Robert Gagne was an American psychologist known for his theory of instruction, called the Conditions of Learning. The theory outlines 9 instructional events that are meant to support the internal learning processes: 1) gaining attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting the content, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. The theory also includes a hierarchy of learning with 8 types of learning outcomes ranging from simple to complex.

1. Cognitivist Theory of LearningCognitivist Theory of Learning
Robert GagneRobert Gagne
Presented by :Presented by :
KPLI SN 1KPLI SN 1
Chew Chooi MooiChew Chooi Mooi
Hasmawati Binti Abu BakarHasmawati Binti Abu Bakar
Khairul Anuar Bin HashimKhairul Anuar Bin Hashim

2.  Born in 1916 in NorthBorn in 1916 in North
Andover,Andover,
MassachusettsMassachusetts
 Received Bachelors ofReceived Bachelors of
Arts and earned hisArts and earned his
doctoral from Browndoctoral from Brown
UniversityUniversity
Robert Gagne’s TheoreticalRobert Gagne’s Theoretical
BackgroundBackground

3.  Well known for theory of conditionalWell known for theory of conditional
learninglearning
 Consist of 3 distinct component :Consist of 3 distinct component :
Taxonomy of learning outcomes -Taxonomy of learning outcomes -
learning domainlearning domain
Specific learning condition -Specific learning condition -
Hierarchy of LearningHierarchy of Learning
9 instructional events9 instructional events
Robert Gagne’s Background &Robert Gagne’s Background &
Published WorksPublished Works

4.  Refers to a set of component skills thatRefers to a set of component skills that
must be learned before the complex skillmust be learned before the complex skill
of which they are a part can be learnedof which they are a part can be learned
 Classifying different types of learning inClassifying different types of learning in
term of theterm of the degree of complexitydegree of complexity of theof the
mental involved.mental involved.
 Higher orders of learning build upon theHigher orders of learning build upon the
lower levels.lower levels.
 The lowest 4 orders tend to focus on theThe lowest 4 orders tend to focus on the
more behavioural aspects.more behavioural aspects.
 The highest 4 focus on the more cognitiveThe highest 4 focus on the more cognitive
aspectsaspects
Robert Gagne’s Hierarchy ofRobert Gagne’s Hierarchy of
LearningLearning

5. Robert Gagne’s Hierarchy ofRobert Gagne’s Hierarchy of
LearningLearning
Problem Solving
Principle Learning
Concept Learning
Multiple Discrimination Learning
Verbal Association Learning
Psychomotor Connection Learning
Stimulus – Response Learning
Signal Learning
Increasingcomplexity
More to behavioural
aspects
More to cognitive
aspects

6. Robert Gagne’s Hierarchy ofRobert Gagne’s Hierarchy of
LearningLearning
1)1) Signal LearningSignal Learning
 Learn how to respond to a signal, likeLearn how to respond to a signal, like
Pavlov’s dog (Pavlov’s classical conditionedPavlov’s dog (Pavlov’s classical conditioned
response)response)
 Usually the response is emotionalUsually the response is emotional
2)2) Stimulus(S) – Response(R) LearningStimulus(S) – Response(R) Learning
 Learn precise response to precise signal /Learn precise response to precise signal /
stimulusstimulus
 Different from signal learning, signalDifferent from signal learning, signal
learning leads to involuntary responses,learning leads to involuntary responses,
whereas the responses in S-R learning arewhereas the responses in S-R learning are
voluntarily controlled.voluntarily controlled.

7. Robert Gagne’s Hierarchy ofRobert Gagne’s Hierarchy of
LearningLearning
3)3) Psychomotor Connection LearningPsychomotor Connection Learning
 Occurs when a chain of stimuli andOccurs when a chain of stimuli and
responses are formedresponses are formed
 Lean to to follow proceduresLean to to follow procedures
 Able to chain 2 or more stimulus-responseAble to chain 2 or more stimulus-response
4)4) Verbal Association LearningVerbal Association Learning
 Use terminology in verbal chainsUse terminology in verbal chains
5)5) Multiple Discrimination LearningMultiple Discrimination Learning
 Learn how to distinguish between similarLearn how to distinguish between similar
stimulistimuli

8.  Make different responses to each typeMake different responses to each type
of stimulus, even when they may beof stimulus, even when they may be
perceptually similarperceptually similar..
6)6) Concept LearningConcept Learning
 Singular / common response to anSingular / common response to an
entire class of stimulientire class of stimuli
7)7) Principle LearningPrinciple Learning
 Viewed as a chain of two or moreViewed as a chain of two or more
concepts.concepts.
 Learn to apply rulesLearn to apply rules
Robert Gagne’s Hierarchy ofRobert Gagne’s Hierarchy of
LearningLearning

9. 8)8) Problem SolvingProblem Solving
 Highest learning type which lead to theHighest learning type which lead to the
discovery of higher order rulesdiscovery of higher order rules
 All other types of learning must haveAll other types of learning must have
been completed for it to be present.been completed for it to be present.
Robert Gagne’s Hierarchy ofRobert Gagne’s Hierarchy of
LearningLearning

