Module 11 - Gagne’s Conditions of Learning 125

!!»[TIE■!■ Gagne’s Conditions of Learning

In this Module, challenge yourself to attain the following learning

outcomes:
• explain Gagne’s conditions of learning.
• make a simple lesson outline (teaching sequence) using Gagne’s
instruction events.
• articulate the ben efits o f using G agn e’s p rin ciples in
teaching.
Introduction
In his theory, Gagne specified several different types or levels o f
learning. He stressed that different internal and external conditions are
needed for each type o f learning, thus his theory is called conditions of
learning. He also provided nine instruction events that serve as basis for
the sequencing of instruction.

Advance Organizer
Gagne’s Conditions of Learning

Categories of 9 Events o f Instruction

Learning
Event 1
Verbal Gaining Attention
Information Event 2
Informing the Learner
Intellectual of the Objectives
Skills X
Event 2
Cognitive Stimulating Recall
Strategies o f Prior Learning

Attitudes Event 4
Presenting the Stimulus
Motor
Skills Event 5
Providing Learner Guidance
X
Event 6
Eliciting Performance
Event 7
Giving Feedback
Event 8
Assessing Performance
Event 9
Enhancing Retention
and Transfer
126 F a c il it a t in g L e a r n in g

Category

Before reading the entire module, see if you can arrange the nine steps Verbal Ini
in lesson presentation (instructional events) in their proper order. Read and
arrange the steps by numbering them. Form groups of 5 for this activity.
1. Guidance of students’ performance
2. Recall prior learning
3. Enhance retention and transfer
4. Gain attention
5. Provide feedback
6. Assess performance
7. Present stimulus
8. Elicit performance
9. Identify the objective
Intellect!
Discrimir
Concrete
Defined
Each group writes its arrangement on the board for comparison and Rules, H
discussion. Each group explains and justifies the arrangement. For discussion, Rules
the teacher asks the class: “Which of the arrangements presented on the board
is correct? Why?

17/
Abstraction/Generalization
Let us see Gagne’s principles.
Gagne’s theory deals with all aspects of learning. However, the focus
of the theory is on intellectual skills. The theory has been utilized to design
instruction in all domains. In the earlier version of the theory, special attention
was given to military training settings. Later, Gagne also looked into the role
of instructional technology in learning.

Gagne’s Principles
1. Different instruction is required for different learning outcomes.
Gagne’s theory asserts that there are several different types or levels
of learning. Furthermore, the theory implies that each different type
o f learning calls for different types o f instruction. Gagne named
five categories of learning: verbal information, intellectual skills,
cognitive strategies, motor skills and attitudes. Distinct internal
and external conditions are required for each type of learning. For
Cognitiv
instance, for cognitive strategies to be learned, there must be an
opportunity for problem solving; to learn attitudes, the learner must
be exposed to credible role model or arguments that are convincing
and moving. Below are the categories of learning with corresponding
learning outcomes and conditions of learning:
 Module 11 - Gagne’s Conditions of Learning 127

Category of Learning Example of Learning Outcome Conditions of Learning

Verbal Information Stating previously learned materials 1. Draw attention to distinctive

such as facts, concepts, principles features by variations in print
and procedures, e.g., listing the or speech.
14 learner-centered psychological 2. Present information so that it
principles can be made into chunks.
3. Provide a meaningful context
for effective encoding of
information.
4. Provide cues for effective
%
recall and generalization of
information.

Intellectual Skills:
Discriminations, Discriminations: Distinguishing 1. Call attention to distinctive
Concrete Concepts, objects, features or symbols, e.g., features.
Defined Concepts, distinguishing an even and an odd 2. Stay within the limits of
Rules, Higher Order number working memory.
Rules
3. Stimulate the recall of
previously learned component
skills.
Concrete Concepts: Identifying 4. Present verbal cues to the
classes of concrete objects, features ordering or combination of
or events, e.g., picking out all the red component skills.
beads from a bowl of beads 5. Schedule occasions for
practice and spaced review.
Defined Concepts: classifying new
6. Use a variety of contexts to
examples of events or ideas by their
promote transfer.
definition, e.g., noting “she sells sea
shells” as alliteration

Rules: Applying a single relationship

to solve a class of problems, e.g.,
computing average monthly income
of a company

Order Rules: Applying a new

combination of rules to solve a
complex problem, e.g., generating
a balanced budget for a school
organization

Cognitive Strategies Employing personal ways to guide 1. Describe or demonstrate the

learning, thinking, acting and feeling, strategy.
e.g., constructing concept maps of 2. Provide a variety of occasions
topics being studied for practice using the
strategy.
128 F a c i l i t a t i n g L e a r n in g

Category of Learning Example of Learning Outcome Conditions of Learning

3. Provide informative feedback

as to the creativity or
originality of the strategy or
outcome.

Attitudes Choosing personal actions based 1. Establish an expectancy of

on internal states of understanding success associated with the
and feeling, e.g., deciding to avoid desired attitude.
soft drinks and drinking a least 8 2. Assure student identification
glasses of water everyday with an admired human Study
model. events of in
3. Arrange for communication
Examp
or demonstration of choice of
Object!
personal action.
4. Give feedback for successful Target
performance; or allow 1.
observation of feedback in 2.
the human model.
3.
Motor Skills Executing performances involving 1. Present verbal or other 4.
the use of muscles, e.g., doing the guidance to cue the executive 5.
steps of the singkil dance subroutine.
2. Arrange repeated practice. 6.
t, 3. Furnish immediate feedback
7.
as to the accuracy of
- i‫״‬ 8.
performance.
9.
4. Encourage the use of mental
practice.

