Gagne's Condition of Learning ppt. by Mary Krystle Dawn D. Sulleza

2. Gagne’s Conditions of
Learning
9 Events of Instruction
Event 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
Event 2

3. Gagne’s Conditions of
Learning
9 Events of Instruction
Event 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
Event 2

4. 1) Different instruction is required for different
learning outcomes.
2) Events of learning operate on the learner in
ways that constitute the conditions of learning.
3) The specific operations that constitute
instructional events are different for each
different type of learning outcome.
4) Learning hierarchies define what intellectual
skills are to be learned and a sequence of
instruction.

5. Conditions of Learning
Association Learning
The Five Categories of Learning Outcomes
The Nine Events of Instruction

6. Internal Condition
Capabilities that already exist in a
learner before any new learning begins.
External Condition
External conditions include different
stimulus’s that exist outside the learner

7. Three basic prototypes of learning that
demonstrate the characteristics of associative
learning:
Classical Conditioning
The process where the learner
associates an already available
response with a new stimulus or signal.

8. Operant Conditioning
The process where a response in a
learner is instrumental and thereby leads
to a subsequent reinforcing event.
Verbal Association
Occurs when the learner makes verbal
responses to stimuli that are words or
pairs of words.
Chaining
Is a process where a learner connects
individual associations in sequence.

10. 1. Verbal Information
(being able to state ideas, “knowing
that”, or having declarative knowledge)
This refers to the organized bodies of
knowledge that we acquire. They may be
classified as names, facts, principles, and
generalizations.

11. 2. Intellectual skills
(“knowing how” or having procedural
knowledge)
Intellectual skills involve the use of
symbols such as numbers and language
to interact with the environment. They
involve knowing how to do something
rather than knowing that about
something.

12. Discriminations
It is the ability to distinguish one
feature of an object or symbol from
another such as textures, letters,
numbers, shapes, and sounds.
Concrete Concepts
The ability to identify a class of objects,
object qualities, or relations by pointing
out one or more examples or instances of
the class.

13. Defined Concepts
Require a learner to define both general and
relational concepts by providing instances of a
concept to show its definition.
Rules
Is a learned capability of the learner, by making
it possible for the learner to do something
rather than just stating something.
Higher-Order Rule
Process of combining rules by learning into
more complex rules used in problem solving.

14. 3. Cognitive strategies
(having certain techniques of thinking,
ways of analyzing problems, and having
approaches to solving problems)
Refer to the process that learners
guide their learning, remembering, and
thinking.

15. 4. Attitudes
(mental states that influence the
choices of personal actions)
The internal state that influences the
choices of personal actions made by an
individual towards some class of things,
persons, or events.

16. 5. Motor skills
(executing movements in a number of
organized motor acts such as playing
sports or driving a car)
Are the precise, smooth, and accurately
timed executions of movements involving
the use of muscles. They are a distinct
type of learning outcome and necessary to
the understanding of the range of possible
human performances.

17. (1)Gaining
Attention
(2)Informing
the Learner of
the Objectives
(3)Stimulating
Recall of Prior
Learning
(4)
Presenting
the Stimulus
(5)Providing
Learner
Guidance
(6)Eliciting
Performance
(7)Giving
Feedback
(8)Assessing
Performance
(9)Enhancing
Retention
andTransfer

18. 1. Gain attention of the
students:
Ensure the learners are ready to learn and
participate in activities by presenting a
stimulus to gain their attention.
2.Inform students of the
objectives:
Inform students of the objectives or
outcomes to help them understand what
they are to learn during the course. Provide
objectives before instruction begins.

19. 3. Stimulate recall of prior
learning:
Help students make sense of new
information by relating it to something they
already know or something they have
already experienced.
4. Present the content:
Use strategies to present and cue lesson
content to provide more effective, efficient
instruction. Organize and chunk content in a
meaningful way. Provide explanations after
demonstrations.

