1) The document discusses Robert Gagné's conditions of learning theory from 1965. It describes the eight types of learning and nine events of instruction according to Gagné's theory. 2) Students are assigned tasks to identify the major categories of learning outcomes, compare the pros and cons of the theory, and explain the instructional events. 3) References are provided for each task. The tasks aim to teach students about applying Gagné's conditions of learning theory to the teaching process through microteaching and lesson planning activities.

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Assessment:
- Students should finalize the content of their lesson
- Have conduct a micro lesson
- Have completed the teaching reflection template
- Upload the work to padlet/ google drive
Technical Trainers College
Vocational PedagogyDepartment
PEP-ATP-TRI8

2. VP-PEP-ATP
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Task1: Who developed the conditionsof learningtheory?
Conditionsof learning
Different internal and external conditions are necessary for each type of
learning.
Internal External
• Capabilities that
already exist in a
lreaner before any
new learning begins
• Different stimulusthat
exist outside the
learner
RobertMillsGagné was originally published in 1965 by Holt, Rinehart and
Winston and describes eight kinds of learning and nine events
of instruction. This theory of learning involved two steps[1]
. The theory
stipulates that there are several different types or levels of learning.

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- Each student should look for one category.
- Shareand compare your answer with your colleagues.
- Fill in the below smart shape
- Your work should include a minimum of 2 references
Task 3: Identify the major categories of learning of outcomesaccording
to Gagne'stheory. (Group work activity)
Refernces:
https://twurobertgagne.weebly.com
Verbal
informati
on
5 major
categories of
learning of
outcomes
according to
Gagne's theory.
Motor
skills
Intellect
ual skills
Attitudes
Cognitive
strategies

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Task 4:Comparebetween Prosand cons of Conditionsof learning
theory. (Partner work)
Friedman, D. (1998). Monty Hall's three doors: Construction and
deconstruction of a choice anomaly. The American Economic
Review, 88(4), 933-946.
Watkins, C. J., & Dayan, P. (1992). Q-learning. Machine learning, 8(3-4), 279-292.
Pros Cons
 Provide blue printing for individuals.
 Adjust to access different learning
styles.
 Tasks follow a logical order.
 There is not much independent
independence .
 There are steps that require critical
thinking.
 Steps require a lot of targeted help
when teaching a new skill.

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Task 5:The instructional events: (Microteaching)
1. Gaining attention (reception)
2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization).
Gagne, R. (1962). Military training and principles of learning. American Psychologist, 17, 263-276
Make a list of events instructions
- Some trainees will pick up a number from 1-9 randomly
- Each number represents one event and the trainee will explain the
selected event
Your work should include a minimum 1 reference

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Task 6: Implication on teaching process: (teaching reflection) Fill
in the spaces in the following timetable:
How many trainees will be in your
classroom?
14 students.
AverageAge 26 Years.
Educational background Networkingandsystem
administration&computing.
Practical experience Theyhave experiencesin
usingcomputersand
networkingdevicesandthe
programming.
How to balance between gifted students
and weak ones?
Differentiationmethodsand
letthemto workin groups.
How far are the students accustomed to
your instructionalstrategies?
Theyare accustomedtomy
instructional strategies .
Which materials do the trainees bring to
class?
Theyshouldbringtheir
computers& smart phonesto
do the work.
Which materials do you need to provide? I will provide some hand outs
to them.
What do you need to preparein advance? I will use alot of teaching
methods,differentiation
methodsanda lot of activates
& technologies.
How can you realize real experiments in the
classroom?
By engage the studentsand
give thema lotof activates
and tryingto make them
interesting.

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Which classroomor workshop do you need
for your lesson?
A simple classroomwith
projectorandwhite boards.
How did you organizeeverything days
before to block that classroomor workshop
only for you during your lesson?
I needfromthembyusingour
groupin the Whatsappwhich
isa veryuseful methodtothe
teacherto connectwithhis
studentseasily.
How does the lesson schedule effect
student’s activity?
The lessonschedule wasvery
organizedandmeetthe
neededactivities.