King Saud University
College of nursing
Master program
Objectives
At the end of this session the students will be able
to:
• Identify five major categories of learning.
• Synthzies learning tasks for intellectual skills &
organized in a hierarchy according to
complexity.
• Discuss nine instructional events.
• Apply principles of conditions of learning.
Out lines:• Overview
• Major categories of learning
• Instructional events & corresponding
of the theory.
• Application of nine instructional
events.
• Principles of learning theory
• Conclusion
Overview:
According to Gagne's theory, it is
important for teachers to understand
the conditions of learning in order to
teach new concepts to all different
types of learners.
This theory stipulates that there are
several different types or levels of
learning.
The significance of these
classifications is that each
different type requires different
types of instruction.
Cognitivism
• Has its roots in cognitive
psychology & Information
Processing Theory.
Information Processing
• Theory emphasizes the identification
of the internal processes of learning
• The best way to introduce this theory
is through Gagne's model which
describes the set of factors that
influence learning and that
collectively may be called the
conditions of learning.
• They include internal as well as
external conditions that shape the
learning processes
So the focus of the theory is on
intellectual skills
Gagne identifies five major categories
of learning (Conditions of Learning)
Attitudes
Verbal
information
Intellectual
skills
Motor
skills
Cognitive
strategies
Verbal information:
The kind of information that we are able
to state; declarative knowledge.
Intellectual skills:
Processes that allow the individual to
interact with their environment.
– These include reading, writing,
mathematics, to advanced science
and engineering; procedural
knowledge.
Cognitive strategies:
Capabilities that govern the individual’s
own learning, remembering, and
thinking behavior.
– Learning to learn strategies,
– For example elaboration strategies,
practical strategies, organizational
strategies, & comprehension monitoring
strategies or what is often referred to as
meta-cognition.
Metacognition:
Students’ knowledge about their
own cognitive processes, their
ability to control these processes
by organizing, monitoring, and
modifying them as a function of
learning outcomes.
Psychomotor skills:
Coordinated muscular movements, e.g.
walking, drawing,
Psychomotor skills must be practiced to be
learned.
Injection ---
Attitudes:
• Mental state that predisposes a
learner to choose to behave in a
certain way.
Tasks for intellectual skills can be
organized in a hierarchy according to
complexity
Gagne's nine events of instruction:
B) Practical Application
Gagne’s nine instructional events and
corresponding cognitive processes
can serve as the basis for designing
instruction and selecting appropriate
media.
In applying these instructional events,
Kearsley . suggests keeping the
following principles in
mind………..!!!!!!
1. Learning hierarchies define a
sequence of instruction.
2. Learning hierarchies define
what intellectual skills are to be
learned.
3. Different instruction is required
for different learning outcomes.
Instructions Lesson Example
1. Gaining Attention
Shows an example diagram & Asks learners questions about
diagramming.
2. Informing the
Learner of
the Objective
Teacher says, "Today I am going to show you how to use a
multimedia presentation."
3. Stimulating
Recall of
Prior Learning
For this particular group of learners, they have learned previously
about Mind Mapping.
Teacher associates this knowledge with lesson at hand.
4. Presenting the
Stimulus
Teacher gives students step -by-step discussion group
5. Providing
Learner
Guidance
Teacher demonstrates how to create a diagram on the video
projection screen/TV monitor.
6. Eliciting
Teacher asks students to demonstrate tools
Performance
7. Giving
Feedback
Teacher gives immediate feedback to
learners after eliciting responses.
8. Assessing Assign a practice activity
Performance
9. Enhancing Teacher asks learners to create activities
Retention
& Transfer
Principles:
1. Different instruction is required for different learning
outcomes.
2. Events of learning operate on the learner in ways that
constitute the conditions of learning.
3. The specific operations that constitute instructional
events are different for each different type of
learning outcome.
4. Learning hierarchies define what intellectual skills are
to be learned and a sequence of instruction.
Conclusion
Gagne’s Conditions of Learning Theory
is based on a hierarchy of intellectual
skills organized according to
complexity that can be used to
identify prerequisites necessary to
facilitate learning at each level.
Instruction can be made more efficient
by following a sequence of nine
instructional events defined by the
intellectual skills that the learner is
required to learn for the specific task
at hand.
References:
• Gagne, R. (1962). Military training and principles of
learning. American Psychologist, 17, 263-276.
• Gagne, R. (1985). The Conditions of Learning (4th
ed.). New York: Holt, Rinehart & Winston.
• Gagne, R. (1987). Instructional Technology
Foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc.
• Gagne, R. & Driscoll, M. (1988). Essentials of
Learning for Instruction (2nd Ed.). Englewood Cliffs,
NJ: Prentice-Hall.
• Gagne, R., Briggs, L. & Wager, W. (1992). Principles
of Instructional Design (4th Ed.). Fort Worth, TX: HBJ
College Publishers.
Relevant Web Sites
• The following web sites provide further
information about Gagne and his work:
• http://www.psy.pdx.edu/PsiCafe/KeyTheorist
s/Gagne.htm
• http://www.ittheory.com/gagne1.htm
• Conditions of Learning: Gagne
• http://tip.psychology.org/gagne.html
• Robert Gagne's Instructional Design Approach
• http://www.gsu.edu/~mstswh/courses/it700
0/papers/robert.