Gagnes-Conditions-of-Learning-DEMEGILLOS-REPORT.pptx

Robert Gagne's theory about child's learning.

1. Gagne's Condition of Learning

2. Who is Gagne? Robert Mills Gagné was an educational psychologist who served as Professor in the Department of Educational Research at Florida State University. He is best known for his theory on the conditions of learning and on the nine events of instruction.

3.   Gagné refers to these five categories of learning as learning outcomes. Gagné’s published work Conditions of Learning (1985) describes Gagné’s conditions of learning theory, which includes the environmental events and stages of information processing required for each of the categories of learning, as well as the nine events of instruction.

4. The goal of Gagné’s conditions of learning theory is to assist in classroom instruction, and to achieve that goal he developed the nine events of instruction, the process a teacher will carry out to facilitate information processing by learners.

5. Gagne’s Conditions of Learning CATEGORIES OF LEARNING Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes 9 events of instructions Gaining attention Informing the learners of the objective Stimulating recall of prior learning Presenting the stimulus Providing learners guidance Eliciting performance Giving feedback Assessing performance Enhancing retention and transfer

6. Gagne’s principles 1.Different instruction is required for different learning outcomes.

7. 2 Conditions of Learning INTERNAL CONDITION Capabilities that already exist in the learner before any new learning begins .

8. External conditions - External conditions include different stimulus that exist outside the learner.

9. 5 Categories of Learning Outcomes

10. 1. Verbal Information Being able to state ideas or having declarative knowledge. This refers to the organized bodies of knowledge that we acquire. This may be classified as name, facts, principles and generalizations.

11. 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.

12. 5 Sub- Categories of Intellectual Skills 1.Discriminations – it is ability to distinguish one features of an object or symbol from another such as textures, letters, numbers, and sound.

13. 2. 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.

14. example

15. 3. Defined concepts Require a learner to define both general concepts by providing instances of a concept to show a definition.

16. 4. Rules Is learned capability of the learners by making it possible for the learner to do something rather than just stating something.

17. 5. Higher- Order Rule Process of combining rules by learning into more complex rules used in problem solving.

18. 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.

19. 4. Attitudes Mental states that influence the choices of personal action. The internal state that influences the choices of personal actions made by an individual towards some class of things, persons, or events.

20. 5. Motor skills Executing movement in a member of organized motor acts such as playing sports or driving a car. Are the precise, smooth, and accurately timed executions of movement involving the used of muscles. They are a distinct types of learning outcome and necessary to understanding of the range of possible human performances .

21. Category of learning Example of learning outcomes Conditions of learning Verbal information Review of lesson Draw attention to distinctive features by variation in print or speech. Present information so that be made into chunks. Provide meaningful context for effective encoding of information. Provide cues for effective recall and generalization of information.

22. Category of learning Example of learning outcomes Conditions of learning Intellectual skills: Discrimination, concrete concepts, defined concepts, rules, higher order rules Discrimination: distinguishing objects, features or symbols. E.g. distinguishing an even and an old number. Concrete concepts: identifying classes of objects, feature or events . E.g. picking out all the red beads from a bowl of beads. Defined concepts: class new example of event or ideas by their definition. e.g. noting “she sea shells” As alliteration. Call attention to distinctive features. Stay within the limits of working memory. Stimulate the recall of previously learned component skills. Present verbal cues to the ordering or combination of component skills. Schedule occasion for practice and spaced review. Used a variety of contexts to promote transfer.

23. Category of learning Examples of learning outcomes conditions of learning Rules : applying a single relationship to solve a class of problems. e.g. computing average of monthly income of a company. Order rules: applying a new combination of rules to solve a complex problem, e.g. generating a balance budget for school organization. Cognitive strategies Employing personal ways to guide learning, thinking, acting, and feeling.

24. Category of learning Examples of learning outcomes Conditions learning e.g constructing a concepts maps of topics being studied. Describe or demonstrate the strategy. Provide a variety of occasion for practice using the strategy. Provide informative feedback as to the creativity or originality of the strategy. Attitudes Choosing a personal actions based on internal state of understanding and feeling, e.g. deciding to avoid soft drinks and drinking 8 glasses of water everyday. Establish an expectancy of success associated with the desired attitudes.

25. Category of learning example of learning outcome Condition of learning 2. Assure student identification with an admired human model. 3. arrange for communication or demonstration of choice personal action. 4. Give feedback for performance; or allow observation of feedback in the human model. Motor skills Executing performances involving the used of muscles, e.g. doing the steps of the singkil dance Present verbal or other guidance to the executive subroutine. Arrange repeated practice. Furnish immediate feedback as to the accuracy of

26. Category of learning Example of outcomes Conditions of learning 4. Encourage the use of mental practice. .

27. 2. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.

28. Stimulus recognition Response generation Procedure following Use of terminology Discrimination Concept formation Rule application Problem solving

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

30. 1. Gaining attention Ensure the learners are ready to learn and participate to presenting a stimulus to gain a their attention.

31. 2. Informing the learner of the objectives Inform the students of the objective or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins.

32. 3. Stimulating 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.

33. 4. Presenting the stimulus Use strategies to present and cue lesson content to provide more effective, efficient instruction. Organize and chunk content in the meaningful way. Provide explanations after demonstration.

34. 5. Provide learning guidance Advise students of strategies to aid them in learning content and of resources available.

35. 6. Eliciting performance Activate student processing to help them internalize new skills and knowledge and to confirm correct understanding of these concepts.

36. 7. Giving feedback Provide immediate feedback of students performance to asses and facilitate learning.

37. 8. Assessing 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 objected.

38. 9 . Enhancing retention and transfer To help learners developing expertise, they must internalize new knowledge.

39. SOURCE BOOK OF FACILITATING LEARNER – CENTERED TEACHING 5 th edition authors: Maria Rita D. Lucas, ph. Brenda B. Corpuz , ph .