Significant Contributions of Psychologists in the field of education

1. Significant Contribution
of Robert Gagne &
Maria Montessorri
JESSA M. FRANCISCO

2. JESSA M. FRANCISCO
A Teacher 1 from Vinzons Camarines
Norte for 3 years now, I am currently
handling grade 10 students. I am 33
years old and a mother of 2 and who
strictly follow the Golden rule of
Confucius.

3. Robert Mills Gagné (August 21, 1916 – April 28,
2002) was an American educational psychologist
best known for his Conditions of Learning.
Getting to
know Robert
M. Gagne

4. Robert M
Gagne
> Educational Psychologist during High school
> Yale University and Brown University
> Joined the Army as World War II begins
> Administered the Aptitude Test for those
cadets joining combats in aircraft.
> In 1958, he became a professor in
Psychology at Princeton University

5. Hierarchical
Theory
Studied Intellectual skills and their
prerequisites. This studies leads to
the formulation of Gagne's
Hierarchical Theory.
An in 1965 after he became the
Director for Research in America's
Institution for Research, he
published his book "THE
CONDITIONS OF LEARNING"

6. Gagne's
Assumption
Different types of learning exist
and Different instructional
conditions can bring about this
learning.

7. Learning
Condition
5 CATEGORIES
OF LEARNING
9 EVENTS OF
INSTRUCTION

8. Having the learner Memorize and recite the 7
continents of the Earth has different learning
outcomes than having the learner learn
negotiations, influence and leadership skills,
therefore, Gagne formulated the 5 Categories of
Learning as a framework for all the different types
of learning across many instructional settings.
5 Categories
of Learning

9. Intellectual
Skills
(Cognitive Domain)
As the first category in the cognitive
domain, intellectual skills outline how to
follow procedures to get things done. There
are five different levels of learning within
the intellectual skills category:
a. discrimination
b. concrete concept
c. defined concept
d. rule
e. problem-solving.

10. Intellectual
Skills
(Cognitive Domain)
a. Discrimination Take Note: This skill is should be
repeatedly practiced.
This refers to the capacity to classify
objects by one or more of their
characteristics.
An example would be to differentiate
between octopuses/squids or
alligators/crocodiles.

11. Intellectual
Skills
(Cognitive Domain)
b. Concrete
Concept
Note: This skill can be practiced by
presenting a variety of unrelated
objects to the students and asking them
specific questions about each.
The capacity to identify objects based one
or more of their unique characteristics, such
as the shape or color. An example would be
to identify a tomato as a vegetable or a
fruit. This concept is more challenging than
discrimination because the learner must
outline the main properties of the object.
Following the idea of hierarchy in Bloom’s
Taxonomy, a learner must learn
discrimination before they learn concrete
concepts.

12. Intellectual
Skills
(Cognitive Domain)
c. Defined
Concept
Note: This skill can be practiced by
asking students to outline all of the
information they know about a concept,
and then have them draw conclusions
between the ideas. They could also
watch a video or a demonstration of the
concept in question.
The capacity to demonstrate understanding
about an abstract object or event. This skill
requires the ability to explain more than the
textbook definition of a concept. An
example of abstract idea to define would
be a family or a community. While there may
be some concrete concepts in the
description, the student would explain the
idea in relation to their own experiences.

13. Intellectual
Skills
(Cognitive Domain)
d. Rule
Note: This skill can be practiced by
having each student recall the concepts
that create the rule for each idea. The
instructor should utilize all prompts and
strategies in order to clearly share each
rule with the students.
The capacity to demonstrate understanding
about an abstract object or event. This skill
requires ththe capacity to make
connections between concepts and
objects. This may include how to play a
game, how to do division, or how to create
a sentence that includes all necessary
parts.

14. Intellectual
Skills
(Cognitive Domain)
e. Problem-
solving
Note: This skill can be practiced by
reviewing information that is relevant to
the problem. The instructor may also
prompt them to discover new rules that
may help them engage in a solution.
The capacity to integrate multiple rules to
find a solution.

