This document discusses Robert Gagné's theory of conditions of learning and the nine events of instruction. It provides details on: 1. The five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. 2. Nine instructional events to support different types of learning - gaining attention, informing objectives, stimulating recall, presenting content, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention. 3. Examples of how different conditions of learning apply to each category and examples of applying the instructional events to a lesson.

2. Gagne’s Conditions of
Learning
Event 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning 9 Events of Instruction
Event 2
Gaining Attention
Informing the Learner of the Objectives
Stimulating Recall of Prior Learning
Presenting the Stimulus
Providing Learner Guidance
Eliciting Performance
Giving Feedback
Assessing Performance
Enhancing Retention and Transfer

3. Gagne’s Conditions of
Learning
Event 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning 9 Events of Instruction
Verbal Information
Intellectual Skills
CognitiveStrategies
Attitudes
MotorSkills
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
instructional events are different
constitute
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. CATEGORY OF
LEARNING
LEARNING OUTCOMES
EXAMPLE
CONDITIONS OF LEARNING
Verbal Information Review of lesson 1. Draw attention to distinctive
features by variations in print of
speech.
2. Present information so that it can
be made into chunks.
3. Provide a meaningful context for
effective encoding of information
4. Provide cues of effective
Intellectual Skills:
Discriminations,
Concrete Concepts,
Defined Concepts,
Rules, Higher Order
Rules
Discriminations: Distiguishing
objects features or symbols (ex.
Odd vs. even)
Concrete Concepts: identifying
classes of concrete objects (ex.
Picking red beads only)
Rules: applying a concept (ex.
Computation)
Order Rules: Applying a new
combination of rules to solve a
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.

18. Cognitive Strategies Employing personal ways to
guide learning, thinking,
acting and feeling (ex.
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 of the strategy
or outcome.
Attitudes Choosing personal actions
based on internal states of
understanding and feeling (ex.
Deciding to avoid junk foods
and choosing to eat healthy
foods)
1. Establish an expectancy of
success associated with
the desired attitude.
2. Assure student
identification with an
admired human model.
3. Arrange communication
or demonstration of
choice of personal action.
4. Give feedback for
successful performance;
or allow observation of
feedback in the human
model.

19. Motor Skills Executing performances
involving the use of muscles
(ex. Doing the steps of
tinikling dance)
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.

20. (1)Gaining
Attention
(2)Informing
the Learner of
theObjectives
(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

21. 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.

22. 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.

23. 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

24. 6. Elicit performance
(practice):
Activate student processing
them internalize new skills
to help
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

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

26. 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.

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

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

29. 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.

30. Stimulus-response
2.
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'.

31. 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.

32. 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.

33. 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.

34. 8. Problem Solving:
This is the highest level of cognitive
process according toGagné.
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.

35. Events of Instructions Lesson Example/Conditions of
Learning
Gaining Attention
Informing the Learner of the
Objectives
Stimulating Recall of Prior
Learning
Presenting the Stimulus
Providing Learner Guidance
Eliciting Performance
Giving Feedback
Assessing Performance
Enhancing Retention and
Transfer
GROUP ACTIVITY