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Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
Gagne's contri. to math
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Gagne's contri. to math

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As the name suggests all the efforts that Gagne would have expended towards the evolution of Math teaching and learning in a powerpoint presentation.

As the name suggests all the efforts that Gagne would have expended towards the evolution of Math teaching and learning in a powerpoint presentation.

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  • 1. Gagne’s Contributions to Mathematics Learning
  • 2. Outline <ul><li>Introduction </li></ul><ul><li>Gagne’s Nine Levels of Instruction </li></ul><ul><li>Gagne’s Hierarchy of learning </li></ul><ul><li>Types or categories of learning outcomes </li></ul><ul><li>Types of learning </li></ul><ul><li>Indicators of learning outcome achievement </li></ul><ul><li>Principles of Gagne’s hierarchical classifications </li></ul><ul><li>Implications for learning Mathematics </li></ul><ul><li>Summary </li></ul><ul><li>References </li></ul>
  • 3.  
  • 4. <ul><li>Capture attention </li></ul><ul><li>Curiosity motivates students to learn </li></ul><ul><li>Thought provoking questions </li></ul>
  • 5. <ul><li>Initiates expectancy </li></ul><ul><li>Motivates to complete the lesson </li></ul><ul><li>Example: upon completing the lesson... </li></ul>
  • 6. <ul><li>Associations facilitate the learning process </li></ul><ul><li>Encoding and storing information in long term memory is easier </li></ul>
  • 7. <ul><li>Chunking and organizing meaningfully </li></ul><ul><li>Explained and then demonstrated </li></ul>
  • 8. <ul><li>Provide students with illustrations of content </li></ul><ul><ul><li>Examples </li></ul></ul><ul><ul><li>Non-examples </li></ul></ul><ul><ul><li>Graphical representation </li></ul></ul><ul><ul><li>Analogies </li></ul></ul>
  • 9. <ul><li>Practice new skill or behaviour </li></ul><ul><li>Confirms correct understanding </li></ul><ul><li>Repetition increases retention </li></ul>
  • 10. <ul><li>Provide feedback </li></ul><ul><li>Questions should be used for comprehension and encoding purposes. </li></ul>
  • 11. <ul><li>Give opportunities for independent post tests. </li></ul><ul><li>No coaching feedback or hints. </li></ul>
  • 12. <ul><ul><li>Opportunity to transfer learning. </li></ul></ul><ul><ul><li>Provides diverse practice to generalize the capabilities. </li></ul></ul>
  • 13. Gagne’s Hierarchy of Learning
  • 14. <ul><li>Focus </li></ul><ul><ul><ul><li>-Categories of learning outcomes </li></ul></ul></ul><ul><ul><ul><li>-Types of learning </li></ul></ul></ul>
  • 15. Importance of a Hierarchy <ul><li>defines a sequence of instruction. </li></ul><ul><li>defines what intellectual skills are to be learned. </li></ul><ul><li>emphasizes a difference in instruction </li></ul>
  • 16. Categories of Learning Outcomes <ul><li>Verbal information </li></ul><ul><li>Intellectual skills </li></ul><ul><ul><li>Concepts </li></ul></ul><ul><ul><li>Rule </li></ul></ul><ul><ul><li>Problem solving </li></ul></ul>
  • 17. <ul><li>Cognitive strategies </li></ul><ul><li>Motor skills </li></ul><ul><li>Attitudes </li></ul>
  • 18. Types of Learning Outcomes & how they are D emonstrated
  • 19. <ul><li>Intellectual Skills </li></ul><ul><ul><ul><li>Concepts- </li></ul></ul></ul><ul><ul><ul><li>labeling ,classifying </li></ul></ul></ul><ul><ul><ul><li>Rules- </li></ul></ul></ul><ul><ul><ul><li>applying , demonstrating </li></ul></ul></ul><ul><ul><ul><li>Problem solving- generating </li></ul></ul></ul>
  • 20. <ul><li>Cognitive Strategies </li></ul><ul><li>u sed for learning </li></ul><ul><ul><ul><li>- Attention </li></ul></ul></ul><ul><ul><ul><li>-Encoding </li></ul></ul></ul><ul><ul><ul><li>-Rehearsal </li></ul></ul></ul><ul><ul><ul><li>-Retrieval </li></ul></ul></ul>
  • 21. <ul><li>Verbal information </li></ul><ul><ul><li>Stated information </li></ul></ul><ul><li>Motor Skills </li></ul><ul><ul><li>Physical performance </li></ul></ul><ul><li>Attitudes </li></ul><ul><ul><li>Demonstrating preference </li></ul></ul>
  • 22. Types of learning <ul><li>Signal learning </li></ul><ul><li>Stimulus-response learning </li></ul><ul><li>Chaining </li></ul><ul><li>Verbal association </li></ul>
  • 23. Types of learning (cont’d) <ul><li>Discrimination </li></ul><ul><li>Concept Learning </li></ul><ul><li>Rule Learning </li></ul><ul><li>Problem Solving </li></ul>
  • 24. Principles <ul><li>Different instruction different learning outcomes. </li></ul><ul><li>Events of learning </li></ul><ul><li>stimulates the conditions of learning. </li></ul>
  • 25. <ul><li>Varied instructional events different learning outcomes. </li></ul><ul><li>Hierarchies define intellectual skills and also a sequence of instruction . </li></ul>
  • 26. <ul><li>Stimulating recall essential to begin instruction. </li></ul><ul><li>Learning requires direct presentation of appropriate stimuli . </li></ul>
  • 27. <ul><li>Appropriate stimuli before </li></ul><ul><li>instruction. </li></ul><ul><li>Feedback end of each learning activity. </li></ul>
  • 28. Implications for learning mathematics <ul><li>vary instructional approaches and techniques. </li></ul><ul><li>relevant learning activities to the type of learning outcome required. </li></ul>
  • 29. <ul><li>organise learning activities from simple to complex </li></ul><ul><li>plan for a variety or wide range of outcomes </li></ul><ul><li>consider how learning could be demonstrated </li></ul>
  • 30. <ul><li>vary assessment modes authentic/traditional </li></ul><ul><li>design instruction using nine events as a base </li></ul>
  • 31. <ul><li>provide alternative activities for practice, transfer and reinforcement </li></ul><ul><li>cater for different cognitive abilities </li></ul>
  • 32. Conclusion <ul><li>“ Learning is something that takes place inside a person’s head-in the brain.” (Robert Gagne, 2005) </li></ul><ul><li>Gagne theory proposes relationship between instructional events, outcomes and cognitive processes. </li></ul><ul><li>Learning activities must be varied and sequenced. </li></ul>
  • 33. <ul><li>Thank You! </li></ul><ul><li>The End </li></ul><ul><li>Questions ????????? </li></ul><ul><li>Presenters: Banfield, Rohna </li></ul><ul><li>Grant, Teshia </li></ul><ul><li>Lyons, Bernicia </li></ul>

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