MODULE 11: GAGNE'S CONDITIONS OF LEARNING

LESSON OBJECTIVES
a. Explain Gagne’s conditions of learning
b. Make a simple lesson outline (teaching sequence) using Gagne’s instruction events.
c. Articulate the benefits of using Gagne’s principles in teaching.
LESSON OVERVIEW
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 a basis for the sequencing
of instruction.
Gagne's Cognditions
of Learning

Categories of 9 Events of
Learning Instruction

Event 1
Verbal Information
Gaining Attention

Event 2
Intellectual Skills Informing the
learner of the
objectives

Event 3
Cognitive Strategies Stimiluating recall
of prior learning

Event 4
Attitudes Presenting the
Stimulus

Event 5
Motor Skills Providing learner
guidance

Event 6
Eliciting
perfromance

Event 7
Giving feedback

Event 8
Assessing
performance

Event 9
Enhancing retention
and trasfer
LESSON CONTENT
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 models 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 Learning Outcome Conditions of Learning

Verbal Information Stating previously, learned 1. Draw attention to

materials such as facts, distinctive features by
concepts, principles and variations in print or
procedures, e.g., listing the 14 speech.
learner-centered psychological 2. Present information so that
principles 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: Discriminations: 1. Call attention to distinctive

Discriminations, Concrete
Concepts, Defined
Concepts, Rules, Higher
Distinguishing objects, features.
features, or symbols, e.g., 2. Stay within the limits of
distinguishing an even and an working memory.
odd number 3. Stimulate the recall of
previously learned
component skills.
Concrete Concepts: Identifying 4. Present verbal cues to the
classes of concrete objects, ordering or combination of
features or events, e.g., picking component skills.
out all the red beads from a 5. Schedule occasions for
bowl of beads practice and spaced
Defined Concepts: classifying review.
6. Use a variety of contexts to
Category of Learning Example of Learning Outcome
Order Rules new examples of events or
ideas by their definition, e.g.,
noting "she sells sea shells" as
alliteration
Rules: Applying a single
relationship to solve a class of
problems, e.g., computing the
average monthly income of a
company
Order Rules: Applying a new
combination of rules to solve a
complex problem, e.g.,
generating a balanced budget
for a school organization
Cognitive Strategies Employing personal ways to
guide learning, thinking,
acting, and feeling, e.g.,
constructing. concept maps of
topics being studied
Attitudes Choosing personal actions
based on internal states of
understanding and feeling,
e.g., deciding to avoid soft
drinks and drinking at least 8
glasses of water every day
Conditions of Learning
promote transfer.
1. Describe or demonstrate
the strategy.
2. Provide a variety of
occasions for practice
using the strategy.
3. Provide informative
feedback as to the
creativity or originality
of the strategy or
outcome.
1. 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
or personal action.
4. Give feedback for
successful performance,
or allow observation of
feedback in the human
model.
 Category of Learning Example of Learning Outcome Conditions of Learning

Motor Skills Executing performances 1. Present verbal or other

involving the use of muscles, guidance to cue the
e.g., doing the steps of the executive subroutine.
singkil dance. 2. Arrange repeated
practice.
3. Furnish immediate
feedback as to the
accuracy of
performance.
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:
(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) 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
1. Gain attention - show a variety of computer-generated triangles
2. Identify objective - pose a question: "What is an equilateral triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give the definition of an equilateral triangle
5. Guide learning - show an example of how to create an equilateral triangle
6. Elicit performance - ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance - provide scores and remediation
9. 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 toward education students (pre-service teachers) with basic
computer skills.

Lesson Example
Event of Instruction Rationale
Conditions of Learning
1. Gaining Attention The teacher tells learners how
Giving background information
she has used PowerPoint in the
creates validity.
classroom. Shows an example The use of multimedia grabs the
of a PowerPoint Asks learnersaudience's attention.
questions about using
Asking questions in the
PowerPoint. beginning creates an interactive
atmosphere.
2. Informing the learner The teacher says, “Today we are Make learners aware of what to
of the objective going to work on using a expect so that they are aware
multimedia presentation and prepared to receive
software, Microsoft information.
PowerPoint”
3. Stimulating Recall of For this particular group of When learning something new,
Prior Learning learners, they have learned accessing prior knowledge is a
previously about Microsoft major factor in the process of
Windows, particularly acquiring new information.
Microsoft Word. The teacher
associates this knowledge with
the lesson at hand.
4. Presenting the stimulus The teacher gives students The goal;l is information
hands-on, step-by-step tutorials acquisition, therefore the
on using Microsoft PowerPoint stimulus employed is written
content, and the actual software
program
5. Providing learner The teacher demonstrates how The teacher uses “discovery
guidance to create a presentation. The learning” because learners are
teacher moves around and adults and it gives them the
shows students how to use the freedom to explore. The teacher
tools to type in text, add links, facilitates the learning process
add symbols and clipart, insert by giving hints and cues when
videos and diagrams, use needed. Since the audience are
sounds, etc. Learners are pre-service with some basic
allowed to try the tools level of technology skills and
demonstrated by partners on the software program is easy to
their computers. follow and understand,
guidance is minimal.
6. Eliciting performance The teacher asks students to Requiring the learner to
demonstrate PowerPoint tools. produce based on what has been
taught enables the learner to
confirm his/her learning.

Regular feedback enhances

learning.
7. Giving feedback The teacher gives immediate
feedback to learners after
eliciting responses.
 Lesson Example
Event of Instruction Rationale
Conditions of Learning
8. Assessing performance Assign a practice activity – Independent practice forces
create an electronic storybook students to use what they learn
using Microsoft PowerPoint. and apply it. Assessing such
The teacher checks the work. gives instructors a means of
testing student learning
outcomes.
9. Enhancing retention The teacher asks learners to Applying learning in real-life
and transfer create activities using a situations is a step towards
PowerPoint presentation for 6th- mastery learning.
grade pupils. The teacher also
assigns the learner to teach
another learner how to make
PowerPoint presentations.