PROF ED 225 (FACILITATING LEARNER-CENTERED TEACHING)

A Report on
Gagne’s Condition of Learning

Submitted to
RASHID CEAZAR G. ORMILLA, EdD
Instructor/Professor
College of Education

In partial fulfilment
of the course requirements in
Prof Ed 221 (Facilitating Learner-Centered Teaching)

MIA MAY TAGO

ALFONSO XAVIER WANDAGAN
July 16, 2024
Gagne’s Condition of Learning:
I. Learning Outcomes:
In this module, challenge yourself to attain the following learning outcomes:
 Explain Gagne’s Condition of Learning
 Make a simple lesson outline (teaching sequence) using Gagne’s instruction
events.
 Articulate the benefits of using Gagne’s principles in teaching.
II. Discussion/Presentation:
 Who is Robert Gagne? Gagne’s work had a profound influence on American
education and on military and industrial training. Gagne and L.J. Briggs were among
the early developers of the concept of instructional systems design which suggests
that all components of a lesson or a period of instruction can be analyzed and that all
components can be designed to operate together as an integrated plan for
instruction. In a significant article titled “Educational Technology and Learning
Process” (Educational Researcher, 1974), Gagne defined instruction as “the set of
planned external events which influence the process of learning and thus promote
learning.”
 This theory stipulates that there are several different types or levels or learnings. The
significance of these classifications is that each different type requires different types
of instructions. Gagne identifies five major categories of learning: verbal information,
intellectual skills, cognitive strategies, motor skill and attitudes. Different internal and
external conditions are necessary for each type of learning. For example, for
cognitive strategies to be learned, there must be a chance to practice developing
new solutions to problems; to learn attitudes, the learner must be exposed to a
credible role model or persuasive arguments.


 Five Major Categories of Learnings:
1. Verbal Information – being able to state ideas, “knowing that”, or having a
declarative knowledge such as laws, stored as distributed representations.
This refers to the organized bodies of knowledge that we acquire. They may
be classified as names, facts, opinions, principles and other generalizations.
2. Intellectual Skill – being able to “know how” or having procedural knowledge
like dividing integers, stored as procedural steps arranged in hierarchies
where higher ones include lower ones. This involves 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.
3. Cognitive Strategies – It is having a certain techniques of thinking ways of
analyzing problems, and having approaches to solving problems. This a re the
skills that influence the selection and activation of other production
systems, like “breaking a problems into parts”, so that it would be easier to
solve. This refers to the process that learners guide their learning,
remembering, and thinking.
4. Attitudes - It is a mental state that influence the choices of personal actions.
This is an internal state that influences the choice of personal actions made
by an individual towards a person, events and others.
5. Motor Skills – It is executing movements in a number of organized motor
acts like playing basketball or driving a car. Theses are 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 possible human performances.
 Gagne suggests that learning tasks for intellectual skill can be organized in 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 task analysis of a learning/training task.
Learning hierarchies provide a basis for the sequencing of instruction
 Nine Events of Instructions:
1. Gaining Attention – You must ensure that the learners are ready to learn
and participate by presenting a stimulus to gain their attention. This part of
instruction must be used in order to motivate the students so that they can
actively participate in all activities and discussion in your class. This is to
prepare them for the start of the class. This part also is where you draw the
line between you and your students which means to enforce a classroom
rules.
2. Informing the Learners of the Objectives – Informing students of the
objectives or learning outcomes can help them understand what they are
about to learn during the class duration. You should always provide the
objectives before instructions begins.
3. Stimulating Recall of Prior Learning – This is to review the past lessons
you’ve had with your class. These help students make sense of new
information by relating it to something they already know or something they
already have experienced. This part can make student learn more which the
student can easily connects the dots with what he knew and the new
information he is about to receive.
4. Presenting the Stimulus – This is where you use strategies to present and
cue lesson content to provide more effective and efficient instructions. You
organize and summarize the big or chunk content in way that it can easily be
understood by your students. This is where you provide explanations after
demonstrations.
5. Providing Learner Guidance – This is to advise your students of strategies
to aid them in learning content and of resources available. This part can help
students to learn more in which you must provide instructional support as
needed. You must use examples and non-examples. You must provide case
 studies, analogies, visual images and metaphors so that your students can
easily understand what you are trying to say or teach.
6. Eliciting Performance – This is to give them a chance to practice the new
knowledge they have garnered from you as a teacher. This is an activation
card of students in processing to help them internalize and understand the
concepts of what you have taught.
7. Giving Feedback – You must provide immediate feedback of the
performance of your students to assess and facilitate learning. This could help
them grow as a students which they have to reflect with what went wrong in
their performance.
8. Assessing Performance – In order for you to see the effectiveness of the
instructional events, you must assess the students to see if the expected
learning outcomes have been achieved. All performance should be based on
previously stated objectives.
9. Enhancing Retention and Transfer – This is to help students develop
expertise with the new knowledge that you have taught your students. Your
students must internalize the essence of the new knowledge that you have
given them.
III. Assessment Tasks:
Encoded (Font: Times New Roman, Font Size: 12, A4 Bond Paper, 1 – Inch Margin)
1. After making your Detailed Lesson Plan, make a simple lesson outline (teaching
sequence) using Gagne’s instruction events.
2. In your own words, discuss Gagne’s Conditions of Learning.
IV. References:
 Conditions of Learning (Robert Gagne). Retrieved from:
https://www.instructionaldesign.org/theories/conditions-learning/
 Learning Theories. Retrieved from: https://www.learning-theories.org/doku.php?
id=learning_theories:conditions_of_learning
 Lucas, MD, Corpuz, BB, (2014) Facilitating Learning: A Metacognitive Process.
LORIMAR PUBLISHING, INC.