Module 11 ~Gagne’s Conditions of Leaming 125 i WEEE) Gagne’s Conditions of Learning eimai: 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 benefits of using Gagne’s principles in teaching, ‘ OTT In his theory, Gagne specified several different types or levels of leaming. He stressed that different internal and external conditions are needed for each type of learning, thus his theory is called conditions of learning. He also provided nine instruction events that serve as basis for « the sequencing of instruction. OTR Tar 7 bea hare all _ ha a Guiry Anenton Ineration Ten? Inorg the Leaner ‘Intellectual c oe ofthe been Tend Copan Stinlating Recall Seeger of Pie Lea Landes m Presening th Siu J me Tear Pg Lee Gis Tens ishing Perfomance Tent Giving Fedback Teer Asstsng Performance ae Enhancing Retention and TransitSer a Before reading the entire module, see if you can arrange the nine steps firange the gee nition (instructional events) in their proper order. Read and ie the steps by numbering them. Form groups of 5 for this activity ——— |. Guidance of students" performance : . Recall prior leaming Enhance retention and transfer Gain attention Provide feedback Assess performance Present stimulus Elicit performance Identify the objective roe Each group writes its arrangement on the board for comparison and discussion. Each group explains and justifies the arrangement. For discussion, the teacher asks the class: “Which of the arrangements presented on the board is correct? Why? \ Caner 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 |. 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 of learning calls for different types of 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 instance, for cognitive strategies to be learned, there must be an opportunity for problem solving; to leam 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: ca’ ver! Inte Dis Co, Ru Ru ceModule 11 ~ Gagre's Conditons of Learning 127 Category of Learning Example of Learning Outcome Coneitions of Learning Verbal Information Stating previously learned matenals such as facts, concepts, principles and procedures, e.g, listing the 14 leamer-centered psychological principles Draw attention t0 distinctive features by vanatons in print or speech Present information so that it be made into chunks vide @ meaningful context for effective encoding of information Provide cues for effective recall and generalization of information, Intellectual Skls: Discrminatons, Concrete Concepts, Defined Concepts, Rules, Higher Order Rules Discriminations: Distinguishing objects, features or symbols, e, distinguishing an even and an odd umber Concrete Concepts: Identitying lasses of concrete objects, features oF events, eg. picking out al the red beads ftom a bow of beads Defined Concepts: classifying new examples of events or eas by their defnition, eg., noting “she sels sea shel" as alteration Rules: Applying @ single relationship to solve a class of problems, e.g computing average monthly income of a company Order Rules: Applying @ new combination of rules to solve a complex problem, e.g, generating a balanced budget for a school organization Call attention to distinctive features Stay within the limits of working memory. Stimulate the recall of previously leamed component stil Present verbal cues to the ordering or combination of component skis Schedule occasions for Practice and spaced review Use a variety of contexts to promote transfer Cognitive Strategies Employing personal ways to guide learning, thinking, acing and feeling, 2g., constructing concept maps of topics being studied Describe or demonstrate the strategy Provide a variety of occasions for practice using the strategy.Attitudes PonriaTon LEARNS ory of Learning | Example of Learning Outcome Provide informative feedback as to the croativily of originality of the strategy OF ‘outcome. 1. Establish an expectancy of ‘success associated with tho desired attitude. 2, Assure student identification with an admired human model 3. Arrange for communication cr demonstration of choice of personal action. 4, Give feedback for successful performance; of allow ‘observation of feedback in the human model. Choosing personal actions based (on internal states of understanding and feeling, e.g, deciding to avoid soft drinks and drinking a least 8 glasses of water everyday Motor Skills Executing performances involving |. Present verbal or other the use of muscles, e.g., doing the guidance to cue the executive steps of the singkil dance subroutine Arrange repeated practice Furnish immediate feedback as to the accuracy of performance, 4, Encourage the use of mental practice Conditions of Learning —————| . Learning hierarchies define what intellectual skills are to be earned and a sequence of instruction. Gagne suggests that Jearning 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. