Gagne’s Conditions of Learning

GAGNE’S CONDITIONS OF

LEARNING

Gagne’s Principles


1. Different instruction is required for different learning outcomes.

Gagne’s theory asserts that there are several different types or levels of learning. Furthermore, the theory implies that each different type of learning calls for different types of instruction.


Gagne named five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.Distinct internal and external conditions are required for each type of learning. For instance, for cognitive strategies to be learned, there must be an opportunity for problem solving; to learn attitudes, the learner must be exposed to credible role model or arguments that are convincing and moving.

Five Categories of Learning


Category of Learning

Example of Learning Outcome

Conditions of Learning

Verbal Information

Stating previous learned materials such as facts, concepts, principles, and procedures, e. g., listing 14 learner-centered psychological principles

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 a meaningful context for effective encoding of information.

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


Intellectual Skills:Discriminations, Concrete Concepts, Defined Concepts, Rules, Higher Order Rules

Discriminations: Distinguishing objects, features or symbols, e. g., distinguishing an even and an odd number

Concrete Concepts:Identifying classes of concrete objects, features or events, e. g., picking out all the red beads from a bowl of beads

Defined Concepts:Classifying new examples of events or ideas by their definition, e. g., noting “she sells seashells” as alliteration

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.


Rules:Applying a single relationship to solve a class of problems, e. g., computing average monthly of a company

Order Rules:Applying a new combination of rules to solve a complex problem, e. g., generating a balanced budget for a school organization


Cognitive Strategies

Employing personal ways to guide learning, thinking, acting, and feeling, e. g., constructing concept maps of topics being studied

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.


Attitudes Choosing personal actions based on internal states of understanding and feeling, e. g., deciding avoid soft drinks and drinking at least 8 glasses of water everyday.

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.


Motor Skills Executing performances involving the use of muscles, e. g., doing the steps of the singkil dance

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.


2. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.Gagne suggests that according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.


3. Events of learning operate on the learner in ways that constitute the conditions of learning.These events should satisfy or provide the necessary conditions for learning and serve as the basis designing instruction and selecting appropriate media. The theory includes nine instructional events and corresponding cognitive processes:


(1) Gaining attention (reception)(2) Informing learners of the objective (expectancy)(3) Stimulating recall of prior learning (retrieval)(4) Presenting the stimulus (selective perception)(5) Providing learning guidance (semantic encoding)(6) Eliciting performance (responding)(7) Providing feedback (reinforcement)(8) Assessing performance (retrieval)(9) Enhancing retention and transfer ( generalization)

Nine Instructional Events


Event of Instruction

Lesson Example/ Conditions of

LearningRationale

1. Gaining Attention

Teacher tells learners how she has used PowerPoint in the classroom.Shows an example or a PowerPoint.Asks learners questions about using PowerPoint.

Giving background information creates validity.

The use of multimedia grabs the audience’s attention.

Asking questions in the beginning creates an interactive atmosphere.

2. Informing the Learner of the Objective

Teacher says, “Today we are going to work on using a multimedia presentation software, Microsoft PowerPoint.”

Make learners aware of what to expect so that they are aware and prepared to receive information.


3. Stimulating Recall of Prior Learning

For this particular group of learners, they have learned previously about Microsoft Windows, particularly Microsoft Word. Teacher associates this knowledge with lesson at hand.

When learning something new, assessing prior knowledge is a major factor in the process of acquiring new information.

4. Presenting the Stimulus

Teacher gives students hands-on, step-by-step tutorial on using Microsoft PowerPoint.

The goal is information acquisition, therefore, the stimulus employed is written content and the actual software program.


5. Providing Learner Guidance

Teacher demonstrates how to create a presentation, Teacher moves around and shows students how to use the tools to type text, add links, add symbols and clip art, insert videos and diagrams, use sounds, etc. Learners are allowed to try the tools demonstrated in partners on their computers.

Teacher uses “discovery learning” because learners are adults and it gives them the freedom to explore. Teacher facilitates the learning process by giving hints and cues when needed. Since the audience are pre-service with some basic level of technology skills and the software program is easy to follow and understand, guidance is minimal.


6. Eliciting Performance

Teacher asks students to demonstrate PowerPoint tools.

Requiring the learner to produce based on what has been taught enables the learner to confirm their learning.

Regular feedback enhances learning.

7. Giving Feedback Teacher gives immediate feedback to learners after eliciting responses.

8. Assessing Performance

Assign a practice activity – Create an electronic story book using Microsoft PowerPoint. Teacher checks work.

Independent practice forces students to use what they learned and apply it. Assessing such gives instructors a means of testing student learning outcomes.


9. Enhancing Retention and Transfer

Teacher asks learners to create activities using PowerPoint presentation for 6th Grade pupils. Teacher also assigns learner to teach another learner how to make PowerPoint presentations.

Applying learning in real-life situations is a step towards Mastery Learning.

Education

Gagne’s Conditions of Learning