Module 11 -Gagne’s Conditions of Leaming 125 (KMRL) Gagne’s Conditions of Learning VAI In this Module, challenge yourself to attain the following learning outcomes: + explain Gagne’s conditions of learning. + make a simple lesson outline (teaching sequence) using Gagne’s instruction events. + articulate the benefits of using Gagne’s principles in teachi Cmumm In his theory, Gagne specified several different types or levels of learning. He stressed that different internal and external conditions are needed for each type of learning, thus his theory is called conditions of learning. He also provided nine instruction events that serve as basis for the sequencing of instruction. Zn Categories of Me Oeeuidog Gagne’s Conditions of Learning 9 Events of Instruction = - Event 1 Fae = i cams soma Ra =r Attitudes Eevee ea = si uae ie as mit eae ay Assessing Performance Event Enhancing Retention and Transfer126 FACILITATING LEARNER-CENTERED TEACHING Ze Before reading the entire module, see if you can arrange the nine steps in lesson presentation (instructional events) in their proper order. Read and arrange the steps by numbering them. Form groups of 5 for this activity. 1. Guidance of students’ performance Recall prior learning 3. Enhance retention and transfer 4. Gain attention 5. Provide feedback 6. Assess performance 7. 8 9 Present stimulus it performance Identify the objective ma Each group writes its arrangement on the board for comparison and discussion. Each group explains and justifies the arrangement. For discussion, the teacher asks the class: “Which of the arrangements presented on the board is correct? Why? my) Cn Let us see Gagne’s principles. Gagne’s theory deals with all aspects of learning. However, the focus of the theory is on intellectual skills. The theory has been utilized to design instruction in all domains. In the earlier version of the theory, special attention was given to military training settings. Later, Gagne also looked into the role of instructional technology in learning. Gagne’s Principles fe ferent instruction is required for different learning outcomes. Gagne’s theory asserts that there are several different types or levels of learning. Furthermore, the theory implies that each different type of learning calls for different types of instruction. Gagne named five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and at ides. Distinct internal and external conditions are required for each type of learning. For instance, for cognitive strategies to be learned, there must be an opportunity for problem solving; to learn attitudes, the learner must be exposed to credible role model or arguments that are convincing and moving. Below are the categories of learning with corresponding learning outcomes and conditions of learning:Module 11 ~ Gagne’s Conditions of Leaming 127 Category of Learning | Example of Learning Outcome | Conditions of Learning Verbal Information Stating previously learned | 1. Draw attention to distinc- materials such as facts, | tive features by variations in concepts, principles and print or speech. procedures, €.9. listing the 14 | 2. Present information so that leamer-centered psychological | it can be made into chunks. principles 3. Provide a meaningful context for effective encoding of information 4. Provide cues for effective recall and generalization of information. Intellectual Skills: Discriminations: Distinguishing | 1. Call attention to distinctive Discriminations, objects, features or symbols, features. Concrete Concepts, | e.g., distinguishing an even | 2. Stay within the limits of Defined Concepts, and an odd number working memory. Rules, Higher Order 3. Stimulate the recall Rules of previously learned Concrete Concepts: Identifying } component skills. classes of concrete objects, | 4. Present verbal cues to the features or events, €.g., picking ordering or combination of out all the red beads from a| component skils bow! of beads 5. Schedule occasions for Defined Concepts: classifying nang and spaced new examples of events or ideas by their definition, e.g.,| & Use a variety of contexts noting “she sells sea shells" as | 10 promote transfer. alliteration Rules: Applying a. single relationship to solve a class of problems, e.g., computing average monthly income of a company Order Rules: Applying a new combination of rules to solve a complex problem, eg., generating a balanced budget ; for a school organization Cognitive Strategies | ‘Employing personal ways to| 1. Describe or demonstrate guide learning, thinking, acting} the strategy. and feeling, e.g., constructing | 2. Provide a variety of concept maps of topics being} occasions for practice using studied the strategy.128 FACILITATING LEARNER-CENTERED TEACHING Category of Learning | Example of Learning Outcome Conditions of Learnin 3, Provide informative feedback as to the creatii of originality of the strategy ‘or outcome. 4. 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 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 Aithides Choosing personal actions based on internal states of understanding and feeling, e.g., deciding to avoid soft drinks and drinking a least 8 glasses of water everyday Motor Skills Executing performances involv- ing the use of muscles, e.g., doing the steps of the singkil dance 2. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should te completed to facilitate learning at each level. Prerequisites are identified by doing a tsk analysis ofa leamingtrsining task, Learning hierarchies provide a basis for the sequencing of instruction 3. Events of learning operate on the learner in ways that constitute the conditions of learning. These events should scrnnen provide the necessary conditions for leaning and serve as the Lacie for designing instruction and selecting appropriate media The dean includes nine instructional events and corresponding eopmine processesqd) (2) (3) (4) (5) (6) (7) (8) (9) Module 11 — Gagne's Conditions of Learning gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization). 12!Module 11 - Gagne's Conditions of Learning Gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) Presenting the stimulus (selective perception) Providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization). ay Q) G) (4) (5). Study the two examples of teaching sequences below. They reflect the events of instruction Example 1 Lesson: Equilateral Triangles Objective: For students to create equilateral triangles aes group: Grade 4 pupils w wanna + Gain attention - show variety of computer-generated triangles 2 Identify objective - pose question: “What is an equilateral triangle?” - Recall prior learning - review definitions of triangles . Present stimulus - give definition of equilateral triangle . Guide learning - show example of how to create an equilateral triangle . Elicit performance - ask students to create 5 different examples . Provide feedback - check all examples as correct/incorrect . Assess performance - provide scores and remediation . Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals Example 2 Lesson: Powerful Lessons with PowerPoint Objective: Students to create presentations using Microsoft PowerPoint Target Group: This lesson is geared for education students (pre-service teachers) with basic computer skills. 129130 FACILITATING LEARNER-CENTERED TEACHING Event of Instruction Lesson Example! Conditions of Learning Rationale 4. Gaining Attention Teacher tells leamers how she has used Powerpoint in the classroom. ‘Shows an example of a powerpoint Asks learners questions about using powerpoint Giving background information creates validity The use of multimedia grabs the audience's attention. Asking questions in the beginning creates an interactive atmosphere. 12. Informing the Leamer of the Objective Teacher says, “Today we are going to work on using a multimedia presentation software, Microsoft Powerpoint Make learners aware of what| to expect so that they are aware and prepared to receive information 3. Stimulating Recall of Prior Leaming For this particular group of learners, they have learned previously about Microsoft Windows, particularly Microsoft Word. Teacher associates this knowledge with lesson at hand. When learning something new, accessing prior knowledge is a major factor in the process of acquiring new information. 4. Presenting the Stimulus Teacher gives students hands- on, step-by-step tutorial on using Microsoft Powerpoint The goal is information acquisition, therefore, the stimulus employed is written content and the actual software program. 5. Providing Leamer Guidance Teacher demonstrates how to create a presentation. Teacher moves around and shows students how to use the tools to type in text, add links, add symbols and clip art, insert videos and diagrams, use sounds, etc. Learners are allowed to try the tools demonstrated in partners on their computers. Teacher uses “discovery leaming” because learners are adults and it gives them the freedom to explore. Teacher facilitates the learning process by giving hints and cues when needed. Since the audience are pre-service with some basic level of technology skills and the software program is easy to follow and understand, guidance is minimal. 6. Elicting Performance Teacher asks students to demonstrate Powerpoint tools. Requiring the learner to produce based on what has been taught enables the leamer to confirm his/her leaning, Regular feedback enhances learning. :Module 11 - Gagne's Conditions of Learning 131 Event of Instruction Lesson Example! | Rationale a Conditions of Learning 7. Giving Feedback | Teacher gives immediate feedback to learners after eliciting responses. 8. Assessing Assign a practice activity - Create | Independent _ practice Performance an electronic story book using | forces students to use Microsoft powerpoint. Teacher | what they learned and checks work. apply it. Assessing such gives instructors a means of testing student learning outcomes. 9. Enhancing Teacher asks learners to create | Applying learning in Retention and activities using Powerpoint | real-life situations is a Transfer presentation for 6 grade pupils. | step towards Mastery Teacher also assigns learner to | Learning. teach another learner how to make powerpoint presentations L