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level, Prerequisites are identified by doing a task analysis of a leaming/training task. Learning hierarchies provide a basis for the sequencing of instruction, Events of learning operate on the learner in ways that constitute the conditions of learning. These events should satisfy or provide the necessary conditions for leaning and serve as the basis for designing instruction and selecting appropriate media. The theory includes nine instructional events and corresponding cognitive processes:‘e to be sts that ierarchy veration, concept >rimary vould be ites are eaming stitute sfy or e basis theory gnitive ‘Module 11 ~ Gagne’s Conditions of Learning (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (©) eliciting performance (responding) (2) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization), Study the two examples of teaching sequences below. They reflect the events of instruction Example 1 Lesson: Equilateral Triangles Objective: For students to create equilateral triangles Taet group: Grade 4 pupils 1. Gain attention - show variety of computer-generated triangles 2. Identify objective - pose question: “What is an equilateral triangle?” . Recall prior leaming - review definitions of triangles }. Present stimulus - give definition of equilateral triangle . Guide learning - show example of how to create an equilateral ‘triangle Elicit performance ~ ask students to create 5 different examples Provide feedback - check all examples as correctincorrect Assess performance - provide scores and remediation ». Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals wae yeas Example 2 Lesson: Powerful Lessons with PowerPoint Objective: Students to create presentations using Microsoft PowerPoint ‘Target Group: This lesson is geared for education students (pre-service teachers) with basic computer skills 128Losson Example! Conditions of Learning 4, Gaining Attention | Teacher toi vacher tolls learners how she has ‘used Powerpoint in the classroom. Shows an example of a powerpoint Asks learners questions about using powerpoint. Rationale Giving background information creates validity. Tho use of multimedia grabs the audience's attention Asking questions in the beginning creates an interactive atmosphere 2. Informing the Leamer of the Objective | Teacher says, ‘Today we are going to work on using a ‘multimedia presentation software, Microsoft Powerpoint Make learners aware of what fo expect so that they are aware and prepared to receive information. 3. Stimulating Recall of Prior Learning For this particular group of learners, they have learned previously about Microsoft Windows, particularly Microsoft Word, Teacher associates this knowledge with lesson at hand When learning something new, accessing prior knowledge is @ ‘major factor in the process of ‘acquiring new information, 4, Presenting the Stimulus Teacher gives students hands- ‘on, step-by-step tutorial on using Microsoft Powerpoint The goal is information ‘acquisition, therefore, the stimulus ‘employed is written content and the actual software program. 5. Providing Learner Guidance Teacher demonstrates how to create a presentation. Teacher moves around and shows students how to use the tools to type in text, add links, add symbols and clip art, insert videos and diagrams, use sounds, etc Learners are allowed to try the tools demonstrated in partners on their computers, TTeacher uses “discovery learning” because learners are adults and it gives them the freedom to ‘explore. Teacher facilitates the learning process by giving hints and cues when needed. Since the audience are pre-service with some basic level of technology skills and the software program is easy to follow and understand, guidance is minimal. 6. Eliciting Performance Teacher asks students 0 demonstrate Powerpoint tools, Requiring the learner to produce based on what has been taught enables the learner to confirm his/her learning Regular feedback enhances learning.Event of Instruction Lesson Example! Rationale Conditions of Learning 7. Giving Feedback Teacher gives immediate feedback to leamers after elicting responses. 8 Assessing Assign a practice activity - Create | Independent practice forces Performance an electronic story book using Microsoft powerpoint. Teacher checks work, students to use what they learned and apply it. Assessing such gives instructors @ means 8. Enhancing Retention and ‘Transfer Teacher asks learners to create activities using Powerpoint presentation for 6° grade pupils. Teacher also assigns learner to teach another learner how to make powerpoint presentations Applying learning in real-life situations is a step towards Mastery Leaming. (2mm 1. Discuss what you perceive as the advantages and disadvantages of using Gagne’s instructional events in lesson planning.Objective ade/Yeat Level Event of Instruction | Informing the Loaner of the > Objective ‘Stimulating Recall of © Palo Loaming |, Proseniing tho Stimulus }, Providing Learner Guidance Dorttoular leswon objective in any grade ar yew level Inyie’n fine inotnutional varity Vow te Sable Lenton Bxample/Gonditions of Learning ee id Manila 11 Cangra’e Canaan of HRN Yi A fee { hake yuividerd fr 7 Elciting Performancey aris FAOUTATING LEARNING + exe Read # research OF study related to Gigne's conditions of leur rn an P, foblem Resoarch Methodology Findings Conclusions/RecommendationsModul 11 Gogne's Condidons of eaming 195 (| XI |. Baplain Gagne's conditions of learning. 2. Make a simple lesson outline (Leaching sequence) using Gagne's instruction events. 4. Discuss how Gagne’s events of leaming can help one to be an effective teacher Your $-minute non-stop writing begins NOW! From the Module on Gagne’s Conditions of Learning, I realized that ...