Neema K, Gagne's Condition of Learning Theory, Subsumption Theory, Hierarchy of Learning

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Gagnes
Condition of Learning Theory

• By
• Neema K
• I st year M.Ed.
• School of Pedagogical Science
• Kannur University, Dharamsala

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ROBERT M GAGNE (1916-2002)

• Robert Gagne was an American educational
  psychologist best known for his Condition of
  Learning theory.
• Gagne developed the science of instruction in
  the 1990s during world war II.
• His book The Condition of Learning first
  published in 1965.
• He identified the mental condition that are
  necessary for affective learning.
• In, it he discusses the analogies of learning
  objective and how the different classes of object
  require specific teaching methods.

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CONDITION OF LEARNING THEORY

• Gagne believed that the environment influence the
  learning process.
• He focuses on intentional or purposeful learning,
  which is occurs in school or specific training
  programs.
• His theory identifies the general types of human
  capabilities that are learned.
• These capabilities are the behavioral changes
  (learning outcomes) in a learner.
• The theory looks at the observable changes in
  human behaviour that confirm that learning has
  occurred.

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4 Elements provide the framework for Gagnes
Condition of Learning Theory

1. Condition of Learning
2. Association Learning
3. The Five Categories of Learning
4. The Nine Events of Instruction

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Conditions of Learning

• Gagne describe two different types of
  conditions, that is
• 1. Internal Conditions
• 2. External Conditions
• Internal Conditions - The capabilities that are
  already exist in a learner before any new
  learning begins. The internal conditions are
  necessary for learning. These internal conditions
  are transformed during the learning process.
• External Conditions - External conditions
  include different stimulus that exist outside the
  learner such as the environment, the teacher, and
  the learning situations.
• environment, the teacher, and the learning
  situation.

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Association Learning

• There are three basic prototype of learning that
  demonstrate the characteristics of association
  learning,
• Classical conditioning - The process where the
  learner associates on already available response
  with a new stimulus or signal.
• Operant conditioning - The process where a
  response in a learner is instrumental and thereby
  leads to a subsequent reinforcing event.
• Verbal association - It is occurs when the
  learner makes verbal responses to stimuli that
  are words or pairs of words. Chaining is a
  process where a learner connects individual
  associations in sequence.

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The five categories of Learning outcomes

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Intellectual skills

• Knowing how or having procedural knowledge.
• Involve the use of symbols such as numbers and
  language to interact with the environment.
• It is require an ability to carry out actions
• When a learner has learned an intellectual skill,
  he or she will be able to demonstrate its
  application to at least one particular instance
  of the subject matter learned.
• The five categories of Intellectual Skills.
• Discriminations
• Concrete Concept
• Defined Concept
• Rules
• High Order Rules

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• Discriminations -
• This is the first skill to master in
  intellectual skills.
• It is the ability to distinguish one feature of
  an object or symbol from another such as
  textures, letters, numbers, shapes, and sounds.
  The human performance or learning outcome
  achieved by discrimination.
• It is the prerequisite to further learning.
• Concrete Concepts -
• It is occurs after discriminations learning is
  complete.
• Concrete concepts are the simplest of the two
  concept types.
• It is the ability to identify a class of objects,
  object qualities, or relations.

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• Defined Concepts -
• Concepts not only require identification, but
  also need definition.
• It is require a learner to define both general
  and relational concepts
• Rules -
• It is a learned capability of the learner, by
  making it possible for the learner to do
  something rather than just stating something.
• Higher-Order Rules -
• The process of combining rules by learning into
  more complex rules used in problem solving.
• When attempting to solve a problem, a learner may
  put two or more rules together from different
  content in order to form a higher-order rule that
  solves the problem.

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• Cognitive Strategies
• It is the process that learners guide their
  learning, remembering, and thinking.
• cognitive strategies govern our processes of
  dealing with the environment by influencing
  internal processes.
• A learner uses cognitive strategies in thinking
  about what was learned and in solving problems.
• Learner manages the processes of learning,
  remembering, and thinking.
• The performance or learning outcome achieved
  through cognitive strategies is having the
  ability to create something new.

