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COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Doroluman, Arakan, Cotabato

COMPILATION OF REPORTS
in
EDUC 502- PSYCHOLOGICAL AND PHILOSOPHICAL
FOUNDATION OF EDUCATION

Topic:
Conditions of Learning/Mastery of
Learning

Submitted by:
JENNIFER V. PAGATPATAN
MAed 1A Student

Submitted to:
DR. JESICA B. ARENGA
Professor
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EDUC 502- PSYCHOLOGICAL AND PHILOSOPHICAL

FOUNDATION OF EDUCATION
Professor: DR. JESICA B. ARENGA

Topic: Conditions of Learning /Mastery of Learning

I. RATIONALE

The purpose of learning is about learners being prepared for their future and
reaching their fullest potential as lifelong learners. This means that they have a voice
with the confidence to express their ideas and opinions so they are heard and taken
into account in any situation.
Conditions of Learning as a whole set of factors that influence learning.
some conditions are external stimuli while other conditions are internal conditions
Mastery of learning methods suggest that the focus of instruction should be the
time required for different students to learn the same material and achieve the same level of
mastery.

II. OBJECTIVES

1. Explain Gagne’s conditions of learning

2. Discuss the instructional and principles of conditions of learning
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III. CONTENT
CONDITIONS OF LEARNING

OVERVIEW:

This theory stipulates that there are several different types or levels of learning. The
significance of these classifications is that each different type requires different types of
instruction. Gagne identifies five major categories of learning: verbal information, intellectual
skills, cognitive strategies, motor skills and attitudes. Different internal and external
conditions are necessary for each type of learning. For example, for cognitive strategies to be
learned, there must be a chance to practice developing new solutions to problems; to learn
attitudes, the learner must be exposed to a credible role model or persuasive arguments.

1.Different instruction is required for Learning outcome.

Five Categories of Learning

Category of Learning Example of Learning
Outcome
DISCRIMINATIONS:
1.INTELLECTUAL SKILLS: Distinguishing objects,
-As the first category in the features or symbols, e.g.
cognitive domain, intellectual distinguishing an even
skills outline how to follow and odd number.
procedures to get things done. CONCRETE
There are five different levels CONCEPTS:
of learning within the Identifying classes of
intellectual skill category: concrete objects, features
-Discrimination or events, e.g. , picking
-Concrete Concepts out all the read beads
-Defined Concepts from a bowl of beads.
-Rules DEFINED CONCEPTS:
-Order Rules Classifying new
examples of events or
ideas by their definition,
e.g. noting “ she sells
seashells”
RULES:
Applying a single
relationship to solve a
class of problems, e.g.,
computing average
monthly of a company.
ORDER RULES:
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.
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Applying a new
combination of rules to
solve a complex problem,
e.g., generating a
balanced budget for a
school organization.
2.COGNITIVE
STRATEGIES 1.Describe or demonstrate
-The second type of the strategy.
cognitive skill is a cognitive
strategy. There are a few 2. Provide a variety of
strategies for learning as well as Employing personal ways occasions for practice
for thinking, which are also to guide learning, using the strategy.
called metacognitive strategies. thinking, acting, and
Learning strategies include: feeling, e.g., constructing 3. Provide informative
rehearsal, which involves concept maps of topics feedback as to the
copying and underlining being studied. creativity or originality of
information or reading it out the strategy or outcome.
loud elaboration, where the
student takes notes,
paraphrases ideas,
summarizes information and
answers questions, and
organizing, which includes
creating concept maps and
arranging ideas in a
meaningful way.
Metacognitive strategies
(thinking) include: setting
goals, tracking progress,
modifying strategies.
These strategies help students
control their everyday stress,
manage their time effectively,
and focus their attention on the
task at hand.
3. Verbal information 1.Draw attention to
Starting previous learned distinctive features by
- The third category in the materials such as facts, variations in print for
cognitive domain, verbal concepts, principles, and speech.
information, is taught using procedures, e.g. listing 14
different techniques to aid in learned centered 2.Present information so
memory recall. psychological principles. that it can be made into
chunks.
Using imagery and other
mnemonic strategies helps 3.Provide a meaningful
students make connections with context for effective
the information and remember encoding of information.
it more easily. 4. Provide cues for
effective recall and
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As verbal information is often a generalization of

lot of facts, places and names, information.
the use of learning strategies is
meant to provide cues to one’s
memory.Organizing,
elaborating and rehearsing are
all ways to assist in learning
declarative knowledge.
4. Motor skills 1.Present verbal or other
- The only category in the Executing performance guidance to cue the
psychomotor domain, motor involving the use of executive sub-routine.
skills are physical actions that muscles, e.g., doing the
are assessed in complex steps of the singkil dance 2. Arrange repeated
performances such as skiing, practice.
dancing, skateboarding, or even
writing with a pencil. 3. Furnish immediate
feedback as to the
These movements are evaluated accuracy of performance.
on accuracy, smoothness,
speed, or force. Motor skills are 4. Encourage the use of
also known as psychomotor mental practice
skills due to the coordinated
response required.

