Gagne’s Conditions of Learning

Introduction: 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
served as basis for the sequencing of instruction.

Abstraction/Generalization: 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
1. Different 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 attitudes. 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:

Category of Learning Example of Conditions of Learning

Learning
Outcome
Verbal Information 1. Draw attention to
Stating previously Example: distinctive
learned materials Listing the 14 features by
such as facts, learner-centered variations in print
concepts, principles, psychological or speech.
and procedures principles 2. Present
 information so
that it can be
made into chunks.
3. Provide a
meaningful
context for
effective encoding
of information.
4. Provide cues for
effective recall
and generalization
of information.
Intellectual Skills: 1. Call attention to
Discriminations: Example: distinctive
Distinguishing Distinguishing an features.
objects, features, or even and an odd 2. Stay within the
symbols, number limits of working
memory.
Concrete Concepts: Example: Picking 3. Stimulate the
Identifying classes out all the red recall of
of concrete objects, beads from a bowl previously learned
features, or events of beads component skills.
4. Present verbal
Defined Concepts: cues to the
Classifying new ordering or
examples of events combination of
or ideas by their Example: Noting component skills.
definition "she sells sea 5. Schedule
shells" as occasions for
Rules: Applying a alliteration practice and
single relationship to spaced review.
solve a class of 6. Use a variety of
problems contexts to
Example: promote transfer.
Higher Order Rules: Computing average
Applying a new monthly of a
combination of rules company
to solve a complex
problem Example:
generating a
balanced budget for
a school
organization
Cognitive Strategies 1. Describe or
Employing personal Example: demonstrate the
ways to guide Constructing strategy.
 learning, thinking, concept maps of 2. Provide a variety
acting, and feeling, topics being of occasions for
studied practice using the
strategy.
3. Provide
informative
feedback as to the
creativity or
originality of the
strategy or
outcome.
Attitudes
Choosing personal Example: Deciding 1. Establish an
actions based on avoid soft drinks expectancy of
internal states of and drinking a least success associated
understanding and 8 glasses of water with the desired
feeling everyday 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.
Motor Skills 1. Present verbal or
Executing Example: Doing other guidance to
performances the steps of the cue the executive
involving the use of Singkil dance subroutine.
muscles 2. Arrange repeated
practice
3. Furnish
immediate
feedback
4. Encourage the use
of mental practice
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 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 on 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 for designing instruction and selecting appropriate media.
The theory includes nine instructional events and corresponding
cognitive processes:
A. Gaining attention (reception)
B. Informing learners of the objective (expectancy)
C. Stimulating recall of prior learning (retrieval)
D. Presenting the stimulus (selective perception)
E. Providing learning guidance (semantic encoding)
F. Eliciting performance (responding)
G. Providing feedback (reinforcement)
H. Assessing performance (retrieval)
I. Enhancing retention and transfer (generalization)
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
Target group: Grade 4 pupils
a. Gain attention – show variety of computer generated
triangles
b. Identify objective – pose question: “What is an equilateral
triangle?”
c. Recall prior learning – review definitions of triangles
d. Present stimulus – give definition of equilateral triangle
e. Guide learning – show example of how to create
equilateral
 f. Elicit performance – ask students to create 5 different
examples
g. Provide feedback – check all examples as correct/incorrect
h. Assess performance – provide scores and remediation
i. Enhance retention/transfer – show pictures or 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 if geared for education students (pre-service
teachers) with basic computer skills.
Event of Instruction Lesson Rationale
Example/Conditions of
Learning
Gaining Attention Teacher tells learners how Giving background
she has used PowerPoint in information creates
the classroom .Shows an validity.
example of a PowerPoint. The use of multimedia
Asks learners questions grabs the audience’s
about using PowerPoint. attention.
Asking questions in the
beginning creates an
interactive atmosphere.
Informing the Learner Teacher says “ Today we are Make learners aware of
of the Objective going to work on using what to expect so that
a multimedia presentation they are aware and
software, Microsoft prepared to receive
PowerPoint. information.
Simulating Recall of For this particular group of When learning
PriorLearning learners, they have learned something new,
previously about Microsoft accessing prior
Windows, particularly knowledge is a major
Microsoft Word. Teacher factor in the process of
associates this knowledge acquiring new
with lesson at hand. information.
Presenting the Stimulus Teacher gives students The goal Is
hands-on, step-by-step information
tutorial in using Microsoft acquisition, therefore,
PowerPoint. the stimulus employed
is written content and
the actual software
program.
Providing Learner Teacher demonstrates how to
Guidance create a presentation.
Teacher moves around and
shows students how to use
the tools to type in text, add
links and symbols and
clipart, insert videos and
diagrams, use sounds, etc.
Learners are allowed to try
the tools demonstrated n
partners on their computer.
Eliciting Performance Teacher asks students to
demonstrate PowerPoint
tools
Giving Feedback Teacher gives immediate
feedback to learners after
eliciting responses.
Assessing Performance Assign a practice activity.
Create an electronic story
book using Microsoft
PowerPoint. Teacher checks
work
Enhancing Retention Teacher asks learners to
and Transfer create activities using
PowerPoint presentation for
6th grade pupils. Teacher also
assigns learner to teach
another learner how to make
PowerPoint presentation.
Teacher uses
“discovery learning”
because learners are
adult 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.
Requiring the learner
to produce based on
what has been taught
enables the learner to
confirm his/her
learning. Regular
feedback enhances
learning.
Regular feedback
enhances learning
Independent practice
force 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 toward Mastery
Learning