1. GAGNE’S
CONDITIONS OF
LEARNING

2. Gagne’s Principles

3. 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.

4. Gagne’s Principles
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.

5. Five Categories of Learning

6. Five Categories of Learning
Category of
Learning
Verbal Information
Example of
Learning
Outcome
Conditions of
Learning
Stating previous learned 1. Draw
attention
to
materials such as facts,
distinctive features by
concepts, principles, and
variations in print or
procedures, e. g., listing
speech.
14
learner-centered 2. Present information so
psychological principles
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.

7. Five Categories of Learning
Intellectual Skills:
Discriminations,
Concrete Concepts,
Defined Concepts,
Rules, Higher Order
Rules
Discriminations:
1. Call
attention
to
Distinguishing
objects,
distinctive features.
features or symbols, e. g., 2. Stay within the limits of
distinguishing an even and
working memory.
an odd number
3. Stimulate the recall of
previously
learned
Concrete Concepts:
component skills.
Identifying
classes
of 4. Present verbal cues to
concrete objects, features
the
ordering
or
or events, e. g., picking
combination
of
out all the red beads from
component skills.
a bowl of beads
5. Schedule occasions for
practice and spaced
Defined Concepts:
review.
Classifying new examples 6. Use a variety of
of events or ideas by their
contexts to promote
definition, e. g., noting
transfer.
“she sells seashells” as

8. Five Categories of Learning
Rules:
Applying
a single
relationship to solve a
class of problems, e.
g., computing average
monthly 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

9. Five Categories of Learning
Cognitive
Strategies
Employing
personal 1. Describe
or
ways
to
guide
demonstrate
the
learning,
thinking,
strategy.
acting, and feeling, e. 2. Provide a variety of
g.,
constructing
occasions
for
concept
maps
of
practice using the
topics being studied
strategy.
3. Provide informative
feedback as to the
creativity
or
originality of the
strategy
or
outcome.

10. Five Categories of Learning
Attitudes
Choosing
personal 1. Establish
an
actions based on internal
expectancy of success
states of understanding
associated with the
and
feeling,
e.
g.,
desired attitude.
deciding avoid soft drinks 2. Assure
student
and drinking at least 8
identification with an
glasses
of
water
admired human model.
everyday.
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

11. Five Categories of Learning
Motor Skills
Executing
1. Present verbal or
performances involving
other guidance to cue
the use of muscles, e.
the
executive
g., doing the steps of
subroutine.
the singkil dance
2. Arrange
repeated
practice.
3. Furnish
immediate
feedback as to the
accuracy
of
performance.
4. Encourage the use of
mental practice.

12. Gagne’s Principles
2. Learning hierarchies define what intellectual
skills are to be learned and a sequence of
instruction.
Gagne suggests that 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.

13. Gagne’s Principles
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 designing instruction and selecting
appropriate media. The theory includes nine
instructional events and corresponding
cognitive processes:

14. Gagne’s Principles
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Gaining attention (reception)
Informing learners of the objective
(expectancy)
Stimulating recall of prior learning (retrieval)
Presenting the stimulus (selective perception)
Providing learning guidance (semantic
encoding)
Eliciting performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (

15. Nine Instructional Events

16. Nine Instructional Events
Event of
Instruction
1. Gaining
Attention
Lesson Example/
Conditions of Learning
Teacher tells learners
how she has used
PowerPoint
in
the
classroom.
Shows an example or a
PowerPoint.
Asks learners questions
about using PowerPoint.
Rationale
Giving
information
validity.
background
creates
The use of multimedia
grabs
the
audience’s
attention.
Asking questions in the
beginning
creates
an
interactive atmosphere.
2. Informing the Teacher says, “Today we
Learner of the are going to work on
Objective
using
a
multimedia
presentation
software,
Make learners aware of
what to expect so that
they are aware and
prepared
to
receive

17. Nine Instructional Events
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,
assessing
prior
knowledge is a 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.

18. Nine Instructional Events
5. Providing
Learner Guidance
Teacher demonstrates
how
to
create
a
presentation,
Teacher
moves
around
and
shows students how to
use the tools to type
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.
Teacher 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.

19. Nine Instructional Events
6. Eliciting
Performance
Teacher asks students Requiring the learner to
to
demonstrate produce based on what
PowerPoint tools.
has been taught enables
the learner to confirm
their learning.
Regular
feedback
enhances learning.
7. Giving Feedback
Teacher
gives
immediate feedback to
learners after eliciting
responses.
8. Assessing
Performance
Assign
a
practice
activity – Create an
electronic story book
using
Microsoft
PowerPoint.
Teacher
checks work.
Independent
practice
forces students to use
what they learned and
apply it. Assessing such
gives instructors a means
of testing student learning

20. Nine Instructional Events
9. Enhancing
Retention and
Transfer
Teacher asks learners to
create activities using
PowerPoint presentation
for 6th Grade pupils.
Teacher also assigns
learner to teach another
learner how to make
PowerPoint
presentations.
Applying learning in reallife situations is a step
towards
Mastery
Learning.