MODULE 11 : GAGNE'S

CONDITION OF LEARNING
Gagne's Principles
1. Different instruction is required for different learning
outcomes.

2. Events of learning operator on the learner in ways that

constitute the conditions of learning.

3. The specific operations that constitute instructional

events are different for each different type of learning
outcomes.

4. Learning hierarchies define what intellectual skills are

to be learned and a sequence of instruction.
 4 ELEMENTS THAT PROVIDE THE FRAMEWORK
FOR
GAGNE'S CONDITIONS OF LEARNING THEORY

Condition of Learning
Internal Condition – capabilities that already exist in a learner before any new learning begins.
External Condition – external conditions include different stimulus's that exist outside the learned.

Association Learning
Four basic prototypes of learning that demonstrate the characteristics of associative
learning :
Classical Conditioning – the process where the learned associates and already available
response with a new stimulus or signal.
Operant Conditioning – the process where a response in a learned is instrumental and thereby
leads to a subsequent reinforcing events.
Verbal Conditioning – occurs when the learner makes verbal responses to stimuli that are
words or pair of words.
Chaining – is a process where a learned connects individual associations in sequence.
 5 CATEGORIES OF LEARNING OUTCOMES
1. Verbal Information
– ( being able to state ideas, " knowing that", or having
declarative knowledge.
– this refers to the organized bodies of knowledge that we
acquire. They may
be classified as names, facts, principles, and
generalizations.
2. Intellectual skills
– ( " knowing how" or having procedure knowledge.)
– intellectual skills involve the use of symbols such as numbers
and language
to interact with the environment. They involve knowing how
to do something
rather than knowing that about som
ething.
 5 Sub Categories of Intellectual Skills

* Discriminations – it is the ability to distinguish one feature of an

object or symbol from another such as textures, letters, numbers,
shapes, and sound.
* Concrete Concepts – the ability to identity a class of objects,
object qualities, or relationship by painting out one or more examples
or instances of the class.
* Defined Concepts – require a learner to define both general and
relational concepts by providing instances of a concept to show its
definition.
* Rules – is a learned capability of the learner, by making it possible
for the learner to do something rather than just stating something.
* Higher - Order Rule – process of combining rules by learning into
more complex rules used in problem solving.
3. Cognitive Strategies
– ( having certain techniques of thinking, ways of analyzing problem, and
having approaches to solving problems.)
– refer to the process that learners guide their learning, remembering, and
thinking.
4. Attitude
– ( mental states that influence the choices of personal actions )
– the internal state that influences the choices of personal actions made
by an individual towards some class of things, persons, or events.
5. Motor Skills
– ( executing movements in a number of organized motor acts such as
playing sports or driving a car)
– are the precise, smooth, and accurately timed executions of movements
involving the use of muscles. They are a distinct type of learning outcome
and necessary to the understanding of the range of possible human
. performances.
 Nine Conditions of Learning
1. Gain Attention – Capture learners' interest and focus their attention on the
instructional material.
2. Inform Learners of Objectives – Clearly communicate the learning goals and
objectives to learners.
3. Stimulate Recall of Prior Learning – Activate learners' existing knowledge and
experiences related to the topic.
4.Present the Stimulus – Introduce new information or concepts in a clear and
organized manner.
5. Provide Learning Guidance – Offer instructional guidance and support to facilitate
learning.
6. Elicit Performance – Encourage learners to actively demonstrate their
understanding or skills.
7. Provide Feedback – Offer immediate and constructive feedback on learners'
performance.
8. Assess Performance – Evaluate learners' mastery of the material through
assessment activities.
9. Enhance Retention and Transfer – Reinforce learning and facilitate the transfer
of knowledge to real-world situations.
 Application of
Gagne's Conditions:
Gagne's conditions of learning provide a framework for
designing effective instructional materials and learning
experiences.
By systematically addressing each condition, educators
can create engaging and impactful learning environments
that promote meaningful learning outcomes.
 Conclusion:

Gagne's Conditions of Learning offer valuable

guidelines for instructional design, helping
educators create effective learning experiences
that engage learners and facilitate meaningful
learning. By applying these principles, educators
can enhance learning outcomes and promote
long term retention and transfer of knowledge.