The class will be divided into groups based on assigned colors and must arrange cut letters to answer a question correctly within 5 minutes, with the first three groups to do so winning a prize. The activity aims to have students work collaboratively in groups to solve a puzzle within a time limit for a reward.

1. 1. The class will be divided into
nine groups.
2. Group yourselves according to
the color assigned to you.
3. There are cut letters that you
need to arrange according to
the question given.
4. The first THREE groups who
will get the correct answer
within 5 minutes
5. will be the winner and will have
a prize.
6. Let’s do it.
Game………………….

2. RONNIE BELGICA
FRANCIA SAN
DIEGO

3. Identify the different principles in
learning according to Gagne.
Classify the different categories of
learning, hierarchy of learnings and
events of instructions.

4. • The Learning Theorist
• The Educational Psychologist
• Gagne was an education
psychologist best known for his
works “Conditions of Learning,”
which identified the mental
conditions of learning and was
published in 1965.

5. • He is considered to be a
major contributor to the
systematic approach of
instructional design.

6. • His learning theory is
summarized as The Gagne
Assumption, which includes
each of the different types of
learning or learning goals.
• “Robert M. Gagne is truly one of
the most influential educational
psychologists of our generation,
and he gave academic
respectability to the practice of
instructional systems design.”

7. 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.
4. The specific operations that constitute instructional
events are different for each different type of learning
outcome.

8. • 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.
1. VERBAL INFORMATION
2. INTELLECTUAL SKILLS
3. COGNITIVE STRATEGIES
4. ATTITUDES
5. MOTOR SKILLS

9. CATEGORY OF
LEARNING
EXAMPLE OF
LEARNING OUTCOME
CONDITION OF
LEARNING
1. VERBAL
INFORMATION
 Verbal information, or
declarative
knowledge, is seen
when the learner is
able
to declare or state wh
at he or she has
learned.
Stating previously
learned materials such
as facts, concepts,
principles and
procedures.
Ex: Listing the 14
learner-centered
psychological principles.
1. Draw attention to
distinctive features by
variation in print or
speech.
2. Present information
so that it can be
made into chunks.
3. Provide a meaningful
context for effective
encoding of
information.
4. Provide cues for
effective recall and
generalization of
information.

10. CATEGORY OF
LEARNING
EXAMPLE OF
LEARNING OUTCOME
CONDITION OF
LEARNING
2. INTELLECTUAL
SKILLS
 Intellectual skills,
formerly known
as procedural skills, is
the most clear-cut
way to identify the
learner’s
preparedness.
 They include
concepts, rules and
procedures
Concrete Concepts:
Identifying classes of
concrete objects, features
or events
Ex: Picking out all the red
beads from a bowl of beads
1. Call attention to
distinctive features
2. Stay within the limits
of working memory
3. Stimulate the recall of
previously learned
component skills.
4. Present verbal cues
to the ordering or
combination of
component skills.
5. Schedule occasions
for practice and
spaced review
6. Use a variety of
context to promote
transfer.

11. CATEGORY OF
LEARNING
EXAMPLE OF
LEARNING OUTCOME
CONDITION OF
LEARNING
3. COGNITIVE
STRATEGIES
 Gagné defines
cognitive strategies as
enabling learners to
“exercise some
degree of control over
the processes
involved in attending,
perceiving, encoding,
remembering, and
thinking”
 In other words, the
student employs
personal ways to
learn, think, guide,
and act.
Employing personal
ways to guide learning,
thinking, acting and
feeling.
Ex: Constructing concept
maps of topic being
studied
1. Describe or
demonstrate the
strategy
2. Provide a variety of
occasions for practice
using the strategy.
3. Provide information
feedback as to the
creativity or originality of
the strategy or outcome.

12. CATEGORY OF
LEARNING
EXAMPLE OF
LEARNING OUTCOME
CONDITION OF
LEARNING
4. ATTITUDES
 Attitudes are inferred
internal states that
cannot be observed
directly and
sometimes described
as having emotional
and cognitive
components; they
influence behavior.
Choosing personal
actions based on internal
states of understanding
and feeling
Ex: Deciding to avoid
soft drinks and drinking
a least 8 glasses of
water everyday.
1. Establish an
expectancy of
success associated
with the desired
attitudes.
2. Assure student
identification with an
human model.
3. Arrange for
communication or
demonstration of
choice of personal
action.
4. Give feedback for
successful
performance or allow
observation of
feedback in the
human model.

