Gagne’s Conditions of

Learnings
 ROBERT GANGNE (1916-2002)

• Gagne is also best known for his nine

events of instruction.
• Educational psychologist whose ideas
on the 'conditions of learning' are
generally employed in every teaching
learning process.
• Gagné (1984) has described learning as
a change in the behavior of an individual
that is retained and that makes possible
a corresponding change
• Gagné identifies eight conditions of
learning, or learning types or varieties of
learning,
• In 1965, Robert Gagné proposed a
series of events that are associated with
and address the mental conditions for
learning.
 Gagne's Principles

1. Different instruction is required for different learning

outcomes.

2. Learning hierarchies define what intellectual skills

are to be learned and a sequence of instruction.
3. Events of learning operate on the learner in ways
that constitute the conditions of learning.
 Elements That Provide the Framework for
Gagne's Conditions of Learning Theory

Conditions of Learning

The Five Categories of Learning Outcomes

 The Nine Events of Instruction

 Conditions of
Learning
Internal Condition
 Capabilities that already exist in a learner before
any new learning begins.
External Condition
 External conditions include different stimulus's that
exist outside the learner
5 Categories of
Learning
1. Verbal Information
 This refers to the organized bodies of knowledge that
we acquire. They may be classified as names, facts,
principles, and generalizations.
Conditions of Learning
1.
2. Intellectual skills
 ("knowing how" or having procedural knowledge)
 Intellectual skills involve the use of symbols such as
numbers and language to interact with the
environment. They involve knowing how to do
something rather than knowing that about
something.
 5 Sub-Categories of Intellectual
Skills:
Discriminations
 It is the ability to distinguish one feature of an
object or symbol from another such textures,
letters, as numbers, shapes, and sounds.
Concrete Concepts
 The ability to identify a class of objects, object
qualities, or relations by pointing out one or
more examples or instances of the class.
Defined Concepts
 Require a learner to define both general and
relational concepts by providing instances of a
concept to show its definition.
Rules
 Is a learned capability of the learner, by making it
possible for the learner to do something rather than
just stating something.
Higher-Order Rule
 Process of combining rules by learning into more
complex rules used in problem solving.
3. Cognitive strategies
 (having certain techniques of thinking, ways
of analyzing problems, and having
approaches to solving problems)
 Refer to the process that learners guide
their learning, remembering, and thinking.
4. Attitudes
 (mental states that influence the choices of
personal actions)
 The internal state that influences the choices of
personal actions made by an individual towards
some class of things, persons, or events.
5. Motor skills
 (executing movements in a number of organized
motor acts such as playing sports or driving a car)
 Are the precise, smooth, and accurately timed
executions of movements involving the use of
muscles. They are a distinct type of learning
outcome and necessary to the understanding of the
range of possible human performances.
 8. Problem Solving
7. Rule Learning
6. Concept Learning
5. Discrimination Learning
Increasing
4. Verbal Association
Complexit
y 3. Chaining Increasing
Complexity
2. Stimulus-Response
Learning
1. Signal Learning
1.Signal Learning
 This is the simplest form of learning and

consists essentially of the classical

conditioning first described by the
behavioral psychologist Pavlov.
 In this, the subject is 'conditioned' to emit
a desired response as a result of a stimulus
that would not normally produce that
response.
2. Stimulus-response learning
 This somewhat more sophisticated form of
learning, which is also known as operant
conditioning, was originally developed by Skinner.
 It involves developing desired stimulus-response
bonds in the subject through a carefully-planned
reinforcement schedule based on the use of
'rewards' and 'punishments'.
3. Chaining
 Subject develops the ability to connect two or more
previously-learned stimulus- response bonds into a
linked sequence. It is the process whereby most
complex psychomotor skills are learned.
4. Verbal association
 This is a form of chaining in which the links between
the items being connected are verbal in nature.
Verbal association is one of the key processes in the
development of language skills.
5. Discrimination learning:
 This involves developing the ability to make
appropriate (different) responses to a series of
similar stimuli that differ in a systematic way.
6. Concept learning:
 This involves developing the ability to make a
consistent response to different stimuli that form a
common class or category of some sort. It forms the
basis of the ability to generalize, classify etc.
7. Rule learning
 This is a very-high-level cognitive process that
involves being able to learn relationships between
concepts and apply these relationships in different
situations, including situations not previously
8. encountered
Problem Solving
 It involves developing the ability to invent a complex
rule, algorithm or procedure for the purpose of
solving one particular problem, and then using the
method to solve other problems of a similar nature.
1. Gain attention of the students
 Ensure the learners are ready to learn and participate
in activities by presenting a stimulus to gain their
attention.
2.Inform students of the objectives
 Inform students of the objectives or outcomes to help
them understand what they are to learn during the
course. Provide objectives before instruction begins.
3. 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.
4. Present the content:
 Use strategies to present and cue lesson content to
provide more effective, efficient instruction.
Organize and chunk content in a meaningful way.
Provide explanations after demonstrations.
5. Provide learning guidance
 Advise students of strategies to aid them in learning
content and of resources available.
Methods to provide learning guidance include:
 Provide instructional support as needed Model
varied learning strategies
 Use examples and non-examples
 Provide case studies, analogies, visual images and
metaphors
6. Elicit performance (practice):
 Activate student processing to help them internalize
knowledge and new skills and confirm correct to
understanding of these concepts.
Ways to activate learner processing include:
 Elicit student activities
 Elicit recall strategies
 Facilitate student elaborations
 Help students integrate new knowledge
7. Provide feedback
 Provide immediate feedback of students'
performance to assess and facilitate learning.
Types of feedback include:
 Confirmatory feedback
 Corrective and remedial feedback
 Remedial feedback
 Informative feedback
 Analytical feedback
8. Assess performance
 In order to evaluate the effectiveness of the
instructional events, you must test to see if the
expected learning outcomes have been achieved.
 Performance should be based on previously stated
objectives.
9. Enhance Retention and Transfer
 To help learners develop expertise, they must
internalize new knowledge.
Thank You
for
Listening