Gagne's Conditions of Learning

2. Gagne’s Conditions of
Learning
9 Events of Instruction
Event 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
Event 2

3. Gagne’s Conditions of
Learning
9 Events of Instruction
Event 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
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 constitute
instructional events are different 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. (1)Gaining
Attention
(2)Informing
the Learner
of the
Objectives
(3)Stimulatin
g Recall of
Prior
Learning
(4)
Presenting
the
Stimulus
(5)Providing
Learner
Guidance
(6)Eliciting
Performanc
e
(7)Giving
Feedback
(8)Assessing
Performanc
e
(9)Enhancin
g Retention
and
Transfer

18. 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

19. 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.

20. 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

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

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

23. 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.

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

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

26. 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.

27. 2. Stimulus-response
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'.

28. 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.

29. 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.

30. 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.

31. 8. Problem Solving:
This is the highest level of
cognitive process according to
Gagné.
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.

33. Gagne’s Conditions of
Learning
9 Events of
InstructionEvent 1
Event 3
Event 4
Event 5
Event 6
Event 7
Event 8
Event 9
Categories of
Learning
Verbal Information
Intellectual Skills
Cognitive Strategies
Attitudes
Motor Skills
Event 2

34. CONDITIONS OF LEARNING:
1. Draw attention to distinctive features
by variations in print or speech.
2. Present information so that it can be
made into chunks.
3. Provide meaningful context for
effective encoding of information.
4. Provide cues for effective recall and
generalization of information.

35. CONDITIONS OF LEARNING:
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.

36. CONDITIONS OF LEARNING:
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 or originality of the
strategy or outcome.

37. CONDITIONS OF LEARNING:
1. Establish an expectancy of success
associated with the desired attitude.
2. Assure student identification with an
admired human model.
3. Arrange for communication or
demonstration of choice of personal
action.
4. Give feedback for successful
performance; or allow observation of
feedback in the human model.

38. CONDITIONS OF LEARNING:
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.