Ting wu learning theories
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Robert Gagné developed cognitive behavioral theory and outlined five outcomes of learning and five components of intellectual skills. He believed that learning was a cumulative process where new knowledge builds on existing knowledge through planned instruction. Gagné's nine steps of instruction provide a framework for presenting material to facilitate successful learning. Teachers can use technology to more efficiently implement the steps, though the steps can also be followed without technology through other means. Students can prefer learning from computers under Gagné's theory of different learning outcomes, but can also learn effectively from other mediums.
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Presentation - Instructional Design - Resendez
Gagne's Conditions of Learning and Keller's ARCS model of motivational design are instructional design frameworks that aim to optimize the learning process. Gagne's model focuses on the internal cognitive processes involved in learning through nine events of instruction. Keller's ARCS model emphasizes motivating the learner by gaining their attention, establishing relevance, building confidence and satisfaction. Both models seek to actively engage learners and support the application of knowledge.
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Robert Gagne was a psychologist at Princeton University who published his major work "The Conditions of Learning" in 1965. In this work, he identified five types of learning and proposed nine instructional events to promote effective learning. The nine events include gaining learner attention, stating the objective, linking to prior knowledge, presenting new content, providing guidance, eliciting performance, giving feedback, assessing learning, and enhancing retention and transfer.
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Robert Gagné developed the theory of cumulative learning, which outlines five types of learning and nine events of instruction. The theory proposes a hierarchy of learning outcomes from simple to complex. Lower orders focus on behavioral aspects like conditioning, while higher orders involve more cognitive skills like problem-solving. Gagné's nine events of instruction are designed to support the internal processes of learning and include gaining attention, presenting material, eliciting performance, and enhancing retention and transfer.
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Gagnes nine events_of_instruction
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Wolfskill gagnes
Robert Gagné developed nine events of instruction based on his behaviorist learning theory. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagné believed these instructional events would support the internal cognitive processes involved in learning if implemented systematically. However, some have criticized Gagné for being too rigidly behaviorist in his approach.
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Similar to Ting wu learning theories
Gagne condition of learning
Robert Gagne was an American psychologist known for his theory of instruction, called the Conditions of Learning. The theory outlines five categories of learning - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes - which each require different types of instruction. Gagne also proposed nine instructional events that should be included in a lesson to support different cognitive processes involved in learning. The theory has been widely applied to instructional design, especially in military training settings due to the well-defined nature of many military tasks.
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Robert Gagne's theory of instruction outlines five types of learning and nine instructional events that should be included when designing effective lessons. The five types of learning are verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The nine instructional events are gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne believed lessons should be tailored to students and actively involve them to improve motivation and focus. The theory provides guidance for teachers to identify learning outcomes, consider contextual factors, and employ a variety of instructional strategies.
Gagnes nine events_of_instruction
Robert Gagne developed nine events of instruction based on his theory of conditions of learning. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the stimulus, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. When these events occur in instruction, they support various internal learning processes that lead to different learning outcomes. The events are not prescriptive but must be deliberately designed for each learning objective.
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Robert Gagne is considered a leading contributor to instructional design theory. His model is based on how information is processed mentally and focuses on arranging instructional events to achieve learning outcomes. Gagne identified nine events of instruction, including gaining attention, informing learners of objectives, eliciting performance, and providing feedback. His theories provide a framework for effective lesson planning and systematic instruction across domains like military training, engineering, and healthcare. Applying Gagne's nine steps can help ensure lessons are structured to meet learning objectives and achieve understanding rather than just recall.
Wolfskill gagnes
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9 events of instructions by Gagnes that can help teachers
This document outlines Robert Gagné's nine events of instruction, which describe the optimal conditions for learning based on his instructional theory. The nine events are gaining attention, informing the learner of the objective, stimulating recall of prior learning, presenting the stimulus, providing learner guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Each event is linked to the corresponding internal cognitive processes that support learning, such as attention, encoding, retrieval, and reinforcement. While Gagné's theory emphasizes measurable outcomes and behaviorism, it was later influenced by cognitive theories as well.
ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docx
ASSESSMENTS
1
ASSESSMENTS
5
Assessments and Grading Rubric
Formative Assessment
Questions and answers
Questions will be asked as the lesson goes on and students asked to answer at random
Observation
Observe how students react to new concepts
Exit slips and admits slips
Questions will be administered and collected at the end of the lesson
Self-assessment
Students will be asked to reflect on their learning process
Group discussions
Students will be grouped to discuss what they have learned
Peer-assessment
Students will be asked to assess one another
Formative assessment refers to the techniques employed by teachers to undertake the in-process evaluation of the students’ grasp of a concept being taught (Black & William, 2009). A good formative assessment should be able to give feedback to the teacher on the students' comprehension, the learning needs and the progress made during the lesson or topic. The objective of the designed formative assessment will be to gather information and learning experiences that will be used to improve the learning process and make modifications where necessary.
As the lesson progresses, the teacher will pose questions to the students at different stages of Piaget's Cognitive Stages of Development and students will be selected to answer at random to test the individual grasp of the processes and characteristics involved in the different stages. Observation will be essential in evaluating the students' concentration levels and their reaction to the introduction of new concepts. Admit slips with questions on the previous lesson will be given at the start of the lesson to test the students' comprehension of the previous concepts learned. Exit slips with questions on the lesson of the day will also be given and collected at the end of the lesson to evaluate how the students faired during the lesson. The students will also be asked to undertake a self-assessment test on how they understood the concept. Group discussion will be encouraged for the students to also do peer-assessment on one another and come up with questions on areas that need clarification and ways to improve the learning process.
Summative Assessment
The following questions will be asked at the end of the topic to do a summative assessment of the students' grasp of the concept of Piaget's theory of cognitive development.
1. Is the rehearsal of information among different levels of school-going children an ability they develop as they age or is it a skill they acquire through formal education?
2. In your opinion, would a genius child reach the formal operational stage faster than a child of formal intelligence?
3. Does the environment have any influence on the progression through Piaget’s stages of cognitive development?
A summative assessment aims to test the students' grasp and comprehension of the whole concept (Garrison &Ehringhaus, 2007). At the end of the topic, the above questions will be given to the students and answers expected within a given ...
Appropriate Learning Theories
The document discusses different learning theories that could be applied to employee computer training:
- Constructivism and cognitivism theories focus on building new knowledge from experience and incorporating new skills. Behaviorism uses repetition to reinforce skills.
- Gagne's nine events of instruction provide a framework for lesson planning including gaining attention, presenting objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, practice, feedback and assessment.
- The cognitive learning theory and Gagne's events are recommended for the computer training as they provide structure and allow employees to build new skills through demonstration, practice and feedback.
Gagne
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory outlines five categories of learning and eight types of learning that require different instructional conditions. Gagné believed that learning progresses from simple to complex and that each type of learning builds on lower levels. The theory provides guidelines for instructors to gain attention, present objectives, stimulate recall, provide guidance, elicit performance, and assess learning. However, the theory has been criticized for not accounting for self-learning or discovery-based learning.
Gagne
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory proposes that there are different types of learning (intellectual skills, cognitive strategies, verbal information, motor skills, attitudes) which require different instructional conditions. Gagné identified eight types of learning (signal, stimulus-response, chaining, verbal association, discrimination, concept, rule, problem solving) and nine events of instruction that are effective for different types. The theory provides guidance for designing instruction to optimize learning. However, it has been criticized for not accounting for self-learning or discovery-based learning.
Psychology gagne
Robert Gagne developed the Cognitivist Theory of Learning which includes a hierarchy of learning consisting of 9 types of learning outcomes that increase in complexity. Gagne also proposed 9 instructional events that should occur for effective learning including gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. These events are meant to support the internal learning processes and lead to different learning outcomes depending on the complexity of the learning.
Social cognitive theory
Social Cognitive Theory states that learning can occur by observing and modeling behaviors. (1) It focuses on how self-regulation, self-efficacy, and observational learning impact behavior. (2) To help students become self-regulated learners, needed skills must be explicitly taught, such as learning strategies and techniques. (3) Research shows that peers are more effective models than adults, and modeling is most impactful when models are similar to the observers.