15. Cognitive
Strategy
(Cognitive Domain)
rehearsal, which involves copying and
underlining information or reading it out
loud
elaboration, where the student takes
notes, paraphrases ideas, summarizes
information and answers questions, and
organizing, which includes creating
concept maps and arranging ideas in a
meaningful way.
The second type of cognitive skill is a
cognitive strategy. There are a few
strategies for learning as well as for
thinking, which are also called
metacognitive strategies. Learning
strategies include:

16. Cognitive
Strategy
(Cognitive Domain)
setting goals
tracking progress
modifying strategies
Metacognitive strategies (thinking) include:
These strategies help students control their
everyday stress, manage their time
effectively, and focus their attention on the
task at hand.

17. Verbal
Information
(Cognitive Domain)
The third category in the cognitive domain,
verbal information, is taught using different
techniques to aid in memory recall. Using
imagery and other mnemonic strategies
helps students make connections with the
information and remember it more easily. As
verbal information is often a lot of facts,
places and names, the use of learning
strategies is meant to provide cues to one’s
memory. Organizing, elaborating and
rehearsing are all ways to assist in learning
declarative knowledge.

18. Motor Skills
(Psychomotor Domain)
The only category in the psychomotor
domain, motor skills are physical actions
that are assessed in complex performances
such as skiing, dancing, skateboarding, or
even writing with a pencil. These
movements are evaluated on accuracy,
smoothness, speed, or force. Motor skills are
also known as psychomotor skills due to the
coordinated response required.

19. Motor Skills
(Psychomotor Domain)
Psychomotor skills have their own sub skills,
which are also called part skills. Part skills
are taught with clear instructions such as
diagrams, checklists and even pictures to
help the learner move in the right direction.
It is important to note that part skills are
best learned by continuous practice.

20. Attitude
(Affective Domain)
Attitude is found in the affective domain
due to its unique state. It is often
challenging to measure attitude, as each
individual must declare their own thoughts.
Self-reported questionnaires would be an
example of how we can assess the attitudes
of learners. Although it is an internal state
of mine, attitude can be observed in one’s
own personal choices or actions.

21. Attitude
(Affective Domain)
There must be a conscious effort in order to
change one’s attitude and they must be
willing to do so. Using a mentor or role
model has been an effective way of
changing one’s attitude. The student is first
asked to remember a time where the
negative attitude applied. Then, a mentor
demonstrates or re-enacts the desired
response for the given situation. The mentor
must be valued by the student and must
also communicate the positive outcome
achieved when the new attitude is applied.
Reinforcements or a conditioned response
can be used to promote the desired
attitude.

22. Gagne created a nine-step process that
detailed each element required for effective
learning. The model is useful for all types of
learning, but this article focuses on applying it
to training your team in a work environment.
Gagne's
Nine Levels
of Learning

23. Gagne's
Nine Levels
of Learning

24. Gagne's
Nine Levels
of Learning
Level 1: Gaining Attention (Reception)
Start the learning experience by gaining the
attention of your audience. This change in
stimulus alerts the group that learning will
soon take place.
Apply: Gain attention by raising the volume
of your voice, gesturing, showing a short
video on the topic of instruction, or using
any other event that brings the period of
"waiting for the lesson to start" to an end.

25. Gagne's
Nine Levels
of Learning
Level 2: Informing Learners of the Objective
(Expectancy)
Next, you must ensure that your team knows what they
need to learn, and that they understand why they're
about to learn this new information.
Apply: Explain to your team what they will have learnt
by the end of the session. Then, explain how their
learning is going to benefit them, and the
organization.
For example, you might explain that the new process
that they're going to learn about will save the
organization 20 percent in overhead fees. Because of
recent budget cuts, the new lower-cost process will
help your organization avoid laying six people off in
your department. Now that your team understands why
they're learning this new information, and what the
risks are if they don't learn it, they'll be more motivated
and more receptive to your training.

