Robert Gagne

ED 530 Theorist Presentation

Spring Semester 2010Nathan Byler

Born August 21, 1916 in North Andover, MA

A.B. from Yale University in 1937 Ph.D. in Psychology from Brown

University in 1940 Professor at Connecticut College for

Women from 1940-1949 Professor at Pennsylvania State

University from 1945-1946Image Source: http://www.effectperformance.com/sites/prestera/graphics/M4/gagne.gif

Air Force Research Director from 1949-1958 Professor at Princeton University from 1958-

1962 American Institute of Research in Pittsburgh

Director of research from 1962-1965 Professor at University of California at

Berkeley from 1966-1969 Professor at Florida State University from

1969-1986 Died April 28, 2002 in Signal Mountain, TN

at the age of 86

Published Conditions of Learning in 1965 Identified mental conditions for learning Established 9 components that every lesson

should contain ▪ Gain Attention▪ Inform Learners of Objectives▪ Stimulate Recall of Prior Learning▪ Present the Content▪ Provide “Learning Guidance"

▪ Elicit Performance (practice)

▪ Provide Feedback▪ Assess Performance▪ Enhance Retention and

Transfer to the Job

Get the students’ attention

Give the students information that is interesting or intriguing about the topic about to be taught

Similar to an anticipatory set or hook activity

The mental process is that “stimuli activates receptors” (Kruse)

Tell the students what they are learning in the lesson

Similar to Learning Focus Objectives

Rephrase the objective in a language that is understood by the student

The mental process is that it “creates level of expectation for learning” (Kruse)

Have students recall something they have previously learned that is related to the topic being taught

Previous knowledge can be from formal learning or something the student personally experienced

Similar to activating prior knowledge

The mental process is “retrieval and activation of short-term memory” (Kruse)

Teach!

New content is presented to students

Content should be presented in a variety of ways and should contain some form of media

The mental process is “selective perception of content” (Kruse)

Provide additional examples of topic being learning to help move content in long term memory

“Real life” examples

New or additional content may be taught during this stage

The mental process is “semantic encoding for storage long-term memory” (Kruse)

Informally practice what has been taught

Students should be able to demonstrate what has been taught

The more the skill is practiced, the more the likely hood of the skill being learned

The metal process is that it “responds to questions to enhance encoding and verification” (Kruse)

Let the student know how they are doing

Provide additional content or practice, if necessary

Informal assessments

The mental process is “reinforcement and assessment of correct performance” (Kruse)

Formal evaluation of the student’s learning

Similar to Mastery Teaching

Individual assessment

The mental process is “retrieval and reinforcement of content as final evaluation” (Kruse)

Formally perform using the knowledge learned

Transfer of knowledge to a new application

Use knowledge in a “real world” setting

The mental process is “retrieval and generalization of learned skill to new situation” (Kruse)

Image from: http://www.nwlink.com/~donclark/hrd/learning/gagne.gif

Psychological Principles in Systems Development (1962)

The Conditions of Learning (1965)

Essentials of Learning for Instruction (1974)

Principles of Instructional Design (1979) – Written with L.J. Briggs

“Behind Gagne's formidable professional accomplishments was not only a keen probing intellect but also a warm, sympathetic human being. His sure views of scientific problems were always open to other opinions and other ideas. He treated conflicting opinions with respect and generosity. Gagne demonstrated that precise scientific research can succeed in solving human problems even in very complex areas such as education and he blazed a trail for others who were inspired by his example.” (Rothkopf, 2002)

A Deeper Look

Killpatrick, L. (2001). Gagne's Nine Events of Instruction. In  B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved February 2, 2010, from http://coe.sdsu.edu/eet/Articles/gagnesevents/start.htm.

Kruse, Kevin. Gagne's Nine Events of Instruction: An Introduction. Retrieved February 2, 2010 from http://www.e-learningguru.com/articles/art3_3.htm

Robert Mills Gagne. Retrieved February 2, 2010, from http://www.answers.com/topic/robert-mills-gagn.

Rothkopf, Ernst Z. (2002). A Bridge Builder Between Laboratory, Practice. Retrieved February 2, 2010 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=1176