Gagnes Cognitive Theory
Robert Gagne was an American psychologist known for his theory of instruction, which outlines nine instructional events that are important for learning. These events include gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also proposed a hierarchy of five different types of learning outcomes of increasing complexity, from simple stimulus-response learning to more complex problem solving. His work provided a framework for instructional design based on understanding internal learning processes.
Significant Contribution of Robert Gagne & Maria Montessorri.pdf
Gagne's theory of instruction outlines 5 categories of learning - intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. It also describes 9 instructional events that are necessary for effective learning - gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The theory emphasizes that different types of learning exist and different instructional methods are needed to facilitate each type.
Robert Gagne.pptx
Robert Gagné was an educational psychologist known for his theory of conditions of learning. In his 1965 book, he described 8 types or levels of learning arranged in a hierarchy from simple to complex. These include signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, principle learning, and problem solving. Each type of learning requires different instruction tailored to the needs of the learner.
Modes of Learning
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Gagne conditioning theory
Robert Gagne was an experimental psychologist who studied learning and instruction. He identified five domains of learning outcomes - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Gagne proposed that different types of learning require different internal and external conditions, and identified nine events of instruction that can facilitate learning, including gaining attention, presenting material, providing guidance and feedback, and assessing performance. According to Gagne, learning is cumulative, building on previously acquired skills and knowledge, and different outcomes have different prerequisites that must be met for new learning to occur.
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The document discusses strategies for effective instruction of adult learners. It begins by outlining learning objectives related to understanding differences between pedagogy and andragogy, characteristics of adult learners, and factors that motivate adult learners. It then provides details on andragogy, characteristics of adult learners, strategies like jigsaw, think-pair-share, questioning, and engaged lecture, and factors that influence attention and learning like choice, relevance, and engagement.
ROBERT GAGNE'S CONDITIONS OF LEARNING.pptx
Robert Gagne's theory of conditions of learning describes five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Gagne believed that different types of learning require different instructional methods. The theory also outlines nine levels of instruction, such as gaining learner attention and presenting new stimuli, to facilitate the learning process.
Piaget's Theory
Piaget's theory of cognitive development proposes that children progress through four distinct stages as they interact with their environment. The stages are sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (age 12 and up). At each stage, children demonstrate qualitatively different ways of thinking and reasoning. While influential, Piaget's theory has some limitations, such as underestimating children's early cognitive skills and not fully accounting for social and cultural influences on development.
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Ting wu learning theories
- 1. Cognitive Behavioral Theory By Ting Wu
- 2. Person associated with the theory Robert Mills Gagné (August 21, 1916 – April 28, 2002) was an American educational psychologist best known for his "Conditions of Learning".
- 4. Robert Gagne’s nine steps of instruction
- 5. Key points of the theory Gagne theorized that after observing a behavior, one could analyze the task to recognize the components necessary to acquire the desired skill. As a result, he was able to outline five outcomes of learning. He also subcategorized intellectual skills into five components: discriminations, concrete concepts, defined concepts, rules, and higher order rules. Gagne believed that learning was a cumulative process where new knowledge was added onto existing knowledge through planned learning. Gagne did not believe that learning was dependent upon the age or maturation of the learner.
- 6. Classroom implications What the teacher does under this theory (with and without technology) The teacher should have the skilled to use the technology to process the nine steps of instruction. Without technology, the teacher can use other way.But might take more time and more complicated.
- 7. Classroom implications What the students do under this theory (with and without technology) Under Gagne’s five areas of learning outcomes, students can prefer reading and learning from computers. Students still can learned from reading book or use hand writing to finish their homework or project.
- 8. What you think about the theory for your own teaching Gagne’s nine steps of instruction, it provide a step-by- step checklist that helps people present successful learning experience. I think his theories very useful for me in my future education career. His theory identifies the general types of human capabilities that are learned.
- 9. Credit Slide http://edtech2.boisestate.edu/spechtp/575/learningthe orist.html http://en.wikipedia.org/wiki/Robert_M._Gagné http://www.csulb.edu/~dkumrow/conference/learning_t heory.html