Examp
2. Learning hierarchies define what intellectual skills are to be Objec
learned and a sequence of instruction. Gagne suggests that
learning tasks for intellectual skills can be organized in a hierarchy Targel
according to complexity: stimulus recognition, response generation,
procedure following, use o f terminology, discriminations, concept
form ation, rule application, and problem solving. The prim ary
significance of the hierarchy is to identify prerequisites that should be
com pleted to facilitate learning at each level. Prerequisites are
identified by doing a task analysis of a learning/training task. Learning
hierarchies provide a basis for the sequencing of instruction.

3. Events of learning operate on the learner in ways that constitute

the conditions o f learning. These events should satisfy or
provide the necessary conditions for learning and serve as the basis
for designing instruction and selecting appropriate media. The theory
includes nine instructional events and corresponding cognitive
processes:
 Module 11 - Gagne’s Conditions of Learning 129
ning (1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
eedback (3) stimulating recall of prior learning (retrieval)
vity or I (4) presenting the stimulus (selective perception)
ategy or (5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
tancy of (7) providing feedback (reinforcement)
with the (8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).
tification
human Study the two examples of teaching sequences below. They reflect the
events of instruction
inication
Example 1 Lesson: Equilateral Triangles
;hoice of
Objective: For students to create equilateral triangles
jccessful Target group: Grade 4 pupils
allow 1. Gain attention - show variety of computer-generated triangles
Jback in 2. Identify objective - pose question: “W hat is an equilateral
triangle?”
3. Recall prior learning - review definitions of triangles
r other 4. Present stimulus - give definition of equilateral triangle
ixecutive 5. Guide learning - show example o f how to create an equilateral
triangle
dice, 6. Elicit performance - ask students to create 5 different examples
eedback
7. Provide feedback - check all examples as correct/incorrect
acy of
8. Assess performance - provide scores and remediation
9. Enhance retention/transfer - show pictures o f objects and ask
f mental
students to identify equilaterals

Example 2 Lesson: Powerful Lessons with PowerPoint

are to be Objective: Students to create presentations using Microsoft
gests that PowerPoint
i hierarchy Target Group: This lesson is geared for education students
generation, (pre-service teachers) with basic computer skills.
s, concept
e prim ary
: should be
jisites are
i. Learning

>n.

constitute
satisfy or
s the basis
The theory
cognitive
130 F a c i l i t a t i n g L e a r n in g

Event of Instruction Lesson Example/ Rationale Event of li

Conditions of Learning

1. Gaining Attention Teacher tells learners how she has Giving background information 7. Giving F
used Powerpoint in the classroom. creates validity.
Shows an example of a powerpoint
The use of multimedia grabs the
Asks learners questions about 8. Assessii
audience’s attention.
using powerpoint. Perform
Asking questions in the
beginning creates an interactive
atmosphere.

2. Informing the Teacher says, “Today we are Make learners aware of what
Learner of the going to work on using a to expect so that they are 9. Enhanc
Objective multimedia presentation software, aware and prepared to receive Retenti!
Microsoft Powerpoint information. Transie

3. Stimulating Recall For this particular group of When learning something new,
of Prior Learning learners, they have learned accessing prior knowledge is a
previously about Microsoft major factor in the process of
Windows, particularly Microsoft acquiring new information.
Word. Teacher associates this
knowledge with lesson at hand.

4. Presenting the Teacher gives students hands- The goal is information

Stimulus on, step-by-step tutorial on using acquisition, therefore, the stimulus
Microsoft Powerpoint employed is written content and
the actual software program.

5. Providing Learner Teacher demonstrates how to Teacher uses “discovery learning”

1.
Guidance create a presentation. Teacher because learners are adults and
moves around and shows students it gives them the freedom to
how to use the tools to type explore. Teacher facilitates the
in text, add links, add symbols learning process by giving hints
and clip art, insert videos and and cues when needed. Since
diagrams, use sounds, etc. the audience are pre-service with
Learners are allowed to try the some basic level of technology
tools demonstrated in partners on skills and the software program
their computers. is easy to follow and understand,
guidance is minimal.

6. Eliciting Teacher asks students to Requiring the learner to

Performance demonstrate Powerpoint tools. produce based on what has
been taught enables the learner
to confirm his/her learning.

Regular feedback enhances

learning.
 Module 11 - Gagne’s Conditions of Learning 131

Event of Instruction Lesson Example/ Rationale

Conditions of Learning

information 7. Giving Feedback Teacher gives immediate

feedback to learners after eliciting
responses.
ia grabs the
8. Assessing Assign a practice activity - Create Independent practice forces
Performance an electronic story book using students to use what they
in the Microsoft powerpoint. Teacher learned and apply it. Assessing
! interactive checks work. such gives instructors a means
of testing student learning
re of what outcomes.
they are 9. Enhancing Teacher asks learners to create Applying learning in real-life
to receive Retention and activities using Powerpoint situations is a step towards
Transfer presentation for 6th grade pupils. Mastery Learning.
Teacher also assigns learner to
îthing new,
teach another learner how to
vledge is a
make powerpoint presentations
process of
ition.

formation
ie stimulus
Dntent and
Dgram.
Synapse Strengthened
!ry learning”
1. Discuss what you perceive as the advantages and disadvantages
adults and
of using Gagne’s instructional events in lesson planning.
reedom to
ilitates the
giving hints
ded. Since
service with
technology
re program
understand,

amer to
what has
:he learner
ming.

snhances