26. Gagne's
Nine Levels
of Learning
Level 3: Stimulating Recall of Prior Learning
(Retrieval)
When your people learn something new, match the
new information with related information or topics
they've learned in the past.
Apply: Review any previous learning that you've done
with your team, and apply it to what they're learning
now. Also, ask your team if they have any previous
experiences with the topic, or if they have
experienced the problems that the training is trying to
resolve. Then make connections between what they
are learning, and their previous learning.

27. Gagne's
Nine Levels
of Learning
Level 4: Presenting the Stimulus (Selective
Perception)
Present the new information to the group in an
effective manner.
Apply: Organize your information in a logical and
easy-to-understand manner. Try to use a variety of
different media and styles (such as visual cues, verbal
instruction, and active learning) to suit people with
different learning styles.

28. Gagne's
Nine Levels
of Learning
Level 5: Providing Learning Guidance (Semantic
Encoding)
To help your team learn and retain the information,
provide alternative approaches that illustrate the
information that you're trying to convey.
Apply: Help your team learn more effectively by
including examples, case studies , graphics,
storytelling , or analogies.

29. Gagne's
Nine Levels
of Learning
Level 6: Eliciting Performance (Responding)
At this stage, you need to ensure that your people can
demonstrate their knowledge of what you've taught
them. The way that they show this depends on what
they're learning.
Apply: If you've taught a new process or skill, ask your
people to demonstrate how to use it (role playing
exercises can be useful for this). If you've taught new
information, ask questions so that they can show their
knowledge.

30. Gagne's
Nine Levels
of Learning
Level 7: Providing Feedback (Reinforcement)
After your team demonstrates their knowledge,
provide feedback and reinforce any points as
necessary.
Apply: Imagine that you've taught your team a new
technique for handling difficult customers. After
several role playing scenarios, you notice that a few
team members aren't assertive enough to calm the
customer in this fictional "tense situation." Your
feedback and tips point out their mistakes so that they
can correct them.

31. Gagne's
Nine Levels
of Learning
Level 8: Assessing Performance (Retrieval)
Your team should be able to complete a test, or other
measurement tool, to show that they've learned the
material or skill effectively. Team members should
complete this test independently, without any help or
coaching from you.
Apply: Tests, short questionnaires, or even essays can
be good ways of testing your team's new knowledge.

32. Gagne's
Nine Levels
of Learning
Level 9: Enhancing Retention and Transfer
(Generalization)
I
n this last stage, your team members show that they've
retained information by transferring their new
knowledge or skill to situations that are different from
the ones you've trained them on.
Apply: Repeated practice is the best way to ensure
that people retain information and use it effectively.
Make sure that your team has enough opportunity to
use their learning on a regular basis. Schedule
"practice runs" if you've been training on a new
process, or have a follow-up session to review
information or skills.
As people become more proficient, schedule in
variants of the practice runs and expose people to
different situations, so that they become comfortable
generalizing.

33. Gagne's
Nine Levels
of Learning
Gagne's Nine Levels of Learning
provide a step-by-step checklist that
you can use to design and present
comprehensive and successful
learning experiences. Each step is
designed to help your trainees
understand and retain information
effectively.
KEYPOINTS

34. Summary
As outlined in his 9-events of instruction, Gagne
believed that learning was ongoing and built
continuously on prior knowledge. Humans
developed intellectually based on their physical
capacity to do so.
It is through ongoing learning that a human
becomes a valuable member of society.
Even if the input is the same, the learning outcome
varies. Human behavior is dependent not only on
the external environment, but the cognitive
process itself.
What is learning to Gagné?
1.
2.
3.

35. References
educationaltechnology.net
instructionaldesign.org by Keysight
www.zbozi.cz
www.mindtools.com
https://www.mindtools.com/pages/article/gag
ne.htm#:~:text=Robert%20Gagne%20(1916
%E2%80%932002),are%20necessary%20for
%20effective%20learning.

36. Thank You!