ROBERT M. GAGNÉ (1916-2002)

Born 1916 in North Andover, Massachusetts

His theory deals with all aspects of learning.

The focus of the theory is on intellectual skills.

GAGNE’S PRINCIPLES:1. Different instruction is required for diffe

rent learning outcomes.

2. Learning Hierarchies define what intellectual skills are to be learned and a sequence of instruction.

3. Events of learning operate on the learner in ways that constitute the conditions of learning.

CATEGORIES OF LEARNING

1. VERBAL INFORMATIONExample of Learning outcome:

Stating previously learned materials such as facts, concepts, principles and procedures.

Conditions of Learning:1.Draw attention to distinctive features by

variations in print or speech.2.Present information so that it can be made

into chunks.3.Provide a meaningful context for effective

encoding of information

2. INTELLECTUAL SKILLSExample of Learning Outcome:Discriminations: Distinguishing objects,

features, or symbolsConcrete Concepts: Identifying classes of

concrete objects, features, or eventsDefined concepts: Classifying new examples

of events or ideas by their definitionRules: Applying a single relationship to solve a

class of problemsOrder Rules: Applying a new combination of

rules to solve a complex problem

Conditions of Learning:1.Call attention of distinctive features.2.Stay within the limits of working memory.3.Stimulate recall of previously learned

component skills.4.Present verbal cues to the ordering or

combination of component skills.5.Schedule occasions for practice and

spaced review.6.Use a variety of contexts to promote

transfer.

3.COGNITIVE STRATEGIESExample of Learning Outcome:

Employing personal ways to guide learning, thinking, acting and feeling.

Conditions of Learning:1.Describe or demonstrate the strategy.2.Provide a variety of occasions for practice

using strategy.

4. ATTITUDESExample of Learning Outcome:

Choosing personal actions based on internal states of understanding and feeling.

Conditions of Learning:1.Establish an expectancy of success associatde with the desired attitude.

2.Assure student identification attitude.

5. MOTOR SKILLSExample of Learning Outcome:

Executing performances involving the use of muscles.

Conditions of Learning:1. Arrange repeated practice.2. Present verbal or other guidance to cue

the executive subroutine.3. Furnish immediate feedback as to

accuracy of performance.

GAGNE'S NINE EVENTS OF INSTRUCTION:

(9 )Enhancing retention and transfer

(generalization)

(8) Assessing performance (Retrieval)

(7 )Providing feedback (Reinforcement)

(6) Eliciting performance (Responding) (5) Providing learning guidance

(Semantic encoding)

(4 )Presenting the stimulus (Selective perception)

(3) Stimulating recall of prior learning

(Retrieval)

(2 )Informing learners of the objective (Expectancy)

(1) Gaining attention (Reception)

Nine instructional events &corresponding

cognitive processes:

Event of Instruction

Lesson Example Rationale

1. Gaining attention

Teacher shows variety of computer generated triangles

Giving background information creates validity.

The use of multimedia grabs the audience attention.

Asking questions in the beginning creates an interactive atmosphere.

2. Informing the learner of the objective

Teacher pose question: What is an equilateral triangle?

Make earners aware of what to expect so that they are aware and prepared to receive information.

3. Stimulating recall of prior learning

Review definitions of triangles

When learning something new, accessing prior knowledge is major factor in the process of acquiring new information.

THE NINE INSTRUCTIONAL EVENTS

Event of Instruction

Lesson Example Rationale

4. Presenting the stimulus

Give definition of equilateral triangle

The goal is information acquisition, therefore, the stimulus employed is written content and the actual software program.

5. Providing learner guidance

Show example of how to create equilateral triangle

Teacher uses “discovery learning” because learners are adults and it gives them the freedom to explore.

Teacher facilitates the learning process.

Guidance is minimal.

6. Eliciting performance

Ask students to create 5 different examples

Requiring the learner to produce based on what been taught enables the learner to confirm their learning.

Event of Instruction

Lesson Example Rationale

7. Providing Feedback

Check all examples as correct/incorrect

Regular feedback enhances learning.

8. Assessing performance

Provide scores and remediation

Independent practice forces students to use what they learned and apply it. Assessing such gives instructors a means of testing student learning outcomes.

9. Enhancing retention and transfer

Show pictures of objects and ask students to identify equilaterals

Applying learning in real-life situations is a step towards Mastery Learning.