It is a Gagne's Condition of Learning

1. By: Cristy Mae Alima

2. Robert Gagne

3. Gagnés work had a profound influence on American
education and on military and industrial training.
Gagné and L.J. Briggs were among the early
developers of the concept of instructional systems
design which suggests that all components of a
lesson or a period of instruction can be analyzed and
that all components can be designed to operate
together as an integrated plan for instruction. In a
significant article titled "Educational Technology and
the Learning Process" (Educational Researcher,
1974), Gagné defined instruction as "the set of
planned external events which influence the process
of learning and thus promote learning."
 Who is Robert Gagne?

4. This theory stipulates that there are several different
types or levels of learning. The significance of these
classifications is that each different type requires
different types of instruction. Gagne identifies five
major categories of learning: verbal information,
intellectual skills, cognitive strategies, motor skills and
attitudes. Different internal and external conditions are
necessary for each type of learning. For example, for
cognitive strategies to be learned, there must be a
chance to practice developing new solutions to
problems; to learn attitudes, the learner must be
exposed to a credible role model or persuasive
arguments.

5. Category of performance Description How to enhance learning?
Verbal information Declarative knowledge like
laws, stored as distributed
representations.
New material should be related
to previously learned
information, but also
distinctive through visual
representation.
Intellectual skills Procedural knowledge like
dividing integers, stored as
linked procedural steps
arranged in hierarchies where
higher skills include lower ones.
The subordinate involved skills
must be learned first or be
already present (prior
knowledge).
Cognitive strategies Skills that influence the
selection and activation of
other production systems,
usually simple like “break a
problem into parts”, retrieved
by external or internal cueing.
Little use of prior learning, but
a lot use of practicing with
different examples.
Motor skills Skills like inserting contact lens,
manifesting with smooth and
error-less performance.
Prior
learning and practice enhanc
es learning of motor skills.
Attitudes Acquired mental states that
in certain situations influence
one's actions.
Requires a human model to
learn from.

6. Gagne suggests that learning tasks for intellectual
skills can be organized in a hierarchy 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.
In addition, the theory outlines nine instructional events
and corresponding cognitive processes:

7. 1. Gain attention (reception) - The first
step is to gain students' attention and
motivate him to engage with the
content.

8. 2. Inform objectives (expectancy) -
Student needs to be clarified what he
can expect.

9. 3. Stimulate recall of prior knowledge
(retrieval) - Prior knowledge should be
activated since it is important for
learning new materials.

10. 4. Present stimulus material (selective
perception) - Present the material to the
students, possibly using various learning
styles.

11. 5. Provide learner guidance (semantic encoding) -
Guidance in terms of communication enables the
teacher to direct the students in their learning or
enable them easier information encoding through
visual or other materials.

12. 6. Elicit performance (responding) - Students need
practice. Practice should immediately follow
instructions and be well defined in terms of its
nature, objectives and expected student responses.

13. 7. Provide feedback (reinforcement) -
Feedback is additional guidance offering the
student immediate evaluation of his
performance enabling him to realize his
mistakes and misconceptions.

14. 8. Assess performance (retrieval) - At the end
of each course student's knowledge should be
assessed in order to check if expected
learning has occurred.

15. 9. Enhance retention and transfer (generalization) -
The learning process does not end when the class
does. The teacher should advise students how and
in which context to apply and transfer the just
gained knowledge in the world outside the
classroom.

16. While Gagne’s theoretical framework covers all
aspects of learning, the focus of the theory is on
intellectual skills. The theory has been applied to the
design of instruction in all domains (Gagne &
Driscoll, 1988). In its original formulation (Gagne, 1
962), special attention was given to military training
settings. Gagne (1987) addresses the role of
instructional technology in learning.

17. Decision-making and problem solving are two skill
domains that are fundamental to most types of
military tasks. Since many military tasks involve the
operation of equipment, sensory-motor and
troubleshooting skills are also important. In addition,
a great deal of tactical knowledge relies on facts and
hence memory skills (i.e., recall, recognition,
retention) are critical.
Because military tasks are usually well-defined,
theories of instruction such as Gagne, Merrill or
Reigeluth are particularly
Military training setting

18.  Conditions of Learning (Robert Gagne).
retrieved from:
http://www.instructionaldesign.org/theories/
conditions-learning/
 Learning Theories. December 13,2013.
Condition of Learning. retrieved from:
https://www.learning-
theories.org/doku.php?id=learning_theories:
conditions_of_learning