It will help you.

1. ROBERT GAGNE’S
CONDITIONS OF
LEARNING
Presenter: JESRIEL S. ENERIDO

2. Lesson XVIII: Conditions of Learning (Robert Gagne)
o Robert Gagne describes conditions of learning as a means through
which individuals and groups acquire relevant skills to be accepted
in society. Learning is a direct result of human behaviour which is
influenced by the environment and the individual thinking process
of learners.
o 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.

3. 5 CATEGORIES OF GAGNÉ’S
CONDITIONS OF LEARNING
1. Intellectual Skills
Intellectual skills, also known as procedural skills, is the easiest way to
identify a student’s readiness. These skills encompass concepts,
procedures and rules. This is also referred to as ‘knowing how something
must be done’.
 Use different contexts/perspectives
 Plan opportunities to practice and assess
 Use verbal indications for combining skills, knowledge or
components
 Encourage the retrieval of previously gained knowledge
 Stay within the limits of the working memory; not too much at
once
 Ask attention for deviating characteristics

4. 5 CATEGORIES OF GAGNÉ’S
CONDITIONS OF LEARNING
2. Verbal Skills
The verbal skills are also called explanatory knowledge, and these determine
whether the student is able to explain what he or she has learned.
Explanatory knowledge consists of different types of knowledge that can be
recalled in different ways.
 Provide a meaningful context for effectively coding information
 Encourage the retrieval of previously gained knowledge
 Encourage the generalization of information
 Present information in a manageable way
 Ask attention for deviating characteristics

5. 5 CATEGORIES OF GAGNÉ’S
CONDITIONS OF LEARNING
3. Cognitive Strategies
Gagné’s Conditions of Learning defines the cognitive strategies as the way to
enable students to exercise control over the processes involved in:
participating, observing, coding, remembering, retrieving, and thinking in
general. In other words, it means that the student develops his or her own
personal way to learn, think and act. The instructions that are given form the
essence of the cognitive perspective.
 Describe or demonstrate strategies
 Plan opportunities to practice the strategy and to assess the action after
 Give information and constructive feedback on the creativity or originality of
a developed strategy or outcome

6. 5 CATEGORIES OF GAGNÉ’S
CONDITIONS OF LEARNING
4. Motor Skills
Motor skills entail that it is analyzed whether the student uses the right order
when carrying out procedures, for instance. This concerns combining sub-
skills. When improvement occurs in the smoothness of an action, the timing
and the motion through practice, we call this motor learning.
 Plan opportunities to practice and assess
 Share verbal or other guidelines to determine the routine
 Share feedback on the accuracy of achievements immediately
 Encourage the use of mental exercises

7. 5 CATEGORIES OF GAGNÉ’S
CONDITIONS OF LEARNING
5. Attitude
Attitudes are internal conditions that can’t always be perceived directly.
Gagné’s Conditions of Learning describes attitudes as emotional
components and cognitive components, because they influence
behaviour. Attitudes also refer to the bias that influences the learner’s action
compared to something or someone else.
 Develop success expectations based on the desired attitude
 Make sure that students have a role model
 Give feedback for successful achievements

8. 9 LEVELS OF INSTRUCTION
Level 1: Gaining Attention (Reception)
Start the learning process by gaining the attention of your
audience. It starts the learning process when the learner is being
receptive to the information received. This may be achieved by
calling names of learners during the discussion to completely focus
attention on learners.
Level 2: Informing learners of the objective (Expectancy)
Next, learners must know what they are about to learn and why. At
the start of the lecture, they should be aware of what they will have
learned by the end of the session, its benefit to them and the
organization.

9. 9 LEVELS OF INSTRUCTION
Level 3: Stimulating recall of prior learning (Retrieval)
Matching the concept with what learners have learned
previously. Prior experiences can be used to solve new problems
and resolve matters easily. This may also take the form of a
simple Q/A session to establish a link between specific material
knowledge.
Level 4: Presenting the Stimulus (Selective Perception)
Presenting new information in an effective manner using more
examples, use of timelines, diagrams, concept maps and student
discussions. Try using different media and styles such as visual
cues and verbal instructions to suit people with different learning
styles.

10. 9 LEVELS OF INSTRUCTION
Level 5: Providing learning guidance (Semantic Encoding)
Helping your team learn and retain most of the information by
providing alternative approaches to illustrate the information you
are trying to convey to the learner. Examples include; case
studies and graphics. Giving time for discussion and answering
queries with relevant additional materials.
Level 6: Eliciting Performance (Responding)
Now is the time to see if learners can demonstrate their
knowledge with what was taught to them. Give them a brief test
after each task/ unit to see if they can apply it to their learning
before moving’s forward.

11. 9 LEVELS OF INSTRUCTION
Level 7: Providing feedback (Reinforcement)
After a clear demonstration of knowledge from the learners’ end, it's time
to give feedback to them and guide them on the points they missed. Your
feedback and tips will help them improve. Discuss their results, be
professional with comments and give them guidelines to work on. This is
a healthy exercise if conducted properly.
Level 8: Assessing performance (Retrieval)
When learners have had a good opportunity to practice and refine their
learning it is time to assess their learning with a test at the end of the
course or any other measurement tool such as a case study or seminar to
show learners have learned the material or skill effectively. This test shall
be completed without any assistance or coaching.

12. 9 LEVELS OF INSTRUCTION
Level 9: Enhancing retention and transfer (Generalization)
At this stage, learners show the transfer of knowledge through the
application of skills and knowledge. They should then be provided with
real-life examples to apply the acquired knowledge.
References:
https://www.instructionaldesign.org/theories/conditions-learning/
https://www.toolshero.com/personal-development/gagnes-conditions-of-learning/
https://www.eln.co.uk/blog/gagnes-conditions-of-learning-1985

13. Thank you!
“Tell me and I
forget, teach me
and I may
remember, involve
me and I learn.”