Gagne’s Theory
of Learning
Beth Oyarzun
Five Categories of
Learning Outcomes
Intellectual
Skills
Cognitive
Strategies
Discriminations
Rehearsal
Concepts
Elaboration
Rules
Organizing
Problem Solving
Comprehension
Monitoring
Affective
Verbal
Information
Motor Skills
Attitudes
Intellectual Skills
Taxonomy
Problem
Solving
Rules
Concepts
Discriminations
Bloom/Gagne
Comparison Table
Bloom (Revised)
Gagne
Evaluation (Evaluation)
Cognitive Strategy, Problem Solving
Rule Using
Synthesis (Creating)
Problem Solving
Analysis
Rule Using
Application
Rule Using
Comprehension
Concepts and Discriminations
Knowledge
Verbal Information
Discrimination Learning
Conditions
Performance
Internal Conditions
External conditions
The learner must
distinguish stimuli that
differ on one or more
physical dimensions.
The physical difference
must give rise to
different patterns of
brain activity
1. Inform learners of
goals/objectives
2. Present stimulus and
have students indicate if
they are the same or
different
3. Aid the
discrimination by noting
subtle differences
4. Allow practice with
feedback
Concrete Concept
Learning Conditions
Performance
Internal Conditions
External conditions
The learner must identify a
class of object properties.
The learner must retrieve all of
the component concepts
including the definition.
1. Inform learners of
goals/objectives
2. Present the definition of the
concept
3. Present examples and nonexamples of the concept.
4. Allow practice with
feedback
5. Provide spaced practice for
retention and transfer
Defined Concept
Learning Conditions
Performance
Internal Conditions
External conditions
The learner must apply the
defined concept by classifying
instances and non-instances of
the concept.
Discriminations must be
recalled
1. Inform learners of
goals/objectives
Attributes of the concept must
be compared to the relevant
attributes of the item to be
categorized
2. Present instances of the
concept emphasizing relevant
attributes
3. Present potentially
confusing non-examples and
explain why they are not
instances.
4. Allow practice with
feedback
5. Provide spaced practice for
retention and transfer
Rule Learning
Conditions
Performance
Internal Conditions
External conditions
The learner must demonstrate
the rule by showing that it
applies to one or more
concrete instances
Component concepts of the
rule must be retrieved
1. Inform learners of
goals/objectives
2. Presentation of the rule as a
statement or list of procedures
3. Demonstrate application of
the rule
4. Allow practice with
feedback
5. Provide spaced practice of
applying the rule in a variety
of situations for retention and
transfer
Problem Solving
Learning Conditions
Performance
Internal Conditions
External conditions
The learner must invention
and use of a complex rule to
achieve the solution to a novel
problem
Subordinate rules and relevant
information must be retrieved
1. Present novel problem
which leaners have
subordinate rules to solve.
2. Facilitate as students apply
problem solving process.
3. Provide encouraging and
constructive feedback.
4. Encourage reflection.
5. Provide practice with
similar problems
6. Provide opportunities to
engage in problem solving
facilitated by collaborative
group work.
Cognitive Strategies
Learning Conditions
Performance
Internal Conditions
External conditions
Cannot be observed directly
but can be inferred from
performances of other
intellectual skills by asking the
learner to “think aloud”.
Relevant prior knowledge must 1. Explain the strategy an its
be retrieved.
purpose
2. Demonstrate or present the
suggested steps of the strategy.
3. Allow learners to invent
strategies to encourage
adoption.
4. Strategy use depends on
favorable outcomes
5. Provide opportunities for
practice to encourage
automaticity.
Verbal Information
Learning Conditions
Performance
Internal Conditions
External conditions
The learner will state a fact
orally or in writing.
An organized network of
1. Present a cue with which
declarative knowledge needs to the new fact will be associated.
be accessible in the learner’s
memory.
2. Present new fact with
imagery and suggested
associations.
3. Elaborate on the new fact by
presenting other facts that
relate.
4. Allows rehearsal in spaced
reviews in various contexts
Attitude Learning
Conditions
Performance
Internal Conditions
The learner will choose a
personal action.
The learner must respect and
1. Present model in appealing
identify with the human model a credible way
Prerequisite knowledge needs
to be retrieved
External conditions
2. Allow opportunity for
learners to recall prerequisite
knowledge.
3. The model demonstrated
the desired choice.
4. The model displays
pleasure/satisfaction to
reinforce the target behavior.
Motor Skill Learning
Conditions
Performance
Internal Conditions
External conditions
The learner will execute a
movement sequence of
muscular activity.
The executive subroutine must
be retrieved as an initial step.
1. Present executive
subroutine(s)
2. Allow opportunity for
repetitive practice
Nine Events of
Instruction

Gain Attention

Inform Learner of the Objective

Stimulate Recall of Prerequisites

Present Stimulus Material

Provide Learner Guidance

Elicit Performance

Provide Feedback

Assess Performance

Enhance Retention and Transfer
Concrete Concept Application Event
Activity
Resources
Gain Attention
Watch Video to introduce topic have students do dance along
with the video.
http://www.youtube.com
/watch?v=Jpvuqj5nv6U
Inform Learner of the
Objective
Have written on board and tell students orally. Have model
skeleton in from of classroom
Stimulate Recall of
Pre-requisites
Review bones and skeleton
http://yucky.discovery.co
m/flash/body/pg000124.h
tml
Present Stimulus
Material
Provide print handout and go over the bone names on the
skeleton model at the front of the room. Point out joints as non
examples. Have students participate in labeling the bones on the
skeleton.
http://www.enchantedlear
ning.com/subjects/anatom
y/skeleton/Skelprintout.sh
tml
Provide Learner
Guidance
Class activity to be done together.
http://hes.ucfsd.org/gclay
po/skelweb/hotpot/osteo0
1.html
Elicit Performance
Have students make and label a skeleton
http://www.enchantedlear
ning.com/crafts/hallowee
n/bones/
Provide Feedback
Facilitate as students complete the activity providing verbal
feedback.
Assess Performance
Give print unlabeled skeleton to students to complete and submit
for grading
http://www.enchantedlear
ning.com/subjects/anatom
y/skeleton/Labelskeleton.s
html
Enhance Retention
and transfer
For further practice or homework provide this game
http://www.abcya.com/sk
eletal_system.htm
References
Robert M. Gagne, Walter W. Wager, Katharine Golas,
and John M. Keller. Principles of Instructional Design.
Wadsworth Publishing Co Inc, 5th new edition edition,
July 2004.