Gagn

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Gagnés Conditions of Learning

• Donna Margaret
• Syanti Dewi
• Marcia Tadjuddin
• Syaiful Lokan

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Robert M. Gagné (1916-2002)

• PhD in Psychology Brown University (1940)
• Professor, Connecticut College (1940-49)
• Professor, Penn State University (1945-46)
• Director, US Air Force Perceptual and Motor
  Skills Laboratory (1949-58)
• Professor, Dept of Education Research, Florida
  State University (1969-2002)
• Conditions of Learning (1965-1985)

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Background

• Shifted the focus in theory of development from
  the laboratory to the classroom
• Conditions essential to developing expertise in
  real-world task? (armed forces experience)
• Principles of Instruction
• Providing instruction on the set of component
  tasks that build toward the final task
• Ensuring that each component task is mastered
• Sequences the component tasks to ensure optimal
  transfer to the final task

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Background

• Success from armed force, now start with Problem
  Solving in Mathematics
• The lack of success experienced by some students
  was the result of apparent gaps in their
  knowledge of procedures (simplifying fractions)
• Identification of subcomponents of the final task
  led to the concept of a Learning hierarchy
• Properly identified prerequisite skills
  contribute to the learning of more complex
  capabilities

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Students work
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Students work
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PRINCIPLES OF LEARNING

• Key to identify the factors that account for the
  complex nature of human learning
• Before began with an explanation of the learning
  process based on laboratory research fit the
  conclusions to human learning
• Gagnes derived from the analysis of the variety
  of performances and skills executed by human
  beings.

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What is learning?

• Gagné believed that an external observer could
  recognize learning by noting behavioral changes
  that remains persistent over time (Gagné, 1974)
• He also stated that maturation is not learning
  because the individual does not receive
  stimulation from the outside environment (Gagné,
  1974).
• Learning has two parts, one that is external to
  the learner and one that is internal (Gagné,
  Briggs, Wager, 1992)

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Gagnès Conditions of Learning
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Conditions of Learning

• Learning is an important causal factor in
  development
• Human learning is cumulative
• Learning of certain skills contributes to the
  learning of more complex skills
• Human learning is both complex and diverse
• Learning is set of cognitive processes that
  transforms the stimulation from the environment
  into capabilities

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Framework of Learning
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Five Varieties of Learning
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The five varieties of Learning
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The five varieties of Learning
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The five varieties of Learning
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Internal Conditions
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Nine Phases of Learning
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The Nine Phases of Learning
Description Learning phrase Instructional event
Preparation of Learning Reception 1. Gaining attention Giving learner a stimulus to ensure reception of coming instruction
Expectancy 2. Informing the learner of the objective Telling learner what they will be able to do for the instruction
Retrieval 3. Stimulating recall of prior learning Asking for recall of existing relevant knowledge
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The Nine Phases of Learning
Description Learning phrase Instructional event
Acquisition and performance Selective perception 4. Presenting the stimulus Displaying the content
Semantic encoding 5. Providing learner guidance Supplying organization and relevance to enhance understanding
Responding 6. Eliciting performance Asking learners to respond, demonstrating learning
Reinforcement 7. Providing Feedback Giving immediate feedback on learner's performance.
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The Nine Phases of Learning
Description Learning phrase Instructional event
Transfer of learning Retrieval 8. Assessing performance Providing feedback to learners' more performance for reinforcement
Generalization 9. Enhancing retention and transfer Providing diverse practice to generalize the capability
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Educational Applications

• Gagne addresses several issues of importance in
  the classroom
• Learner characteristics
• Cognitive Processes and Instruction
• The Social Context for Learning

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1. Learner Characteristics

• Individual differences
• Cognitive strategies
• Rate of learning
• Entry capabilities lt may be assessed at beginning
  points
• Compensating for individual differences
• Small group instruction
• Tutorial mode
• Independent learning
• Individualized instruction systems

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1. Learner Characteristics

• Readiness
• Lower skills in the hierarchy of intellectual
  skills have been acquired (essential prerequisite
  capabilities).
• The essential rules and concepts has been grasp
  and understood.
• Motivation
• To design an effective instruction, we need to
  identify students motives and channel those
  motives into productive activities that lead to
  the accomplishment of educational objectives.
• Achievements motivation (David McClellands)
• Incentive motivation
• Task motivation

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2. Cognitive Processes and Instruction

• Transfer of learning
• Retrieval of capabilities at the conclusion of
  the 9 instructional events.
• Application of skills by introducing new
  situations.
• Learning How-to-Learn skills
• Every individual has ways to manage his or her
  learning, remembering and thinking.
• Although not always easy, we should challenge
  students to work up to their potential. This can
  improve their how-to-learn skills.

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2. Cognitive Processes and Instruction

• Learners discovers how to combine previously
  learned rules to generate a solution to a problem
  that is new to them.
• Teaching problem solving requires
• Previously acquired necessary rules
• A problem situation that the learner has not
  encountered before
• The result of problem solving process is the
  acquisition of higher-order rule.

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3. The Social Context for Learning
Designing Instructional Systems Developing Models of Teaching
Provide with sets of materials, learners decides the pace and management of instruction. A teacher or an individual conducts or manages the instructions

• Things to consider when implementing a context
  for learning
• Tutoring and extension situation
• Small group and large group instructions
• Entry capabilities of learners