GAGNE’S CONDITIONS

OF LEARNING
• Robert Mills
Gagné
(August 21, 1916 –
April 28, 2002)
 Robert Mills Gagné (August 21,
1916 – April 28, 2002)

• An American educational
psychologist best known for his
Conditions of Learning and
instructional design implication
were first introduced in 1965.
• Pioneered the science of
instruction during World War II
when he worked with the Army
Air Corps training pilots.
• Also involved in applying concepts of
instructional theory to the design of
computer-based training and
multimedia-based learning.
• His work is sometimes summarized
as the Gagné assumption
That there are different types of
learning outcomes, each of which is
best achieved through its specific
instructional design, but also that
there is a set of steps required in
every learning environment.
•Bibliography
• In high school at North Andover,
Massachusetts, he decided to
study psychology and perhaps be
a psychologist after reading
psychological texts. In his
valedictory speech of 1932, he
said the science of psychology
should be used to relieve the
burdens of human life.
• Scholarship to Yale University.
Received A.B. in 1937.
• Graduate work at Brown
University, where he studied
"conditioned operate response"
of white rats under various
conditions as a part of his Ph. D.
thesis.
• First college teaching job in
1940, at Connecticut College for
Women. His initial studies of
people rather than rats were
interrupted by World War II.
• First year of war, at Psychological
Research Unit No. 1, Maxwell Field,
Alabama, where he administered
and scored aptitude tests to choose
and sort aviation cadets.
• Second year of war, at officer school
in Miami Beach. Commissioned a
second lieutenant, and assigned to
School of Aviation Medicine,
Randolph Field, Fort Worth, Texas.
• After the war, he held a temporary
faculty position at Florida State
University. Returned to Connecticut
College for Women.
• In 1949, he accepted an offer to
join the US Air Force organization
that became the Air Force Personnel
and Training Research Center,
where he was research director of
the Perceptual and Motor Skills
Laboratory.
• In 1958, he returned to
academia as professor
at Princeton University, where
his research shifted focus to the
learning of problem solving and
the learning of mathematics.
• In 1962, he joined the American
Institutes for Research, where he
wrote his first book, "The
Conditions of Learning."
• Spent additional time in academia at
the University of California, Berkley,
where he worked with graduate
students. With W. K. Roher, he
presented a paper, "Instructional
Psychology", to the Annual Review of
Psychology.
• In 1969, he found a lasting home at
Florida State University. Collaborated
with L. J. Briggs on "Principles of
Learning". He published the second
and third editions of "The Conditions
of Learning."
 Personal Life
• Gagné's wife, Pat, is a biologist.
They have a son, Sam, and
daughter, Ellen. Non-professional
pursuits include constructing
wood furniture and reading
modern fiction. In 1993, he
retired to Signal Mountain,
Tennessee with his wife.
• Theory stipulates that there are several
types and levels of learning, and each
of these types and levels requires
instruction that is tailored to meet the
needs of the pupil. While Gagne's
learning blueprint can cover all aspects
of learning, the focus of the theory is
on the retention and honing of
intellectual skills. The theory has been
applied to the design of instruction in
all fields, though in its original
formulation special attention was given
to military training settings.
 Gagne’s Principle
• Different instruction is required
for different learning outcomes
– Different types of levels of learning for
different types of instruction.
• Five categories of
learning
• Verbal information: Rote
memorization of names,
faces, dates, phone
numbers, etc.
• Intellectual skills: Create
individual competence and
ability to respond to stimuli.
• Cognitive strategies:
Capability to learn,
think, and remember
• Attitudes: Ingrained
bias towards different
ideas, people, situation,
and may affect how one
acts towards these
things.
• Motor skills: Capability
to learn to drive, ride a
bike, draw a straight
line, etc.
The Categories of Learning
with corresponding
learning outcomes and
conditions of learning:
• Each category
requires different
methods in order for
the particular skill set
to be learned:
 Learning hierarchies define what
intellectual skills are to be learned and a
sequence of instruction
– Learning task for intellectual skills
can be organized in a hierarchy
according to complexity.
– Hierarchy is to identify
prerequisites that should be
completed to facilitate learning at
each level to provide a basis for
the sequencing of instruction.
• Gagné, influenced
with behaviorist learning
theories, suggested there
are eight types or
conditions of learning /
Gagne’s Hierarchy of
Learning or 8 ways to
learn, mostly all based on S-
R learning. They are
(categorized by complexity)
• Stimulus Recognition / Signal
Learning - (clasicall conditioning)
– A general response to a signal. Like a
dog responding to a command.
• Response Generation / Stimulus-
Response Learning - (operant
conditioning)
– A precise response to a distinct
stimulus.
• Procedure Following /
Chaining - (complex operant
conditioning)
– A chain of two or more stimulus-
response connections is acquired.
• Use of Terminology / Verbal
association - (creation of
associations using verbal
connections)
– The learning of chains that are verbal.
• Discriminations / Discrimination
Learning - (learning of responding
different to different stimuli)
