Module 11 -Gagne’s Conditions of Leaming 125
(KMRL) Gagne’s Conditions of Learning
VAI
In this Module, challenge yourself to attain the following learning
outcomes:
+ explain Gagne’s conditions of learning.
+ make a simple lesson outline (teaching sequence) using Gagne’s
instruction events.
+ articulate the benefits of using Gagne’s principles in
teachi
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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 serve as basis for
the sequencing of instruction.
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Categories of
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Gagne’s Conditions of Learning
9 Events of Instruction
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- Event 1
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Attitudes Eevee
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Assessing Performance
Event
Enhancing Retention
and Transfer126
FACILITATING LEARNER-CENTERED TEACHING
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Before reading the entire module, see if you can arrange the nine steps
in lesson presentation (instructional events) in their proper order. Read and
arrange the steps by numbering them. Form groups of 5 for this activity.
1. Guidance of students’ performance
Recall prior learning
3. Enhance retention and transfer
4. Gain attention
5. Provide feedback
6. Assess performance
7.
8
9
Present stimulus
it performance
Identify the objective
ma
Each group writes its arrangement on the board for comparison and
discussion. Each group explains and justifies the arrangement. For discussion,
the teacher asks the class: “Which of the arrangements presented on the board
is correct? Why?
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Let us see Gagne’s principles.
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
fe
ferent 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 at ides. 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:Module 11 ~ Gagne’s Conditions of Leaming 127
Category of Learning | Example of Learning Outcome | Conditions of Learning
Verbal Information Stating previously learned | 1. Draw attention to distinc-
materials such as facts, | tive features by variations in
concepts, principles and print or speech.
procedures, €.9. listing the 14 | 2. Present information so that
leamer-centered psychological | it can be made into chunks.
principles 3. Provide a meaningful
context for effective
encoding of information
4. Provide cues for effective
recall and generalization of
information.
Intellectual Skills: Discriminations: Distinguishing | 1. Call attention to distinctive
Discriminations, objects, features or symbols, features.
Concrete Concepts, | e.g., distinguishing an even | 2. Stay within the limits of
Defined Concepts, and an odd number working memory.
Rules, Higher Order 3. Stimulate the recall
Rules of previously learned
Concrete Concepts: Identifying } component skills.
classes of concrete objects, | 4. Present verbal cues to the
features or events, €.g., picking ordering or combination of
out all the red beads from a| component skils
bow! of beads 5. Schedule occasions for
Defined Concepts: classifying nang and spaced
new examples of events or
ideas by their definition, e.g.,| & Use a variety of contexts
noting “she sells sea shells" as | 10 promote transfer.
alliteration
Rules: Applying a. single
relationship to solve a class
of problems, e.g., computing
average monthly income of a
company
Order Rules: Applying a new
combination of rules to solve
a complex problem, eg.,
generating a balanced budget
; for a school organization
Cognitive Strategies | ‘Employing personal ways to| 1. Describe or demonstrate
guide learning, thinking, acting} the strategy.
and feeling, e.g., constructing | 2. Provide a variety of
concept maps of topics being} occasions for practice using
studied the strategy.128 FACILITATING LEARNER-CENTERED TEACHING
Category of Learning | Example of Learning Outcome Conditions of Learnin
3, Provide informative
feedback as to the creatii
of originality of the strategy
‘or outcome.
4. Establish an expectancy
of success associated with
the desired 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
1, Present verbal or other
guidance to cue the
executive subroutine.
2. Arrange repeated practice
3. Furnish immediate
feedback as to the
accuracy of performance.
4. Encourage the use of
mental practice
Aithides Choosing personal actions
based on internal states of
understanding and feeling, e.g.,
deciding to avoid soft drinks
and drinking a least 8 glasses
of water everyday
Motor Skills Executing performances involv-
ing the use of muscles, e.g.,
doing the steps of the singkil
dance
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 te
completed to facilitate learning at each level. Prerequisites are
identified by doing a tsk analysis ofa leamingtrsining 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 scrnnen
provide the necessary conditions for leaning and serve as the Lacie
for designing instruction and selecting appropriate media The dean
includes nine instructional events and corresponding eopmine
processesqd)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Module 11 — Gagne's Conditions of Learning
gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
presenting the stimulus (selective perception)
providing learning guidance (semantic encoding)
eliciting performance (responding)
providing feedback (reinforcement)
assessing performance (retrieval)
enhancing retention and transfer (generalization).
12!Module 11 - Gagne's Conditions of Learning
Gaining attention (reception)
informing learners of the objective (expectancy)
stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
Providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).
ay
Q)
G)
(4)
(5).
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
aes group: Grade 4 pupils
w
wanna
+ Gain attention - show variety of computer-generated triangles
2
Identify objective - pose question: “What is an equilateral
triangle?”
- Recall prior learning - review definitions of triangles
. Present stimulus - give definition of equilateral triangle
. Guide learning - show example of how to create an equilateral
triangle
. Elicit performance - ask students to create 5 different examples
. Provide feedback - check all examples as correct/incorrect
. Assess performance - provide scores and remediation
. Enhance retention/transfer - show pictures of 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 is geared for education students
(pre-service teachers) with basic computer skills.
129130
FACILITATING LEARNER-CENTERED TEACHING
Event of Instruction
Lesson Example!
Conditions of Learning
Rationale
4. Gaining Attention
Teacher tells leamers how she has
used Powerpoint in the classroom.
‘Shows an example of a powerpoint
Asks learners questions about
using powerpoint
Giving background information
creates validity
The use of multimedia grabs the
audience's attention.
Asking questions in the
beginning creates an interactive
atmosphere.
12. Informing the
Leamer of the
Objective
Teacher says, “Today we are
going to work on using a
multimedia presentation software,
Microsoft Powerpoint
Make learners aware of what|
to expect so that they are
aware and prepared to receive
information
3. Stimulating Recall
of Prior Leaming
For this particular group of
learners, they have learned
previously about Microsoft
Windows, particularly Microsoft
Word. Teacher associates this
knowledge with lesson at hand.
When learning something new,
accessing prior knowledge is a
major factor in the process of
acquiring new information.
4. Presenting the
Stimulus
Teacher gives students hands-
on, step-by-step tutorial on using
Microsoft Powerpoint
The goal is information
acquisition, therefore, the stimulus
employed is written content and
the actual software program.
5. Providing Leamer
Guidance
Teacher demonstrates how to
create a presentation. Teacher
moves around and shows students
how to use the tools to type
in text, add links, add symbols
and clip art, insert videos and
diagrams, use sounds, etc.
Learners are allowed to try the
tools demonstrated in partners on
their computers.
Teacher uses “discovery leaming”
because learners are adults 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.
6. Elicting
Performance
Teacher asks students to
demonstrate Powerpoint tools.
Requiring the learner to
produce based on what has
been taught enables the leamer
to confirm his/her leaning,
Regular feedback enhances
learning. :Module 11 - Gagne's Conditions of Learning
131
Event of Instruction Lesson Example! | Rationale a
Conditions of Learning
7. Giving Feedback | Teacher gives immediate
feedback to learners after eliciting
responses.
8. Assessing Assign a practice activity - Create | Independent _ practice
Performance an electronic story book using | forces students to use
Microsoft powerpoint. Teacher | what they learned and
checks work. apply it. Assessing such
gives instructors a means
of testing student learning
outcomes.
9. Enhancing Teacher asks learners to create | Applying learning in
Retention and activities using Powerpoint | real-life situations is a
Transfer presentation for 6 grade pupils. | step towards Mastery
Teacher also assigns learner to | Learning.
teach another learner how to make
powerpoint presentations
L