Facilitating Learner-Centered Teaching

Module 11 – Gagne’s Conditions of Learning

Moscoso, Roselyn C.
Beed-llI
Learning Outcomes
1. Explain Gagne’s conditions of learning.
2. Make a simple lesson outline (teaching sequence) using Gagne’s instruction events.
3. Articulate the benefits of using Gagne’s principles in teaching.

Abstraction:
Application:
1. Choose a topic with a particular lesson objective in any grade level. Make a teaching
sequence applying Gagne’s nine instructional events. Use the Table provided for you.

Topic: Parts of plant

Objective: To know and identify the different parts of the plant
Grade Level: III

Event of Instruction Lesson Example/Conditions of Learning

Teacher asked questions related to the topic to the learners
1. Gaining attention

Teacher tells to the learners about the different parts of the plant.
2. Informing the Learner
of the Objective

Teacher ask some questions about the previous lesson then the
3. Simulating Recall of learners answer ,what they know ?
Prior Learning

Teacher present the new topic or content and she/ he discuss and
4.Presenting the demonstrate to the learners,
Stimulus

Teacher show the real plant to the learners to see the different parts of
5. Providing Learner the plant, then the learners can point by individual the part that he/she
Guidance knows.

Teacher ask to the learners the different part of the plant , then the
6. Eliciting Performance learners demonstrate by individual the function of each part.

Provide specific, immediate feedback on learner’s performance,

7. Giving Feedback reinforcing and correcting errors.

Teacher give a test to the learners by answer the different parts of the
8. Assessing plant. Learners arranged the different parts of the plant to the
Performance corresponding or correct parts of plant.

Teacher ask to the learners to draw any kinds of plant then apply
9. Enhancing Thier knowledge about the parts of the plant by naming the
Retention and different parts of the plant.
Transfer
Assessment Task:

1. Explain Gagne’s conditions of learning.

Gagne's theories provide a great deal of valuable information to teachers. Applying

Gagne's nine-step model is an excellent way to ensure an effective and systematic
learning program as it gives structure to the lesson plans and a holistic view to the
teaching.
Gagne's “conditions of learning”: internal conditions deal with what the learner knows
prior to the instruction, external conditions deal with the stimuli that are presented to the
learner, e.g. instructions provided by the teacher.
Gagne that learning tasks for intellectual skills can be organized in a hierarchy
according to complexity: stimulus recognition, response generation, procedure following,
use of terminology, discriminations, concept formation, rule application, and problem
solving.
Gagne's Nine Events of Instruction model helps trainers, educators, and instructional
designers structure their training sessions. The model is a systematic process that helps
them develop strategies and create activities for instructional classes. The nine events
provide a framework for an effective learning process.

2. Make a simple lesson outline (teaching sequence) using Gagne’s instruction events.

A 15 minutes lesson plan is prepared based on Robert Gagne’s nine events of Instruction:

Learning area: Science

Topic: Dissolving Sugar
Grade: V

Event Explanation of events Lesson planned using cognitive-

constructivist approach
Capture the attention of learners by Showing a short video on the topic that
1. Gaining asking questions or presenting new we are about to learn.
attention situation. The idea is to grab their
attention.
Describe the objectives of a lesson, Able to identify which liquid
2. Informing state what the learners will be able to dissolves the sugar faster (Inform
the Learner of perform and how they will be able to learners by writing the objective on the
the Objective use the knowledge. board)

Build on what the learner’s already Group activity: Students are to sort the
3. Simulating know. Start from previous relevant pictures of materials on the correct
Recall of Prior experience, concepts, knowledge to table prepared by the teacher
Learning correlate it with new information. e.g.
Soluble :
Insoluble:
Display new content which must be Showing children the different
 4.Presenting chunked, explained, then materials that they will be using to
the Stimulus demonstrated. conduct the experiment
•Stirrer
•Bicar/ clear cups
•Oil, Vinegar, water, lemon juice
Children are given instructions to
5. Providing Give instructions on how to learn. conduct an experiment with their group
Learner Assist learners for better learning. on which liquid does sugar dissolve
Guidance faster and how they should be writing
their answers in the answer sheet.
Learners practice in order to do
6. Eliciting something with the newly acquired
Performance behavior, skills, or knowledge.and
demonstrate learning.
Provide specific, immediate feedback Teacher will be walking around while
7. Giving on learner’s performance, reinforcing the children are doing their assignment
Feedback and correcting errors. and ask various questions to reinforce
their learning.E.g:
•Did you stir the same amount of time
and speed for each liquid?
•What other factors will you need to
look at to ensure you are doing a fair
test?
Test to determine to what extent the •During the experiment, a general
8. Assessing new knowledge has been mastered. verbal assessment will be done with the
Performance student to determined the Mastery
standards of the children
•A short presentation by the student on
the experiment they had just conducted
Provide similar problem situations and •Giving them a different experiment to
9. Enhancing encourage learners to transfer their conduct and get them to think the same
Retention and newly acquired knowledge to novel way to gain the correct and fair result
Transfer situations. e.g.
•Which soap produces more lather?
•Which toy car is the fastest?
•Which paper allows the light go
through it the most?

3. Discuss how Gagne’s events of learning can help one to be an effective teacher.

Gagne's events of learning can help one to be an effective teacher through using instructional
events because it refers to actions of both teacher and learners during the teaching session.
Selecting appropriate events and planning them in the right format and the right sequence is
crucial in a successful lesson design. A lesson design is a plan showing the type of instructional
events, their order and the kind of activity taking place in each event. In designing a lesson plan,
there are 2 important factors: the objectives and the learners.
And through Gain attention of the students ensure the learners are ready to learn and
participate in activities by presenting a stimulus to capture their attention. Inform students of the
objectives or outcomes for the course and individual lessons to help them understand what they
are expected to learn and do. Provide objectives before instruction begins.likeDescribe required
performance; Describe criteria for standard performance ; Have learners establish criteria for
standard performance ;Include course objectives on assessment prompts. Inform students of the
objectives or outcomes for the course and individual lessons to help them understand what they
are expected to learn and do. Stimulate recall of prior learning help students make sense of new
information by relating it to something they already know or something they have already
experienced. Present the content use strategies to present and cue lesson content to provide more
effective instruction. Organize and group content in meaningful ways, and provide explanations
after demonstrations. Provide learning guidance advise students of strategies to aid them in
learning content and of resources available. In other words, help students learn how to learn; like
Provide case studies, visual images, analogies, and metaphors – Case studies provide real world
application, visual images assist in making visual associations, and analogies and metaphors use
familiar content to help students connect with new concepts.Elicit performance (practice) have
students apply what they have learned to reinforce new skills and knowledge and to confirm
correct understanding of course concepts.Facilitate student activities – e.g. ask deep-learning
questions, have students collaborate with their peers, facilitate practical laboratory exercises.
Provide formative assessment opportunities – e.g. written assignments, individual or group
projects, presentations. Provide feedback provide timely feedback of students’ performance to
assess and facilitate learning and to allow students to identify gaps in understanding before it is
too late. Assess performance test whether the expected learning outcomes have been achieved on
previously stated course objectives ; likeAdminister pre- and post-tests to check for progression
of competency in content or skills. Embed formative assessment opportunities throughout
instruction using oral questioning, short active learning activities, or quizzes.Enhance retention
and transfer help learners retain more information by providing them opportunities to connect
course concepts to potential real-world applications. These methods can help learners through
Avoid isolating course content. Associate course concepts with prior (and future) concepts and
build upon prior (and preview future) learning to reinforce connections.Continually incorporate
questions from previous tests in subsequent examinations to reinforce course information.