10.  When the Events of Instruction occur, internalWhen the Events of Instruction occur, internal
learning processes take place that lead tolearning processes take place that lead to
various learning outcomes.various learning outcomes.
((Campos, 1999)Campos, 1999)
 The Events of Instruction constitute a set ofThe Events of Instruction constitute a set of
communications to the student, which havecommunications to the student, which have
the aim of aiding the learning process.the aim of aiding the learning process.
 Instruction consists of a set of eventsInstruction consists of a set of events
external to the learner designed to supportexternal to the learner designed to support
the internal processes of learning.the internal processes of learning.
((Gagne, Briggs, & Wager, 1988)Gagne, Briggs, & Wager, 1988)
 This theory outlines nine instructional eventsThis theory outlines nine instructional events
and their corresponding processes.and their corresponding processes.
Robert Gagne’s 9 Events ofRobert Gagne’s 9 Events of
InstructionInstruction

11. Robert Gagne’s 9 Events ofRobert Gagne’s 9 Events of
InstructionInstruction

12. 1)1) Gain AttentionGain Attention
 Use an “interest device” that grabsUse an “interest device” that grabs
learner’s attentionlearner’s attention
2)2) Inform Learner of ObjectiveInform Learner of Objective
 Initiates the internal process ofInitiates the internal process of
expectancy and helps motivate theexpectancy and helps motivate the
learner to complete the lessonlearner to complete the lesson
3)3) Stimulate Recall Prior KnowledgeStimulate Recall Prior Knowledge
 Associating new information with priorAssociating new information with prior
knowledge / experiences can facilitateknowledge / experiences can facilitate
the learning processthe learning process
Robert Gagne’s 9 Events ofRobert Gagne’s 9 Events of
InstructionInstruction

13. Robert Gagne’s 9 Events ofRobert Gagne’s 9 Events of
InstructionInstruction
4)4) Present The MaterialPresent The Material
 new content is actually presented to thenew content is actually presented to the
learner.learner.
 Content should be chunked andContent should be chunked and
organized meaningfully, and typically isorganized meaningfully, and typically is
explained and then demonstrated.explained and then demonstrated.
5)5) Provide Guidance For LearningProvide Guidance For Learning
 To help learners encode information forTo help learners encode information for
long-term storage, additional guidancelong-term storage, additional guidance
should be provided along with theshould be provided along with the
presentation of new contentpresentation of new content

14. Robert Gagne’s 9 Events ofRobert Gagne’s 9 Events of
InstructionInstruction
6)6) Elicit PerformanceElicit Performance
 Practice by letting the learner doPractice by letting the learner do
something with the newly acquiredsomething with the newly acquired
behavior, skills, or knowledgebehavior, skills, or knowledge
7)7) Provide FeedbackProvide Feedback
 Show correctness of the learner'sShow correctness of the learner's
response, analyze learner's behavior.response, analyze learner's behavior.
8)8) Assess PerformanceAssess Performance
 Test / assessment to determine if theTest / assessment to determine if the
lesson has been learned.lesson has been learned.

15. Robert Gagne’s 9 Events ofRobert Gagne’s 9 Events of
InstructionInstruction
9)9) Enhance Retention & TransferEnhance Retention & Transfer
 Inform the learner about similarInform the learner about similar
problem situations, provide additionalproblem situations, provide additional
practice, put the learner in a transferpractice, put the learner in a transfer
situation, review the lesson.situation, review the lesson.

16. Learning Domains :Learning Domains :
5 types of learning outcome5 types of learning outcome
OutcomeOutcome
or Abilityor Ability
MeaningMeaning Performance examplePerformance example
IntellectualIntellectual
skillskill
Ability toAbility to
interact withinteract with
surroundingssurroundings
using conceptusing concept
symbolssymbols
Identify the diagonal of a square.Identify the diagonal of a square.
Explaining why ice freezes atExplaining why ice freezes at
0˚C.0˚C.
Predicting the rate of growth of aPredicting the rate of growth of a
plant based on conditions ofplant based on conditions of
water, soil, light, etc.water, soil, light, etc.
CognitiveCognitive
strategystrategy
Ability to controlAbility to control
the individual’sthe individual’s
behaviour tobehaviour to
learn, rememberlearn, remember
& think.& think.
To draw a chart for organizingTo draw a chart for organizing
data. To reason backwards todata. To reason backwards to
solve problem. Breaking up asolve problem. Breaking up a
problem into various parts.problem into various parts.

17. Outcome orOutcome or
AbilityAbility
MeaningMeaning PerformancePerformance
exampleexample
VerbalVerbal
InformationInformation
Development ofDevelopment of
information usinginformation using
languagelanguage
Naming the parts of anNaming the parts of an
electric circuit & theelectric circuit & the
function of each part.function of each part.
Listing objects that can beListing objects that can be
recycled. Statingrecycled. Stating
characteristic of light.characteristic of light.
Motor skillsMotor skills Manipulative skills &Manipulative skills &
carrying out routinecarrying out routine
work.work.
Preparing a microscopePreparing a microscope
slide. Build a model of aslide. Build a model of a
simple machine. Measuringsimple machine. Measuring
the weight of an objectthe weight of an object
using a balance.using a balance.
AttitudeAttitude Change of attitudeChange of attitude
towards an object,towards an object,
another person,another person,
situation @ change insituation @ change in
effective domain.effective domain.
Making choices in theMaking choices in the
preparation of an insectspreparation of an insects
collection. Visit sciencecollection. Visit science
museum voluntarily &museum voluntarily &
choose to borrow a bookchoose to borrow a book
on dinosaurs.on dinosaurs.