20. 5. Provide learning
guidance
Advise students of strategies to aid
them in learning content and of
resources available.
Methods to provide learning guidance
include:
Provide instructional support as needed
Model varied learning strategies
Use examples and non-examples
Provide case studies, analogies, visual
images and metaphors

21. 6. Elicit performance
(practice):
Activate student processing to help
them internalize new skills and
knowledge and to confirm correct
understanding of these concepts.
Ways to activate learner processing include:
Elicit student activities
Elicit recall strategies
Facilitate student elaborations
Help students integrate new knowledge

22. 7. Provide feedback:
Provide immediate feedback of
students’ performance to assess and
facilitate learning.
Types of feedback include:
Confirmatory feedback
Corrective and remedial feedback
Remedial feedback
Informative feedback
Analytical feedback

23. 8. Assess performance:
In order to evaluate the effectiveness of
the instructional events, you must test to
see if the expected learning outcomes have
been achieved. Performance should be
based on previously stated objectives.
9.Enhance Retention and
Transfer:
To help learners develop expertise, they
must internalize new knowledge.

24. Internal Process Instructional Event Action Example
Reception 1.Gaining Attention Use abrupt stimulus change
Expectancy 2.Informing the
Learner of the
Objectives
Tell learners what they will be
able to do after learning
Retrieval to Working
Memory
3. Stimulating recall of
prior learning
Ask for recall of previously
learned knowledge or skills
Selective Perception 4.Presenting the
Stimulus
Display the content with
distinctive features
Semantic Encoding 5.Providing learner
guidance
Suggest a meaningful
organization
Responding 6.Eliciting
Performance (Practice)
Ask learner to perform
Reinforcement 7.Providing feedback Give informative feedback
Retrieval and
Reinforcement
8.Assessing
performance
Require additional learner
performance, with feedback
Retrieval and
Generalization
9.Enhancing Retention
andTransfer
Provide varied practice and
spaced reviews

25. 8. Problem Solving
7. Rule Learning
6. Concept Learning
5. Discrimination
Learning
4.Verbal Association
3. Chaining
2. Stimulus-Response
Learning
1. Signal Learning
Increasing
Complexity

26. 1. Signal Learning:
This is the simplest form of learning,
and consists essentially of the classical
conditioning first described by the
behavioral psychologist Pavlov.
In this, the subject is 'conditioned' to
emit a desired response as a result of a
stimulus that would not normally produce
that response.

27. 2. Stimulus-response
learning:
This somewhat more sophisticated
form of learning, which is also known
as operant conditioning, was originally
developed by Skinner.
It involves developing desired
stimulus-response bonds in the subject
through a carefully-planned
reinforcement schedule based on the
use of 'rewards' and 'punishments'.

28. 3. Chaining:
Subject develops the ability to connect
two or more previously-learned stimulus-
response bonds into a linked sequence. It
is the process whereby most complex
psychomotor skills are learned.
4. Verbal association:
This is a form of chaining in which the
links between the items being connected
are verbal in nature. Verbal association is
one of the key processes in the
development of language skills.

29. 5. Discrimination learning:
This involves developing the ability to
make appropriate (different) responses to
a series of similar stimuli that differ in a
systematic way.
6. Concept learning:
This involves developing the ability to
make a consistent response to different
stimuli that form a common class or
category of some sort. It forms the basis
of the ability to generalize, classify etc.

30. 7. Rule learning:
This is a very-high-level cognitive
process that involves being able to
learn relationships between concepts
and apply these relationships in
different situations, including
situations not previously encountered.

31. 8. Problem Solving:
This is the highest level of cognitive
process according to Gagné.
It involves developing the ability to
invent a complex rule, algorithm or
procedure for the purpose of solving
one particular problem, and then using
the method to solve other problems of
a similar nature.

33. Gagne’s Conditions of
Learning
9 Events of Instruction
Event 1
Event 2
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills

34. CONDITIONS OF LEARNING:
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 meaningful context for effective
encoding of information.
4. Provide cues for effective recall and
generalization of information.

35. CONDITIONS OF LEARNING:
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.

36. CONDITIONS OF LEARNING:
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.

37. CONDITIONS OF LEARNING:
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.

38. CONDITIONS OF LEARNING:
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.