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Verbal Information

• This is refers to the organized bodies of
  knowledge that we acquire.
• They may be classified as names, facts,
  principles, and generalizations.
• Verbal information is referred to as declarative
  knowledge, or knowing that.
• The performance or learning outcome achieved
  through verbal information is the ability of
  being able to state in a meaningful sentence what
  was learned.

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Attitudes

• The internal state that influences the choices of
  personal actions made by an individual towards
  some class of things, persons, or events.
• Choices of action (behaviours) made by
  individuals are influenced significantly by
  attitudes.
• General classes of attitudes
• attitudes that affect social interactions.
• attitudes that consist of positive preferences
  towards certain activities.
• attitudes that pertain to citizenship, such as a
  love of country or showing concern for social
  needs and goals.
• The performance or learning outcome achieved
  through attitudes is evident in an individuals
  choice of actions. For example, choosing swimming
  over running as a preferred exercise, or choosing
  not to participate in group events reflects how
  attitude motivates choices.

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Motor Skills

• Motor skills are the precise, smooth, and
  accurately timed execution of movements involving
  the use of muscles.
• They are a distinct type of learning outcome and
  necessary to the understanding of the range of
  possible human performances.
• Learning situations that involve motor skills are
  learning to write, playing a musical instrument,
  playing sports, and driving a car.
• The timing and smoothness of executing motor
  skills indicates that these performances have a
  high degree of internal organization.

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• Gagne postulates that if the five categories of
  learning outcomes and the ways of analyzing
  learning requirements are combined in a rational
  and systematic manner, then it will be possible
  to describe a set of ideas that make up a theory
  of instruction. He adds that a theory of
  instruction should attempt to relate the external
  events of instruction to the outcomes of learning
  by showing how these events lead to appropriate
  support or enhancement of internal learning
  processes.

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Gagnes Hierarchy of Learning

• Gagne proposed a system of classifying different
  types of learning in terms of the degree of
  complexity of the mental processes involved.
• He identified eight basic types, and arranged
  these in the hierarchy. the Higher orders of
  learning in this hierarchy build upon the lower
  levels. The lowest four orders tend to focus on
  the more behavioral aspects of learning.
• The highest four focus on the more cognitive
  aspects.
• Here he distinguishes eight types of learning,
  beginning with the simple forms and ending with
  the complex.

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Robert M Gagnes Hierarchy of Learning
Cognitive aspects
Increasing Complexity
Behavioral aspects
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Signal Learning

• This is the simplest form of learning,
• Learn how to respond to a signal.
• Based on pavlov's classical conditioning
• Learning the animal or individual acquires a
  conditioned response to a given signal.
• Usually the response is emotional.
• Eg withdrawal of the hand upon sight of a hot
  object, and the tearing of the eyes upon sight of
  an onion . The conditioned responses are
  withdrawal of the hand, and tearing of the eyes.

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Stimulus - Response learning

• This is more sophisticated form of learning.
• Based on Skinners operant conditioning.
• Stimulus-response (S-R) learning may be used in
  acquiring verbal skills as well as physical
  movements.
• The Learner is trained to behave in a certain
  manner in anticipation of a reward or punishment
  that will be provided after a given response.

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Chaining

• This is a more advanced form of learning in which
  the subject develops the ability to connect two
  or more previously-learned stimulus-response
  bonds into a linked sequence.
• It is the process whereby most complex
  psychomotor skills (eg riding a bicycle or
  playing the piano) are learned.
• In this type of learning the person links
  together previously learned S-Rs.
• This type of learning often seems to occur so
  naturally that we do not notice the specific
  series of events which led to it. The student
  has the ability to connect two or more concepts
  learned via stimulus-response learning. An
  example would be learning how to play a musical
  instrument.
• Gagne uses the example of a child who learns to
  say doll at the sight of a doll, then learns to
  lie down, hug the doll, and say doll.

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Verbal association

• This is one of the key processes in the
  development of language skills.
• This learning is a type of chaining, but the
  links are verbal units.
• The simplest verbal association is the activity
  of naming an object, which involves a chain of
  two links An observing response enables the
  child to identify properly the object he sees
  and an internal stimulus enables the child to say
  the proper name.
• When the child can name an object ball and also
  say the red ball he has learned a verbal
  association of three links.

