nature of human learning

Before: began with an explanation of the learningprocess based on laboratory research & fit the

conclusions to human learning

Gagnes: derived from the analysis of the variety ofperformances and skills executed by human beings.


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What is learning?

Gagn believed that an external observer couldrecognize learning by noting behavioral changes that

remains persistent over time (Gagn, 1974)

He also stated that maturation is not learning because

the individual does not receive stimulation from theoutside environment (Gagn, 1974).

Learning has two parts, one that is external to the

learner and one that is internal (Gagn, Briggs, &

Wager, 1992)


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Conditions of Learning

Learning is an important causal factor in development Human learning is cumulative

Learning of certain skills contributes to the learning of

more complex skills

Human learning is both complex and diverse Learning is set of cognitive processes that transforms the

stimulation from the environment into capabilities


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Framework of Learning

The 5 varieties of Learning

The cognitive processing phases

(Internal Conditions)

The environmental supports for

learning (external conditions)


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Five Varieties of Learning


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The five varieties of Learning


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Internal Conditions

Internal

Conditions

Learners InternalStates

Prerequisite skills

Attitude that

influence the

new learningCognitive

Processes


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Nine Phases of Learning

1. Attending

2. Expectancy

3. Retrieval to working memory

4. Selective perception of stimulus features

5. Semantic Encoding

6. Retrieval and Responding

7. Reinforcement

8. Cueing retrieval

9. Generalizability


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Description Learning phrase Instructional eventPreparation of

Learning Reception 1. Gaining attentionGiving learner a stimulus toensure reception of cominginstruction

Expectancy 2. Informing the learner of theobjective

Telling learner what they will beable to do for the instruction

Retrieval 3. Stimulating recall of priorlearning

Asking for recall of existingrelevant knowledge



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Description

Learning phrase

Instructional event

Acquisition and

performance Selective perception 4. Presenting the stimulusDisplaying the contentSemantic encoding 5. Providing learner guidance

Supplying organization andrelevance to enhance

understanding

Responding 6. Eliciting performanceAsking learners to respond,demonstrating learning

Reinforcement 7. Providing FeedbackGiving immediate feedback onlearner's performance.



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Educational ApplicationsGagne addresses several issues of importance in the

classroom:

1. Learner characteristics

2. Cognitive Processes and Instruction

3. The Social Context for Learning

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1. Learner Characteristics

Individual differences Cognitive strategies

Rate of learning

Entry capabilities < may be assessed at beginningpoints

Compensating for individual differences:

Small group instructionTutorial mode

Independent learning

Individualized instruction systems16


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1. Learner Characteristics

ReadinessLower skills in the hierarchy of intellectual skills have been acquired

(essential prerequisite capabilities).

The essential rules and concepts has been grasp and understood.

MotivationTo design an effective instruction, we need to identify students

motives and channel those motives into productive activities that

lead to the accomplishment of educational objectives.

Achievements motivation (David McClellands)

Incentive motivation

Task motivation

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Transfer of learning

Retrieval of capabilities at the conclusion of the 9 instructional

events.

Application of skills by introducing new situations.

Learning How-to-Learn skills

Every individual has ways to manage his or her learning,

remembering and thinking.

Although not always easy, we should challenge students to work

up to their potential. This can improve their how-to-learn skills.

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Learners discovers how to combine previously learned rulesto generate a solution to a problem that is new to them.

Teaching problem solving requires:

Previously acquired necessary rules

A problem situation that the learner has not encountered

before

The result of problem solving process is the acquisition ofhigher-order rule.

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3. The Social Context for Learning

Designing Instructional Systems Developing Models of Teaching

Provide with sets of materials,

learners decides the pace andmanagement of instruction.

A teacher or an individual

conducts or manages theinstructions

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Things to consider when implementing a context for learning:

Tutoring and extension situation

Small group and large group instructions

Entry capabilities of learners

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Gagne Conditions of Learning