Module in Facilitating Learning
MODULE 11. GAGNE’S CONDITION OF LEARNING
Overview:
In his theory, Gagne specified several different types or levels of learning. 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
instructions that serve as basis for the sequencing of instruction.
Learning Outcomes:
1. Explain Gagne’s conditions of learning.
2. Make a simple lesson outline (teaching sequence using Gagne’s instruction
events.
3. Enumerate the benefits of using Gagne’s principles in teaching.
Discussion:
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’s also looked into the role of instructional technology in
learning.
Gagne’s Principles
1. 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 learn 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.
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Category of Learning Example of Learning Conditions of Learning
Outcome
Verbal Information Stating previously learned 1. Draw attentions to
materials such as facts, distinctive features by
concepts, principles, and variation in print or
procedures, e.g. listing the 14 speech.
learner-centered psychological 2. Present information
principles so that it can be made
into chunks.
Intellectual Skills: Discriminations: Distinguishing 1. Call attention to
Discriminations, objects, features or symbols, distinctive features.
Concrete concepts, e.g., distinguishing an even 2. Stay within the limits
Define Concepts, and odd number of working memory.
Rules, Higher Order 3. Stimulate the recall of
Rules Concrete Concepts: Identifying previously learned
classes of concrete objects, component skills.
features or events, e.g., picking 4. Present verbal cues
out all the red beads from a to the ordering or
bowl of beads combination of
component skills.
Defined Concepts: classifying 5. Schedule occasions
new examples of events or for practice and
ideas by their definition, e.g., spaced review.
noting “she sells sea shells” as 6. Use a variety of
alliteration contexts to promote
transfer.
Rules: Applying a single
relationship to solve a class of
problems, e.g., computing
average monthly income of a
company
Order Rules: Applying a new
combination of rules to solve a
complex problem, e.g.,
generating a balanced budget
for a school organization
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Cognitive Strategies Employing personal ways to 1. Describe or
guide learning, thinking, acting demonstrate the
and feeling, e.g., constructing strategy.
concept maps of topics being 2. Provide a variety of
studied occasions for practice
using the strategy.
3. Provide informative
feedback as to the
creativity or originality
of the strategy or
outcome.
Attitudes Choosing personal actions 1. Establish an
based on internal states of expectancy of
understanding and feeling, e.g., success associated
deciding to avoid soft drinks with the desired
and drinking at least 8 glasses attitude.
of water every day. 2. Assure student
identification with an
admired human
model.
3. Arrange for
communication or
demonstration of
choice of personal
action.
4. Give feedback or
successful
performance; or allow
observation of
feedback in the
human model.
Motor Skills Executing performances 1. Present verbal or
involving the use of muscles, other guidance to cue
e.g., doing the steps of the the executive
singkil dance subroutine.
2. Arrange repeated
practice.
3. Furnish immediate
feedback as to the
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accuracy of
performance.
4. Encourage the use of
mental practice.
2. Learning hierarchies define what intellectual skills are to be learned and
a sequence of instruction.
Gagne suggests 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. 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 learning/training task.
Learning hierarchies provide a basis for the sequencing of instruction.
3. 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 learning and serve as the basis for designing instruction and
selecting appropriate media. The theory includes nine instructional events and
corresponding cognitive processes:
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)
6. eliciting performance (responding)
7. 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: Plant and Animal Cells
Objective: for students to differentiate plant and animal cells
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Target Group: Grade 8 students
1. Gain attention – show pictures of plant and animal cells.
2. Identify objective – pose question: what’s the difference between plant and
animal cells?
3. Recall prior learning – review biomolecules
4. Present stimulus – give the difference between plan and animal cells
5. Guide learning – pinpoint structures that are present in animal cells that are not
found in animal cells
6. Elicit performance – ask students to pinpoint structures present in plant cells that
are not found in animal cells
7. Provide feedback – check all answers as correct/incorrect
8. Asses performance – provide scores and remediation
9. Enhance retention -/ transfer – show pictures of plant and animal cells and
identify the organelles.
Example 2. Lesson: Powerful Lessons with PowerPoint
Objective: students to create presentations using Microsoft PowerPoint
Target Group: education students with basic computer knowledge.
Event of Instruction Lesson Rationale
Example/Conditions of
Learning
1. Gaining Attention Teacher tells learners how Giving background
she has used PowerPoint information creates
in the classroom. Shows validity.
an example of a
powerpoint.
Ask learners questions The use of multimedia
about using powerpoint grabs the audience’s
attention.
Asking questions in the
beginning creates an
interactive atmosphere.
2. Informing the Learner of Teacher says “ Today we Make learners aware of
the Objective are going to work on using what to expect so that they
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a multimedia presentation are aware and prepared to
software, Microsoft receive information
powerpoint
3. Stimulating Recall For this particular group of When learning something
learners, they have new, accessing prior
learned previously about knowledge is a major
Microsoft Windows, factor in the process of
particularly Microsoft acquiring new information.
Word. Teacher associates
this knowledge with lesson
at hand.
4. Presenting the Stimulus Teacher gives students The goal is information
hands-on, step-by-step acquisition, therefore, the
tutorial on using Microsoft stimulus employed is
Powerpoint written content and the
actual software program.
5. Providing Learner Teacher demonstrates Teachers uses “discovery
Guidance how to create learning “ because
presentation. Teacher learners are adults and it
moves around and shows gives them the freedom to
students how to use the explore. Teacher
tools to type in text, and facilitates the learning
links, add symbols and clip process by giving hints
art, insert videos and and cues when needed.
diagrams, use sounds, Since the audience are
etc. Learners are allowed pre-service with some
to try the tools basic level of technology
demonstrated in partners skills and the software
on their computers. program is easy to follow
and understand, guidance
is minimal,
6. Eliciting Performance Task asks students to Requiring the learner to
demonstrate Powerpoint produce based on what
tools. has been taught enables
the learner to confirm
his/her learning
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Regular feedback
enhances learning
7. Giving Feedback Teachers gives immediate
feedback to learners after
eliciting responses.
8. Assessing Performance Assign a practice activity – Independent practice
Create an electronic story forces students to use
book using Microsoft what they learned and
powerpoint. Teacher apply it. Assessing such
checks work gives instructors a means
of testing student learning
outcomes.
9. Enhancing Retention Teacher asks learners to Applying learning in real-
and transfer create activities using life situations is a step
Powerpoint presentation towards Mastery Learning.
for “6th grade pupils.
Teacher also assigns
learner how to make
powerpoint presentations
Exercises/Drills:
Choose a topic with a particular lesson objective in any grade or year level. Make
a teaching sequence applying Gagne’s nine instructional events. Use the table provided
for you.
Topic:
Objective:
Grade/Year Level:
Event of Instruction Lesson Example/Conditions of Learning
1. Gaining Attention
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2. Informing the
Learner of the
Objective
3. Stimulating Recall
of Prior Learning
4. Presenting the
Stimulus
5. Providing Learner
Guidance
6. Eliciting
Performance
7. Giving Feedback
8. Assessing
Performance
9. Enhancing
Retention and
Transfer
Evaluation:
1. Make a simple lesson (teaching sequence) using Gagne’s instruction events.
2. Discuss how Gagne’s events of learning can help one to be an effective teacher.
Please watch this video for additional information
[Link]
References:
Maria Rita, D. L. (2014). Facilitating Learning: A Metacognitive Process: Lorimar
Publishing
Brawner, D.G. (2018). Facilitating Learner-Centered Teaching. Adriana Publishing Co.
Inc.
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