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Ball...
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Discrimination learning

• This is the process in which we learn to
  discriminate between similar phenomena.
• The stimuli may resemble each other but we learn
  to identify the differences and respond
  differently to each one.
• Eg Learning to distinguish between a square and
  rectangle.

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Concept learning

• The learner is able to react in a consist manner
  when responding to different stimulus which
  belong to the same general class or category.
• It forms the basis of the ability to generalise,
  classify etc.
• In concept learning the students behavior is not
  under the control of particular physical stimuli
  but of the abstract properties of each stimulus.
• Concepts have concrete references even though
  they are learned with the use of language.
• The student is able to react in a consist manner
  when responding to different stimulus which
  belong to the same general class or category. In
  other words, they are able to generalize and
  classify concepts.

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Rule learning

• This is a very-high-level cognitive process that
  involves being able to learn relationships and
  connections between concepts and apply these
  knowledge in different situations,The student is
  able to apply this knowledge to new concepts.
• It forms the basis of the learning of general
  rules, procedures, etc.
• We may represent knowledge as a hierarchy of
  rules, in which we must learn two or more rules
  before learning a higher order rule which
  embraces them.

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Problem Solving

• This is the highest level of cognitive process
  according to Gagne.
• The student is able to create a multifaceted
  procedure or rule in order to solve a problem and
  then apply that procedure to solve similar
  problems.
• individuals use rules to achieve some goal. When
  the goal is reached, however, the student has
  learned something more and is then capable of new
  performances using his new knowledge.

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The Nine Events of Instruction

• 1. Gaining Attention
• 2. Informing Learners of the Objective
• 3. Stimulating Recall of Prior Learning
• 4. Presenting the Stimulus
• 5. Providing Learning Guidance
• 6. Eliciting Performance
• 7. Providing Feedback
• 8. Assessing Performance
• 9. Enhancing Retention and Transfer

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The Nine Events of Instruction
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• Gain attention
• Present a problem, story or situation that will
  grab the learners attention.
• The idea is to grab the learners attention so
  they will want to invest in the learning process
• Inform learner of objective
• This allows learners to form ideas, opinions and
  thoughts on what they will learn.
• This key point allows students to focus on the
  goal of the lesson

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• Stimulate recall of prior information
• This allows students to retrieve and reconstruct
  their knowledge.
• Two important learning processes take place
  during this phase, the retrieval practice and the
  scaffolding process
• Present information
• Present the information in organized sequences
  and chunks to avoid brain overload.
• This phase allows students to receive feedback
  and individualize tasks to overcome the
  challenges of learning.

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• Provide guidance
• Educators are presented with opportunities to
  coach students.
• This phase may take place during one-on-one
  sessions or in group settings.
• Elicit performance
• Learners are allowed to practice and develop
  skills and/or knowledge.
• Modeling, teacher-to-student or
  student-to-student may take place during this
  phase.

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• Provide feedback
• Feedback may come in many forms such as formal or
  informal assessments.
• The key to this phase is to be as specific as
  possible.
• General feedback is discouraged when coaching or
  guiding learners.
• Assess performance
• Evaluation of learners progress takes place
  during the assessment performance phase.

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• Enhance retention and transfer
• Learners are encouraged to review the lesson in
  its entirety.
• Teachers construct and deconstruct problems,
  provide additional resources, reteach/restate
  objective, goals and skills.

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Educational Implications of Condition of Learning
Theory

• The teaching learning activities should be so
  arranged that it should go in accordance with the
  mental abilities of the learner at each level of
  the learning hierarchy.
• The formal education should be planned
  hierarchically on the basis of the increasing
  complexity of the different types of learning so
  that what is acquired at one grade acts as a
  foundation for learning in the subsequent grades.
• Teachers should ensure that the learner has
  acquired the necessary initial state of learning
  before he is introduced to subsequent levels of
  learning.
• Due weightage should be given to the learning
  hierarchy while framing the curriculum.
• The role of teacher is to plan and control the
  external events which influence the internal
  mental processes.
• A teacher should be a designer and manager of
  instruction and an evaluator of student learning.

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Thank You