types of learning, gagne
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LEARNING&
THE LEARNEREDU 3103
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Types of learning
(Robert Gagne)
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What is learning to Gagné
• Learning is cumulative. Human intellectualdevelopment is the building of increasing
complex structures of human capabilities
• Learning is the mechanism by which anindividual becomes a competently
functioning member of society
• Learning results in different kinds of
human behaviors
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Ta"ono#$ o% H#an learning
'a(a)ilities
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+er)al In%or#ation
• Retrieving stored information: the internalconditions to support this learning include
Preexisting of organi!ed knowledge
"trategies for processing the new information
• lnclude: La)els an, -a'ts and .o,ies o%
/nole,ge
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+er)al In%or#ation
• Labels and facts refer to naming or making averbal response to a specific input. #he
response may be naming or citing a fact or
set of facts. #he repsonse may be vocal or
written.
• $xamples: Naming objects, people, or events.
Recalling a person's birthday or hobbies.
Stating the capitals of Malaysia
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+er)al In%or#ation
• %odies of &nowledge refers to recalling alarge body of interconnected facts. $xample:
paraphrasing the meaning of textual materials
or stating rules and regulations.
• $xample: Paraphrasing the meaning of
textual materials. Stating rules and
regulations.
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+er)al In%or#ation
Tea'her #st:
•Provide meaningful context of information for
encoding
•Provide elaborations' imagery' or other
encoding cues
•(rgani!e information so that it can be learned
in chunks
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Intelle'tal 67ills
• )ental operations that permits individuals torespond to conceptuali!ations of the environment:
*iscrimination
+oncrete and defined concepts Rule using
Problem solving: combining subordinate rules in
order to solve a problem
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Intelle'tal 67ills
#he internal conditions to facilitate this type oflearning include:
Recalling prere,uisite skills
ln a variety of ways with the new learning -pplying the new skills to range and variety of
different situations and contexts
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ntellectual "kills
• include /0 Dis'ri#ination 10 8on'rete'on'e(t 20 Rle sing and 30 Pro)le#
sol9ing
• Dis'ri#ination is making different responsesto the different members of a particular class.
"eeing the essential differences between
inputs and responding differently to each.
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Intelle'tal 67ills
• 8on'rete 'on'e(t is responding in a single
way to all members of a particular class ofobservable events. "eeing the essential
similarity among a class of ob4ects' people' or
events' which calls for a single response
• Rle sing is applying a rule to a given
situation or condition by responding to a class
of inputs with a class of actions. Relating twoor more simpler concepts in the particular
manner of a rule. - rule states the relationship
among concepts
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Intelle'tal 67ills
• Pro)le# sol9ing is combining lower levelrules to solve problems in a situation never
encountered by the person solving the
problem. )ay involve generating new rules
which receive trial and error use until the onethat solves the problem is found.
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+er)al In%or#ation
Tea'her #st:
•Provide varied concrete examples and rules
•Provide opportunities for interacting withexamples in different ways
• -ssess learners in new situations
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8ogniti9e 6trategies
• -n internal process by which the learnersplans' controls' and monitors his5her won
ways of thinking and learning' including
#ask specific 6eneral
$xecutive
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8ogniti9e 6trategies
• is an internal process by which the learnercontrols his5her own ways of thinking and
learning
• knowing what sorts of ,uestions to ask tobest define a domain of knowledge7 ability to
form a mental model of the problem.
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8ogniti9e 6trategies
Tea'her #st:
•f taskspecific' describe the strategy7
•if task general' demonstrate the strategy.
•Provide opportunities for strategy specific
practice with support and feedback
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Attit,e
• -n internal state' i.e. predisposition thataffects an individual choice of action
• is an internal state which affects an
indiviudal8s hoice of action toward someob4ect' person' or event
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Attit,e
Tea'her #st:
•Provide respected models who enact positive
behavior and reinforce the model
•9hen learner enacts the behavior' provide
reinforcement
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;otor 67ills
• +apability to perform a se,uence of physicalmovements. t involves three stages:
Learning the se,uence of the movement
Practicing the movement
Refining the movement from the feedback from
the environment
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;otor 67ills
• refers to bodily movements involvingmuscular activity.
• $xamples might be: "tarting a car' shooting a
target' swinging a golf club.
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;otor 67ills
Tea'her #st:
•$stablish executive subroutine and provide for
mental rehearsal.
• -rrange several repetitions of skills with correct
feedback
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Gagné in,i'ate, nine e9ents o% instr'tion
• Gain Attention: it is related to the processingof perception
• In%or# o)<e'ti9es: it builds up expectancy
"timulate recall of prior knowledge: it initiates
the retrieval from working memory
• Present sti#ls #aterial: it focuses on
selectively perceiving stimulus
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Gagné in,i'ate, nine e9ents o% instr'tion
•Pro9i,e learner gi,an'e: it related to theencoding process
• Eli'it (er%or#an'e: the focus is response
• Pro9i,e %ee,)a'7: the focus is reinforcing
response
• Assess (er%or#an'e: it establishes cueingretrieval
• Enhan'e retention an, trans%er : it re,uires
generali!ation process
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Gagné in,i'ate, nine e9ents o% instr'tion
6ain -ttention: it is related to the processing ofperception
nform ob4ectives: it builds up expectancy
"timulate recall of prior knowledge: it initiates
the retrieval from working memoryPresent stimulus material: it focuses on
selectively perceiving stimulus
Provide learner guidance: it related to the
encoding process
$licit performance: the focus is response
Provide feedback: the focus is reinforcing
response