– The ability to make different responses
to similar-appearing stimuli.
• Concept Formation / Concept
Learning - (learning a general
response to a class of stimuli)
– A common response to a class of
stimuli.
• Rule Application / Rule
Learning - (a rule is a chain of two
or more concepts)
– Learning a chain of two or more
concepts.
• Problem solving - (application of
previously learned rules and
concepts to new situations)
– A kind of learning that requires higher
order of thinking.
• Events of learning operate on
the learner in ways that
constitute the condition of
learning
–Serve as basis for designing
instruction and selecting
appropriate media.
Designing Instruction
• Skills are to be learned at the
lowest level and mastered before
proceeding. An instructor should
use positive reinforcement and
repetition, with each new skill
building upon previously
acquired skills.
 Steps in Planning Instruction:
• Identify the types of learning outcomes: Each outcome may have
prerequisite knowledge or skills that must be identified.
• Identify the internal conditions or processes the learner must
have to achieve the outcomes.
• Identify the external conditions or instruction needed to achieve
the outcomes.
• Specify the learning context.
• Record the characteristics of the learners.
• Select the media for instruction.
• Plan to motivate the learners.
• Test the instruction with learners in the form of formative
evaluation.
• After the instruction has been used, summative evaluation is
used to judge the effectiveness of the instruction.
• 9 Instructional Events
Gaining attention (reception)
• - Present stimulus to ensure reception
of instruction.
• The first step is to gain students'
attention by creative motivation in
attractive ways for him to engage with
the content.
• Show students a short interesting film
related what they are about to learn,
pose them an intriguing question or
give them a case study.
 Informing learners of the
objectives (expectancy)
- What will the pupil gain from the
instruction?
• Student needs to be clarified what he
can expect in the discussions.
• Tell students what they will learn by
the end of the course.
 Stimulating recall of prior
knowledge (retrieval)
- Ask for recall of existing relevant
knowledge.
• Prior knowledge or previous lessons
should be activated since it is
important for learning new materials.
 Presenting the
stimulus (selective perception)
- Display the content.
• Present the material to the students
and use like timelines, various
examples, concept maps, diagrams,
and encourage students to engage in
the discussion, possibly using various
learning styles that are related to the
topic or give definitions to discuss.
 Providing learning
guidance (semantic encoding)
• Guidance in terms of communication
enables the teacher to direct the
students in their learning or enable
them easier information encoding
through visual or other materials
that suits to their topic and provide
realistic demonstration
 Eliciting
performance (responding)
-Learners respond to demonstrate
knowledge.
• Students need practice. Practice should
immediately follow instructions and be
well defined in terms of its nature,
objectives and expected student
responses. Make an activity out of
group and let answer on the board to
show their output.
 Providing
feedback (reinforcement)
- Give informative feedback on the
learner's performance.
• Feedback is additional guidance
offering the student immediate
evaluation of his performance
enabling him to realize his mistakes
and misconceptions. Let the teacher
make a constructive correction
whenever they are wrong or
appreciate their works.
 Assessing
performance (retrieval)
• - More performance and more
feedback, to reinforce information.
• At the end of each course student's
knowledge should be assessed in
order to check if expected learning
has occurred. Let individual pupils
answer the activity to measures their
comprehension, quiz and oral
recitation and motivate their answer.
 Enhancing retention and
transfer (generalization)
• – To other context.
• The learning process does not end
when the class does. The teacher
should advise students how and in
which context to apply and transfer
the just gained knowledge in the
world outside the classroom. Give
more drill in order to practice their
acquired learning.
Evaluation of instruction
• Have the objectives been met?
• Is the new program better than
the previous one?
• What additional effects does the
new program include?
Summary:

• The purpose is to supply data on

feasibility and efficiency to develop
and improve the course.
• Evaluation is concerned with the
effectiveness of the course or
program regarding the student’s
performance. Based on the student's
performance, measures are taken of
the kind of student capabilities the
program is intended to establish.
• Since the purpose of instruction is
learning, the central focus for rational
derivation of instructional techniques is
the human learner. Development of
rationally sound instructional procedures
must take into account learner
characteristics such as initiate
capacities, experimental maturity, and
current knowledge states. Such factors
become parameters of the design of any
particular program of instruction
References:
• Book
Maria Rita D. Lucas and Brenda B. Corpuz (2013), 3rd
Edition – Facilitating Learning: A Metacognitive
Process
Metro Manila: Lorimar Publishing, Inc.
• Internet
en.wikipedia.org/wiki/Robert_M._Gagné

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Presented by:

Mendoza, Rubylyn
Minamidez, Ymma
Tan, Michael Francis
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