ProfEd 04: Gagne

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.

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.
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Identify the types of Identify the internal

learning outcomes: Each conditions or processes
GAGNE’S HIERARCHY OF LEARNING OR 8 WAYS outcome may have the learner must have to
prerequisite knowledge or achieve the outcomes.
TO LEARN: skills that must be
identified.
Stimulus Recognition / Signal Learning - (clasicall
conditioning) A general response to a signal. Like a dog
responding to a command. 1 2
Response Generation / Stimulus Response Learning -
(operant conditioning)
• Identify the external
-A precise response to a distinct stimulus. conditions or instruction • Specify the learning
needed to achieve the context.
Procedure Following / Chaining - (complex operant outcomes.

conditioning)– A chain of two or more stimulus response

connections is acquired.

Use of Terminology / Verbal association (creation of

associations using verbal connections)
3 4
The learning of chains that are verbal.

Discriminations / Discrimination Learning - (learning of • Record the • Planto

responding different to different stimuli) – The ability to characteristics of motivate the
make different responses to similar-appearing stimuli. the learners. learners.
Concept Formation / Concept Learning - (learning a
general response to a class of stimuli) – A common response
to a class of stimuli. 5 6
Rule Application / Rule Learning – (a rule is a chain of
two or more concepts) – Learning a chain of two or more
concepts. After the instruction has
Test the instruction with been used, summative
Problem solving - (application of previously learned rules learners in the form of evaluation is used to
formative evaluation judge the effectiveness of
and concepts to new situations) – A kind of learning that the instruction.
requires higher order of thinking.

7 8
• Events of learning operate on
the learner in ways that
constitute the condition of
9 INSTRUCTIONAL
learning
–Serve as basis for designing instruction and selecting EVENTS
appropriate media.
GAINING ATTENTION (RECEPTION)

- Present stimulus to ensure reception of instruction.

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.
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

Steps in Planning Instruction: (EXPECTANCY)

What will the pupil gain from the instruction?

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-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)
• 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.

- Ask for recall of existing relevant knowledge. EVALUATION OF INSTRUCTION

• Prior knowledge or previous lessons should be activated • Have the objectives been met?
since it is important for learning new materials
• Is the new program better than the previous one?

• What additional effects does the new program include?

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.

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.