13. CATEGORY OF
LEARNING
EXAMPLE OF
LEARNING OUTCOME
CONDITION OF
LEARNING
5. MOTOR SKILLS
 Simply put, this
learning involves
seeing how the
learner is able to carry
out steps of a motor
performance, or
procedure, in proper
order; it is the
combining of part-
skills (Billings &
Halstead, 2012;
Gagne, 1980), or
hands on nursing
skills.
Executing performance s
involving the use of the
muscles
Ex: Doing the steps of
the “zumba” dance.
1. Present verbal or
other guidance to cue
the executive
subroutine.
2. Arranged repeated
practice.
3. Furnish immediate
feedback as to the
accuracy of
performance
4. Encourage to use the
mental practice.

15. • Gagne suggests that learning tasks for
intellectual skills can be organized in a hierarchy
according to complexity:
• In this hierarchy of learning, you must master
each step before the reaching the next. This
requires greater amounts of learning for each
level.

16. • The simplest form of
learning known as classical
conditioning.
• The learner is conditioned to
produce a desired
(involuntary) response as a
result of a stimulus that
would not normally produce
that response.
• i.e Dog’s salivation
(condition) at the sound of a
bell (stimulus).

17. • This is a voluntary response
to learning that may be
used in acquiring verbal
skills as well as physical
movements.
• This type of learning can
occur when the instructor
praises the learner for
deeper thinking or provides
constructive criticism during
reflection or debriefing.

18. • Occurs when the learner
is able to connect two or
more previously learned
stimulus-response bond
into a linked order; more
complexed psychomotor
skills are learned, but
they tend to occur
naturally i.e. learning how
to tie shoestrings or
buttoning a shirt.

19. • Is seen when the learner
is able to perform different
responses to a series of
similar stimuli that may
differ in a systematic way.

20. • Occurs when the learner
makes associations using
verbal connections; it is
the key process in
language skill
development.
• For example a student
nurse being able to
define medical
terminology and apply it to
clinical situation.

21. • Involves the ability to
make consistent
responses to different
stimuli; it is the process
in which the learner
learns how to organize
learning in a systematic
structure and foster
deeper learning.

22. • This involves being
able to learn
relationships between
two or more concepts
and apply them in
different situations,
new or old; it is the
basis of learning
general rules or

23. • Involves developing
the ability to invent a
complex rule or
procedure for the
purpose of solving one
particular problem and
other problems of a
similar nature; this can
be accomplished
through case studies
and reflection.

25. • This event should satisfy or provide the
necessary conditions for learning and
serve as the basis for designing
instruction and selecting appropriate
media.
• The theory includes the nine (9)
instructional events and corresponding
cognitive processes.

26. 1. GAINING ATTENTION (Reception)
 Start the learning experience by
gaining the attention of your audience.

27. 2. INFORMING THE
LEARNER 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.

28. 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.

29. 4. PRESENTING THE
STIMULUS (SELECTIVE
PERCEPTION)
 Present the new information to
the group in an effective
manner.

30. 5. PROVIDING LEARNER
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.

31. 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.

32. 7. GIVING FEEDBACK
(REINFORCEMENT)
 After your team demonstrates
their knowledge, provide
feedback and reinforce any
points as necessary.

33. 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.

34. 9. ENHANCING RETENTION AND
TRANSFER (GENERALIZATION)
 In 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.

36. • Gagne’s conditions of learning and events
of instruction cannot be separated from
one another because it provides an
effective learning to the students.
• As Gagne himself says, “organization is
the hallmark of effective instructional
materials”.

37. DIOS MABALOS!

38. Book:
• Lucaz, Maria Rita, et al. Facilitating Learning: A Metacognitive
Process, Cubao, Philippines: Lorimar Publishing Inc, 2014.
Websites:
• https://twurobertgagne.weebly.com/five-types-of-learning.html
• https://learning-
theories.org/doku.php?id=learning_theories:conditions_of_lear
ning
• https://twurobertgagne.weebly.com/nine-events-of-
instruction.html
• http://www2.rgu.ac.uk/celt/pgcerttlt/how/how4a.htm
• http://www.personal.psu.edu/wxh139/gagne.htm