Gagné’s Conditions of Learning

BSE-2 MAPEH

Robert M. Gagné (1916-2002)

• PhD in Psychology – Brown University (1940)

• Professor, Connecticut College (1940-49)

• Professor, Penn State University (1945-46)

• Director, US Air Force Perceptual and Motor Skills Laboratory (1949-58)

• Professor, Dept of Education Research, Florida State University (1969-2002)

• Conditions of Learning (1965-1985)

Conditions of learning

• Gagne specified several different types of learning.

• He believed that different internal and external conditions are needed to each type of learning.

• He provided 5 categories of Learning.• He also provided 9 phases of learning

and instruction events that served as a basis for the sequencing of instruction.

Gagne’s principles

1.Different Instruction is required for different learning outcomes.

Five Categories of Learning

The five Categories of Learning

The five Conditions of Learning

The five Conditions of Learning

Gagne’s principles

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

Gagne’s principles

3.Events of learning operate on the learner in ways that constitute the conditions of Learning.

Nine Phases of Learning

Description Learning phrase Instructional event

Preparation of Learning

Attending 1. Gaining attentionGiving learner a stimulus to ensure reception of coming instruction

Expectancy 2. Informing the learner of the objectiveTelling learner what they will be able to do for the instruction

Retrieval 3. Stimulating recall of prior learningAsking for recall of existing relevant knowledge

The Nine Phases of Learning

Description Learning phrase Instructional event

Acquisition and performance

Selective perception 4. Presenting the stimulusDisplaying the content

Semantic encoding 5. Providing learner guidance

Supplying organization and relevance to enhance understanding

Responding 6. Eliciting performanceAsking learners to respond, demonstrating learning

Reinforcement 7. Providing FeedbackGiving immediate feedback on learner's performance.

The Nine Phases of Learning

Description Learning phrase Instructional event

Transfer of learning Retrieval 8. Assessing performanceProviding feedback to learners' more performance for reinforcement

Generalization 9. Enhancing retention and transferProviding diverse practice to generalize the capability

The Nine Phases of Learning

Educational Applications

Gagne 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

beginning points

Compensating for individual differences:Small group instructionTutorial modeIndependent learningIndividualized instruction systems

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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 McClelland’s)Incentive motivationTask motivation

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2. Cognitive Processes and Instruction

• 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. 18

2. Cognitive Processes and Instruction

• Learners discovers how to combine previously learned rules to 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 of higher-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 and management of instruction.

A teacher or an individual conducts or manages the instructions

Things to consider when implementing a context for learning:

•Tutoring and extension situation

•Small group and large group instructions

•Entry capabilities of learners20