Robert Gagne

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Robert Gagne

• Conditions of Learning

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Table Of Contents

• Robert Gagne
• Five Categories of Learning
• Verbal Information
• Intellectual Skills
• Cognitive Strategies
• Attitudes
• Motor Skills
• Quiz

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Robert GagneLearning is something that takes
place inside a persons head - in the brain.

• 1916-2002
• Born in North Andover, MA
• A.B. at Yale 1937
• Ph.D in Psychology at Brown University
• Connecticut College for Women, Penn State
  University, Florida State University
• Between 1949-1958, he directed the perceptual and
  motor skills laboratory of the U.S. Air Force.
• Conditions of Learning

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Gagne continued

• Although Gagnes earlier work reflected
  behaviorist thought, he is considered to be an
  experimental psychologist who is concerned with
  learning and instruction.

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Gagne continued

• In 1965, Gagne published The Conditions of
  Learning which outlined the relation of learning
  objectives to appropriate instructional designs.
  Gagne identified five categories of learning

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Taxonomy of Learning Outcomes
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Verbal Information

• Examples
• Stating previously learned materials such as
  facts, concepts, principals, and procedures
• Listing the seven major symptoms of cancer

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Verbal Information

• Critical Learning Conditions
• Draw attention to distinctive features by
  variations in print or speech
• Present information so that it can be made into
  chunks
• Provide a meaningful context for effective
  encoding of information
• Provide cues for effective recall and
  generalization of information

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Intellectual Skills

• Examples
• Distinguishing objects, features, or symbols
• hearing different pitches played on a musical
  instrument
• Identifying classes of concrete objects,
  features, or events
• picking out all the green MMs from the candy
  jar
• Classifying new examples of events or ideas by
  their definition
• noting she sells sea shells as alliteration

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Intellectual Skills

• Critical Learning Conditions
• Call attention to distinctive features
• Stay within the limits of working memory
• Present verbal keys to the ordering or
  combination of component skills
• Schedule occasions for practice and spaced review
• Use a variety of context to promote transfer
• Stimulate the recall of previously learned
  component skills

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Cognitive Strategies

• Examples
• Employing personal ways to guide learning,
  thinking, acting, and feeling
• Devising a corporate plan to improve customer
  relations

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Cognitive Strategies

• Critical Learning Conditions
• Describe or demonstrate the strategy
• Provide a variety of occasions for practice using
  the strategy
• Provide informative feedback as to the creativity
  or originality of the strategy or outcome

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Attitudes

• Examples
• Choosing personal actions based on internal
  states of understanding and feeling
• Deciding to exercise daily as apart of preventive
  healthcare

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Attitudes

• Critical Learning Conditions
• Establish and expectancy of success associated
  with the desired attitude
• Assure student identification with an admired
  human model
• Arrange for communication or demonstration of
  choice of personal action
• Give feedback for successful performance

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Motor Skills

• Examples
• Executing performances involving the use of
  muscles
• Doing a triple somersault dive off the high board

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Motor Skills

• Critical Learning Conditions
• Present verbal or other guidance to cue the
  executive subroutine
• Arrange repeated practice
• Furnish immediate feedback as to the accuracy of
  performance
• Encourage the use of mental practice

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Nine Events of Instruction
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Gain Attention

• Description To ensure the learners are ready to
  learn and participate in activities, it is
  critical to present a stimulus to gain their
  attention.
• For example Have a fun fact or question before
  presenting the lesson. Arouse them with
  uncertainty and surprises having to do with the
  upcoming lesson.

Did you know...
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Inform Learner of Objectives

• Description informing learners of the outcomes,
  or objectives, will help them understand what
  they are to learn during the lesson.
• For example State criteria or materials that
  will be needed. Give them a rubric outlining the
  lesson, stating what you expect them to know by
  the end.

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Stimulate Recall of Prior Learning

• Description This helps the learners make sense
  of new information and to relate it to something
  they already know or something they have
  experienced.
• For exampleAt the beginning of the lesson, ask
  questions about the subject to see what they
  already know.

What do you know?
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Present Stimulus Material

• Description Use strategies to present and cue
  lesson content to provide more effective,
  efficient instruction.
• For example Present vocabulary words, provide
  visual aids.

Vocabulary/Visual Aids
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Provide Learner Guidance

• Description Advise the learner of strategies to
  aid learning and of resources available.
• For example Remind them they can use the
  library, internet, or any materials you wish them
  to use.

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Provide Learner Guidance continued

• Description Activate learner processing to help
  learners internalize new skills and knowledge.
• For example Allow activity to be creative and
  use their own ideas. Make it challenging enough
  so they have to think and use resources.

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Provide Feedback

• Description Provide information to the learner
  on how they performed on task.
• For example Hold conference with student or hand
  out grade sheets.

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Assess Performance

• Description To test to see if the expected
  learning outcomes have been achieved.
• For example Group discussions, quizzes, tests,
  asking them question throughout task, etc.

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Enhance Retention and Transfer

• Description To help learners develop expertise,
  they must internalize new knowledge.
• For example Note taking, create their own
  examples, further research on their own,
  discovery activities, etc.

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Quiz Time!
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Practice Gagnes Categories

• Using clay and a potters wheel, the student will
  create a bowl 2.5 inches high and 6 inches in
  diameter.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• b. Motor Skills

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• 2. Given several examples of writing, the
  students will identify those using alliteration.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• c. Intellectual Skills

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• 3. The student will be able to describe the
  process of photosynthesis.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• d. Verbal Information

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• 4. The student will find algebra to be an
  enjoyable class.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• a. Attitude

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• 5. Students will be able to use rhyming
  mnemonics (memory tricks) to help them remember
  specific facts in history.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• e. Cognitive Strategies

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• 6. Given a free choice, students will be more
  likely to listen to classical music following
  this course than they would have been prior to
  the course.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• a. Attitude

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• 7. Students will be able to name all the U.S.
  Presidents in this century.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• d. Verbal Information

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• Given various rock samples, students will be able
  to correctly classify them by type.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• c. Intellectual Skills

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• The students will be able to drive a manual
  transmission auto around the test track at forty
  mph with no accidents.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• b. Motor Skills

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• 10. When confronted with a computer programming
  problem, the students will try working
  backwards in developing the solution.
• a. Attitude
• b. Motor Skills
• c. Intellectual Skills
• d. Verbal Information
• e. Cognitive Strategy

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Answer

• e. Cognitive Strategies

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Credits

• http//www.my-ecoach.com/idtimeline/theory/gagne.h
  tml
• http//tip.psychology.org/gagne/html
• http//ide.ed.psu.edu/idde/9events.html