Gagne’s Conditions of Learning

Categories of Learning 9 Events of Instruction

Verbal Information Event 1

Event 2
Intellectual Skills Event 3

Cognitive Strategies Event 4

Event 5
Attitudes
Event 6
Motor Skills Event 7
Event 8
Event 9
1) Different instruction is required for different
learning outcomes.
2) Events of learning operate
onthe learner in ways that constitute
3) the
Theconditions
specific of operations
learning. that constitute
instructional events are different for each
different type of learning outcome.
4) Learning hierarchies define what intellectual
skills are to be learned and a sequence of
instruction.
Conditions of Learning Association
Learning
The Five Categories of Learning
Outcomes The Nine Events of Instruction
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
learner
Three basic prototypes of learning that
demonstrate the characteristics of associative
learning:

Classical Conditioning
The process where the learner
associates an already available
response with a new stimulus or signal.
Operant Conditioning
The process where a response in a
learner is instrumental and thereby leads
to a subsequent reinforcing event.

Verbal Association
Occurs when the learner makes verbal
responses to stimuli that are words or
pairs of words.

Chaining
Is a process where a learner connects
individual associations in sequence.
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 procedural
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
something.
Discriminations
It is the ability to distinguish one
feature of an object or symbol from
another such as textures, letters,
numbers, shapes, and sounds.
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.
 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 problems, and having
approaches to solving problems)
Refer 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,
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.
 (1)Gaining (6)Eliciting (7)Giving
Performanc Feedback
Attention e

(2)Informing (5)Providing
(8)Assessing
the Learner of Learner
the Guidance
Performanc
Objectives
e
(3 )Stimulating (4) (9)Enhancing
Recall of Prior Presenting Retention
Learning the Stimulus and
Transfer
1. Gain attention of the
students:
Ensure the learners are ready to learn and
participate in activities by presenting a
stimulus to gain their attention.

2.Inform students of the

objectives:
Inform students of the objectives or
outcomes to help them understand what
they are to learn during the course. Provide
objectives before instruction begins.
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. Organize and chunk content in a
meaningful way. Provide explanations after
demonstrations.
5. Provide learning
guidance
Advise students of strategies to aid
them in learning content and of
resources available.

Methods to provide
learning guidance include:
Provide instructional support as needed
Model varied learning strategies
Use examples and non-examples
Provide case studies, analogies, visual
images and metaphors
6. Elicit performance
(practice):
Activate student processing to
them internalize new skills hel
knowledge and to confirm correct p
understanding of these concepts. and

Ways to activate learner processing include:

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

Types of feedback include:

Confirmatory feedback Corrective
and remedial feedback Remedial
feedback
Informative feedback Analytical
feedback
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. Performance should be
based on previously stated objectives.

9.Enhance Retention
and Transfer:
To help learners develop expertise, they
must internalize new knowledge.
 Internal Process Instructional Event Action Example

Reception 1.Gaining Use abrupt stimulus change

Expectancy Attention
2.Informing the Tell learners what they
Learner of the will be able to do after
Objectives learning
Retrieval to 3. Stimulating recall of Ask for recall of previously
Working prior learning learned knowledge or skills
Memory
Selective 4.Presenting the Display the content with
Perception Stimulus distinctive features
Semantic Encoding 5.Providing learner Suggest a meaningful
guidance organization
Responding 6.Eliciting Ask learner to perform
Performance
Reinforcement 7.Providing
(Practice) feedback Give informative feedback
Retrieval and 8.Assessing Require additional learner
Reinforcement performance performance, with feedback
Retrieval and 9.Enhancing Retention Provide varied practice and
Generalization and Transfer spaced reviews
 8. Problem Solving
7. Rule Learning
• 6. Concept
Increasing Learning
• 5. Discrimination
Complexity Learning
• 4. Verbal
Association
• 3. Chaining
• 2. Stimulus-
1. Signal Learning:
This is the simplest form of learning,
and consists essentially of the classical
conditioning first described by the
behavioral psychologist Pavlov.
In this, the subject is 'conditioned' to
emit a desired response as a result of a
stimulus that would not normally produce
that response.
 2. Stimulus-response
learning:
This somewhat more sophisticated
form of learning, which is also known
as operant conditioning, was originally
developed by Skinner.
It involves developing desired
stimulus-response bonds in the subject
through a carefully-planned
reinforcement schedule based on the
use of 'rewards' and 'punishments'.
3. Chaining:
Subject develops the ability to connect
two or more previously-learned stimulus-
response bonds into a linked sequence. It
is the process whereby most complex
psychomotor skills are learned.

4. Verbal association:
This is a form of chaining in which the
links between the items being connected
are verbal in nature. Verbal association is
one of the key processes in the
development of language skills.
5. Discrimination learning:
This involves developing the ability to
make appropriate (different) responses to
a series of similar stimuli that differ in a
systematic way.

6. Concept learning:
This involves developing the ability to
make a consistent response to different
stimuli that form a common class or
category of some sort. It forms the basis
of the ability to generalize, classify etc.
7. Rule learning:
This is a very-high-level cognitive
process that involves being able to
learn relationships between concepts
and apply these relationships in
different situations, including
situations not previously encountered.
8. Problem Solving:
This is the highest level of cognitive
process according to Gagné.
It involves developing the ability to
invent a complex rule, algorithm or
procedure for the purpose of solving
one particular problem, and then using
the method to solve other problems of
a similar nature.
 Laws of Learning
• Edward Thorndike developed the first three
"Laws of learning:" readiness, exercise, and
effect. Since Thorndike set down his basic
three laws in the early part of the twentieth
century, five additional principles have been
added: primacy, recency, intensity, freedom
and requirement.
 Laws of Learning
• Readiness implies a degree of concentration
and eagerness. Individuals learn best when
they are physically, mentally, and emotionally
ready to learn, and do not learn well if they see
no reason for learning.
• Exercise. The principle of exercise states that
those things most often repeated are best
remembered. It is the basis of drill and
practice. It has been proven that students learn
best and retain information longer when they
have meaningful practice and repetition.
 Laws of Learning
• Effect. The principle of effect is based on the
emotional reaction of the student. It has a direct
relationship to motivation. The principle of effect
is that learning is strengthened when
accompanied by a pleasant or satisfying feeling,
and that learning is weakened when associated
with an unpleasant feeling.
• Primacy, the state of being first, usually creates a
strong and durable impression. Things learned
first are usually learned easily and remain,
without effort, in the mind of the student.
 Laws of Learning
• Recency. The principle of recency states that
things most recently learned are best
remembered. Conversely, the further a student
is removed time-wise from a new fact or
understanding, the more difficult it is to
remember.
• Intensity. The more intense the material
taught, the more likely it will be retained. A
sharp, clear, vivid, dramatic, or exciting
learning experience teaches more than a
routine or boring experience.
 Laws of Learning
• Freedom. The principle of freedom states that
things freely learned are best learned.
Conversely, the further a student is coerced,
the more difficult is for him to learn, assimilate
and implement what is learned.
• Requirement. The law of requirement states
that "we must have something to obtain or do
something." It can be an ability, skill,
instrument or anything that may help us to
learn or gain something.
on Learning Theories