21. Verbal
Stating previously learned materials such as facts,
concepts, principles, and procedures
Critical Learning Conditions
Draw attention to distinctive features by variations in print
or speech.
Present information so that it can be made into chunks.
Provide a meaningful context for effective encoding of
information.
Provide cues for effective recall and generalization of
information.
22. Intellectual Skills
Discriminations: Distinguishing objects, features, or symbols, e.g.,
hearing different pitches played on a musical instrument
Concrete Concepts: Identifying classes of concrete objects, features,
or events, e.g., picking out all the green M&Ms from the candy jar
Defined Concepts: classifying new examples of events or ideas by
their definition, e.g., noting "she sells sea shells" as alliteration
Rules: Applying a single relationship to solve a class of problems, e.g.,
calculating the earned run averages (ERA) of the Atlanta Braves
Higher Order Rules: Applying a new combination of rules to solve a
complex problem, e.g., generating a balanced budget for a state
organization
23. Intellectual Skills (cont.)
Critical Learning Conditions
Call attention to distinctive features.
Stay within the limits of working memory.
Stimulate the recall of previously learned component
skills.
Present verbal cues to the ordering or combination of
component skills.
Schedule occasions for practice and spaced review.
Use a variety of contexts to promote transfer.
24. Cognitive Strategies
Employing personal ways to guide learning,
thinking, acting, and feeling
Critical Learning Conditions
Describe or demonstrate the strategy.
Provide a variety of occasions for practice using
the strategy.
Provide informative feedback as to the creativity
or originality of the strategy or outcome.
25. Attitude
Choosing personal actions based on internal states of
understanding and feeling
Critical Learning Conditions
Establish an expectancy of success associated with the
desired attitude.
Assure student identification with an admired human
model.
Arrange for communication or demonstration of choice of
personal action.
Give feedback for successful performance; or allow
observation of feedback in the human model.
26. Motor Skills
Executing performances involving the use
muscles
Critical Learning Conditions
Present verbal or other guidance to cue the
executive subroutine.
Arrange repeated practice.
Furnish immediate feedback as to the accuracy of
performance.
Encourage the use of mental practice.
40. The Phases of Learning
Gagné described learning as a series of 8 phases that
the learner goes through but is unaware of (Gagné,
1974)
Motivation Phase – Expectancy
Apprehending Phase – Attention Selective Perception
Acquisition Phase – Coding: Storage Entry
Retention Phase – Memory Storage
Recall Phase – Retrieval
Generalization Phase – Transfer
Performance Phase – Responding
Feedback Phase -- Reinforcement
41. What is learning?
Gagné believed that an external observer could recognize learning by
noting behavioral changes that remains persistent over time (Gagné,
1974)
He also stated that maturation is not learning because the individual does
not receive stimulation from the outside environment (Gagné, 1974).
Learning has two parts, one that is external to the learner and one that is
internal (Gagné, Briggs, & Wager, 1992)
42. Learning and the Teacher
Gagné felt that the teacher’s job was to provide instruction
(Gagné, 1974).
Gagné defined instruction as “the set of events designed to
initiate, activate, and support learning in the human learner.”
(Gagné, 1974)
The teacher had three primary functions:
Designer
Manager
Evaluator
