Robert Gagne (1965)
He is known for the science of instruction.
His book The Conditions of Learning presented mental
conditions needed for effective learning.
He created a process with nine steps of instruction that
detailed each element needed for effective learning.
He believes that various internal and external
conditions are essential for each type of learning
Also believes that each type of learning requires
different types of instruction, and that when it comes
to intellectual skills, learning tasks can be organized in
a hierarchy.
Gagne created a list of nine instructional events that would guide
teaching. Enclosed in parenthesis are the corresponding cognitive
processes.
1. Gain attention (to ensure reception of stimuli)
2. Inform the learners of the objectives of the lesson (to establish appropriate
expectancies)
3.
4. Stimulate
Present therecall of prior learning
stimulus/material (for retrieval
(to ensure from
selective long-term memory)
perception)
5. Provide learning guidance (by suitable semantic encoding)
6. Elicit performance (responding)
7. Provide feedback (about the performance/reinforcement/formative)
8. Assess performance (additional response feedback occasions/summative)
9. Enhance retention and transfer/arranging practice (generalization/to aid future
retrieval and transfer of learning
Benjamin Bloom (1956)
Benjamin Bloom, et. al., developed a
classification of learning levels known
as the Bloom’s Taxonomy. It is
commonly used as a guide in education
when writing objectives of a lesson, in
creating presentations, in learning
activities, or in creating assessment.
He believes that there are three main
domains of learning: cognitive
(thinking), affective (feeling), and
psychomotor (doing).
In the recent years, Anderson and Krathwol (2000) modifief Bloom, et. al.’s original
taxonomy. Now there is a digital version of this taxonomy.
Bloom’s Digital Taxonomy
Old New
Evaluation Create
Synthesis Evaluate
Analysis Analyze
Application Apply
Comprehension Understand
Knowledge Remember
Cognitivism and its
Implications for Teaching
Cognitivism is widely used in education from
analysis of errors in learning, prior learning
misconceptions, memory, how to store new ideas Click icon to add pic
in long-term memory, to teaching strategies and
methods.
It has found its way into cognitive behavior
therapy, artificial intelligence, online games, and
reinforcement activities that present prior
knowledge schema, creating disequilibrium and a
need to adapt. 5
In the classroom or in blended/online classes, for more student-centered learning,
cognitivism is used to:
• Understand student’s thinking and match instructional strategies to student
abilities;
• Use concrete props and visuals;
• Make instruction relatively short;
• Anticipate that children may not be consistent in seeing other’s point of view;
• Consider that children may have different meaning or prior knowledge for the
same word;
• Provide a wide range of experiences to build a foundation of learning;
• Enhance the development of information processing skills of students;
• Encourage individual learning;
• practice flexibility in the curriculum;
In the classroom or in blended/online classes, for more student-centered learning,
cognitivism is used to:
• Arrange for the effective use of the environment;
• Use developmentally appropriate (DAP) concepts, teaching materials, and
teaching strategies;
• Allow students to actively solve problems for assimilation and accommodation to
occur;
• Allow students to learn from each other through collaboration and discussion;
• Use discovery learning (learning by doing and exploring);
• Teach from concrete to abstract;
• Use advanced organizers;
• Use graphic organizers to help structure and relate content;
• Follow the nine steps of Gagne; and
• Chunk information into digestible parts.
The role of the teacher should be a facilitator of learning instead of
being the sole source of information through direct teaching and
helping students learn how to learn.
Teachers should focus on the process of learning, instead of the end-
product.
Teachers should use active teaching methods that require students to
rediscover or reconstruct “truths.”
Teachers can use collaborative and individual activities, allowing
children to learn from each other.
8
Thank you!
Click icon to add picture