Psychomotor skills have their

own sub skills, which are also
called part skills.

Part skills are taught with clear

instructions such as diagrams,
checklists and even pictures to
help the learner move in the
right direction. It is important to
note that part skills are best
learned by continuous practice.

4. Attitude Choosing personal actions 1.Establish an expectancy

- Attitude is found in the
affective domain due to its
unique state. It is often
challenging to measure attitude,
as each individual must declare
their own thoughts. Self-
reported questionnaires would
be an example of how we can
assess the attitudes of learners.
Although it is an internal state
based on internal states of
understanding and
feeling, e.g., deciding
avoid soft drinks and
drinking at least 8 glasses
of water everyday.
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.
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of mine, attitude can be 4.Give feedback for

observed in one’s own personal successful performance.
choices or actions.

2. Learning hierarchies define what intellectual skills are to be learned and a

sequence of instruction.
- Gagne suggests that according to complexity: stimulus recognition, response
generation, procedure following, use of terminology, discrimination, concept
formation, rule application, and problem solving. The primary significance of the
hierarchy is to identify prerequisites that could be completed to facilitate learning at
each level. Prerequisites are identified by doing a task analysis of a learning/training
task. Learning hierarchies provide a basis for the sequencing of instruction.
3. Events of learning operate of the learner in ways that constitute the conditions
of learning.
- These events should satisfy or provide the necessary conditions for learning and
serve as the basis designing instruction and selecting appropriate media. The theory
includes nine instructional events and corresponding cognitive process:

NINE INSTRUCTIONAL EVENT

Event of instruction Lesson Example/ RATIONALE
Conditions of Learning
- Teacher tells learners how she -Giving background information
1. Gaining Attention has used PowerPoint in the creates validity.
classroom.
-The use of multimedia grabs the
-Shows an example or a audience's attention.
PowerPoint.
-Asking questions in the
-Ask learners questions about beginning creates an interactive
using PowerPoint. atmosphere.
Teacher says, "Today I am Make learners aware of what
2. Informing the going to show you how to use a to expect so that they are aware
Learner of the multimedia and prepared to receive
Objective presentation information.
software called Kidspiration."
3. Stimulating For this particular group of When learning something new,
Recall of Prior learners, they have learned accessing prior knowledge is a
Learning previously about Mind Mapping major factor in the process of
and Schemata. Teacher acquiring new information.
associates this knowledge with
lesson at hand.
4. Presenting the Teacher gives students step- The goal is information
Stimulus by-step tutorial acquisition, therefore, the
on using Kidspiration. (My stimulus employed is written
eCoach Kidspiration Guide) and content and the actual software
has installed program.
Kidspiration software on their
computers.
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5. Providing Teacher demonstrates how to
Learner Guidance create a diagram on the video
projection screen/TV monitor.
Teacher shows students how to
use Kidspiration tools to type in
text, add links, add symbols,
use sounds, etc.
Learners are allowed to try the
tools demonstrated in partners
on their computers.
6. Elicit performance Teacher asks students to
(practice) demonstrate
Kidspiration tools.
7. Provide feedback Teacher gives immediate
feedback to learners after
eliciting responses.
8. Assessing Assign a practice activity -
Performance Create a diagram that focuses
on Farm Animals.
Teacher checks work.
9. Enhancing Teacher asks learners to create
Retention and activities using Kidspiration for
Transfer 2nd grade students.
Teacher also charges learner
with teaching
another learner how to use
Kidspiration.
Mastery of Learning
Teacher uses "discovery
learning" 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
teachers with some basic level of
technology skills and the
software program is easy to
follow and understand,
guidance is minimal.
Requiring the learner to produce
based on what has been taught
enables the learner to confirm
their learning.
Regular feedback enhances
learning.
Independent practice forces
students to use what they learned
and apply it. Assessing such
gives instructors a means of
testing student learning
outcomes.
Applying learning in real-life
situations is a step towards
Mastery Learning.
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◉ The relationship between job satisfaction and job performance was “management
fad
◉ job satisfaction is predictive of performance, and the relationship is even stronger
for professional jobs.
◉ People experiencing higher levels of job satisfaction tend to have higher levels of
task performance
compensation and benefits, etc. It helps the employees to have a clear picture of what is
actually required of them.
References

h t t p s : / / w w w.w h a t i s h u m a n r e s o u r c e . c o m / j o b - a n a l y s i s

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