Robert Gagne 19162002

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Robert Gagne(1916-2002)

• By Will
• Emily Klocko

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Education and Career

• Went to Yale (1937) and Brown (1940)
• Professor
• Connecticut College
• Penn State University
• Florida State University
• Director of Perceptual and Motor Skills
  Laboratory, U.S. Air Force

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Directed Instruction

• Robert Gagne is considered a leader in developing
  instructional guidelines for directed instruction
  that combine the behavioral and
  information-processing learning theories.
• BEHAVIORAL THEORIES- Concentrates on observable
  changes in performance as indicators of learning
• INFORMATION PROCESSING- How information is
  stored and retrieved from short- and long-term
  memory

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Directed Instruction

• Robert Gagne asserted that teachers must
  accomplish at least three tasks to link these
  learning theories with teaching practices
• 1. Ensure prerequisite skills are acquired
• Identify skills that need to be taught

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Directed Instruction

• Supply instructional conditions
• Teachers must apply carefully structured
  presentations and activities that help students
• UNDERSTAND
• (Process) REMEMBER
• (Encode and store)
• RETRIEVE
• (Transfer)

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Directed Instruction

• Determine the type of learning
• Teachers must vary these conditions for varied
  types of learning
• VisualOne on OneLecture

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LECTURE

• Subject material delivered to the class
• Sometimes accompanied by overheads or PowerPoint
• Wide range of topics and possible involvement by
  the class

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Visual Learning

• Visuals reveal patterns and help to show
  relationships more easily
• Clarify Ideas

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One on One

• Interaction between the teacher and student
• Help with problems
• Support and encouragement

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Directed Instruction Applied To Technology Use

• Make sure all students have basic computer skills
• Use PowerPoint or overheads as visuals to help
  the students understand ideas
• Use software and programs that are fun and
  interesting to keep the students attention
• Determine what type of technology you need to
  best help the students understand the topics
• Visual PowerPoint, overheads, videos
• Audio a mike
• Software
• Need based technology.touch screens

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Events of Instruction

• Gaining attention
• Stating the objective
• Stimulate recall of previous learning
• Present new material
• Providing learning guidance (ie helping the
  students)
• Drawing out student performance (ie students
  are involved with the subject)
• Providing feedback
• Assessing performance
• Enhancing retention and recall

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Major Categories of Learning

• Verbal information
• Stating previously learned materials, facts,
  information, etc.
• Intellectual Skills
• Discriminations
• Hearing different pitches played on an
  instrument.
• Concrete Concepts
• Identifying classes of concrete objects, features
  or events
• Separating MMs by color
• Defined Concepts
• Classifying new events or examples by their
  definition
• Rules
• Applying a single rule to solve a set of problems
• Calculating the average of the classs test
  scores
• Higher Order Rules
• Applying a new combination of rules to solve a
  complex problem.

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Conditions of Learning, cont.

• Cognitive Strategies
• Employing personal strategies to guide learning,
  thinking, acting and feeling
• Writing notes in class
• Attitudes
• Choosing personal actions based on internal
  states of understanding and feeling
• Motivation
• Motor Skills
• Executing performances using the muscles

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Learning Hierarchies

• Learning Hierarchies
• Learning lower level skills as a foundation for
  higher level skills
• Ex knowing multiplication, addition, subtraction
  to learn long division

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Gagnes Theories in the Technology Classroom

• Using the Events of Instruction to introduce new
  material or concept
• Using the Major Categories of Learning
• Verbal information (lecture on a program)
• Defined concepts
• Rules
• Having a healthy classroom environment to provoke
  positive attitudes