GAGNE’S CONDITIONS

OF LEARNING
Conditions of learning

 Different
internal and external conditions are
needed for each type of learning
GAGNE’S PRINCIPLES
1. Different instruction is required for
different learning outcomes.
Five categories of learning:
a. verbal information
b. intellectual skills
c. cognitive strategies
d. motor skills
e. attitudes
1. VERBAL INFORMATION

 Being able to state ideas, “knowing that”

or having declarative knowledge.
 Thisrefers to the organized bodies of
knowledge that we acquire.
 They may be classified as names, facts,
principles and generalization.
2. INTELLECTUAL SKILLS

 “knowing how” or having procedural

knowledge
 Intellectual
skills involve the use of symbols
such as numbers and language to interact
with the environment.
5 SUB – CATEGORIES OF INTELLECTUAL
SKILLS
1. DISCRIMINATION
It is the ability to distinguish one feature of an object or
symbol from another such as textures, letters, numbers,
shapes and sounds.

2. CONCRETE CONCEPTS
The ability to identify a class of objects, object qualities or
relations by pointing out one or more examples or instances
of the class.
3. DEFINE CONCEPTS
Require a learner to define both general and relational
concepts by providing instances of a concept to show its
definition

4. RULES
Is a learner capability of the learner, by making it possible
for the learner to do something rather than just stating
something

5. 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 problems and having approaches to
solving problems

 Refers to the process that learners guide their

learning, remembering, and thinking
4. ATTITUDES

 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, personal 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 distinct type of learning
outcome and necessary to the understanding of
the range possible human performances.
2. Learning hierarchies define what
intellectual skills are to be learned and
a sequence of instruction.
Stimulus recognition, response generation,
procedure following, use of terminology,
discriminations, concept formation, rule application
and problem solving.
3. Events of learning operate on the learner
in ways that constitute the condition of
learning.
1. Gaining attention – reception
2. Informing learners of the objective - expectancy
3. Stimulating recall of prior learning – retrieval
4. Presenting the stimulus – selective perception
5. Providing learning guidance – semantic encoding
6. Eliciting performance – responding
7. Providing feedback – reinforcement
8. Assessing performance – retrieval
9. - generalization
1. Gaining attention – reception

 Ensure the learners are ready to learn and

participate in activities by presenting a stimulus
to gain their attention
2. Inform learners of the objectives

 Informstudents of the objectives or outcomes

to help them understand what they are to
learn during the course.
3. Stimulate recall of prior learning

 Help students make sense of new information by

relating it to something they already know or
something they have already experienced
4. Present the content
 Use strategies to present and cue lesson content
to provide more effective , efficient instruction.

 Ways to present and cue lesson content include:

 — Present vocabulary
 — Provide examples
 — Present multiple versions of the same content,
e.g., video,
 demonstration, lecture, podcast, group work
 — Use a variety of media to address different
learning preferences
5. Provide learning guide

 Advise students of strategies to aid them in learning

content and of resources available.
 Methods to provide learning guidance include:
a. Provide instructional support as needed
b. Model varied learning strategies
c. Use examples and non examples
d. Provide case studies, analogies, visual images and
metaphors.
6. Elicit performance (Practice)
 Activate students processing to help them internalize
new skills and knowledge and to confirm correct
understanding of these concepts.

 Ways to activate learner processing include:

a. Elicit student activities
b. Elicit recall strategies
c. Facilitate student elaborations
d. Help students integrate new knowledge
7. Provide feedback
 Provide immediate feedback of students’ performance
to assess and facilitate learning.

Types of feedback include:

 — Confirmatory feedback – Informs the student they
did what he or she were supposed to do.
 — Corrective and remedial feedback – informs the
student the accuracy of their performance or response
 Remedial feedback – Directs students in the
right direction to find the correct answer but
does not provide the correct answer
 Informative feedback – Provides information
(new, different, additions, suggestions) to a
student and confirms that you have been actively
listening – this information allows sharing
between two people
 Analyticalfeedback – Provides the student with
suggestions, recommendations, and information
for them to correct their performance
8. Assess performance
 In order to evaluate the effectiveness of the instructional events,
you must test to see if the expected learning outcomes have been
achieved.
Methods for testing learning include:
 — Pretest for mastery of prerequisites
 — Use a pretest for endpoint knowledge or skills
 — Conduct a post-test to check for mastery of content or skills
 — Embed questions throughout instruction through oral questioning
and/or quizzes
 — Include objective or criterion-referenced performances which
measure how well a student has learned a topic
 — Identify normative-referenced performances which compares one
student to another student
9. Enhance retention and transfer

 To help learners develop expertise, they must

internalize new knowledge