The document outlines Gagne’s contributions to mathematics learning, emphasizing his nine levels of instruction and the importance of a hierarchical approach for different types of learning outcomes. It discusses various instructional strategies that facilitate learning, such as organizing information, providing feedback, and using a range of assessment modes. Ultimately, Gagne's theory suggests that effective learning requires varied, sequenced activities that engage cognitive processes.

1. Gagne’s Contributions to Mathematics Learning

2. Outline Introduction Gagne’s Nine Levels of Instruction Gagne’s Hierarchy of learning Types or categories of learning outcomes Types of learning Indicators of learning outcome achievement Principles of Gagne’s hierarchical classifications Implications for learning Mathematics Summary References

4. Capture attention Curiosity motivates students to learn Thought provoking questions

5. Initiates expectancy Motivates to complete the lesson Example: upon completing the lesson...

6. Associations facilitate the learning process Encoding and storing information in long term memory is easier

7. Chunking and organizing meaningfully Explained and then demonstrated

8. Provide students with illustrations of content Examples Non-examples Graphical representation Analogies

9. Practice new skill or behaviour Confirms correct understanding Repetition increases retention

10. Provide feedback Questions should be used for comprehension and encoding purposes.

11. Give opportunities for independent post tests. No coaching feedback or hints.

12. Opportunity to transfer learning. Provides diverse practice to generalize the capabilities.

13. Gagne’s Hierarchy of Learning

14. Focus -Categories of learning outcomes -Types of learning

15. Importance of a Hierarchy defines a sequence of instruction. defines what intellectual skills are to be learned. emphasizes a difference in instruction

16. Categories of Learning Outcomes Verbal information Intellectual skills Concepts Rule Problem solving

17. Cognitive strategies Motor skills Attitudes

18. Types of Learning Outcomes & how they are D emonstrated

19. Intellectual Skills Concepts- labeling ,classifying Rules- applying , demonstrating Problem solving- generating

20. Cognitive Strategies u sed for learning - Attention -Encoding -Rehearsal -Retrieval

21. Verbal information Stated information Motor Skills Physical performance Attitudes Demonstrating preference

22. Types of learning Signal learning Stimulus-response learning Chaining Verbal association

23. Types of learning (cont’d) Discrimination Concept Learning Rule Learning Problem Solving

24. Principles Different instruction different learning outcomes. Events of learning stimulates the conditions of learning.

25. Varied instructional events different learning outcomes. Hierarchies define intellectual skills and also a sequence of instruction .

26. Stimulating recall essential to begin instruction. Learning requires direct presentation of appropriate stimuli .

27. Appropriate stimuli before instruction. Feedback end of each learning activity.

28. Implications for learning mathematics vary instructional approaches and techniques. relevant learning activities to the type of learning outcome required.

29. organise learning activities from simple to complex plan for a variety or wide range of outcomes consider how learning could be demonstrated

30. vary assessment modes authentic/traditional design instruction using nine events as a base

31. provide alternative activities for practice, transfer and reinforcement cater for different cognitive abilities

32. Conclusion “ Learning is something that takes place inside a person’s head-in the brain.” (Robert Gagne, 2005) Gagne theory proposes relationship between instructional events, outcomes and cognitive processes. Learning activities must be varied and sequenced.

33. Thank You! The End Questions ????????? Presenters: Banfield, Rohna Grant, Teshia Lyons, Bernicia