Download Robert Gagne`s Conditions of Learning

Robert Gagne’s Conditions of Learning
ProSeminar B
Shari Taylor
May 9, 2004
Robert Gagne was considered to be an experimental psychologist who was concerned
with learning and instruction. His earlier work was based on a behaviorist viewpoint, but his
later work seemed to be influenced by the information processing view of learning and
instruction. His major contributions to Instructional Development include co-developing
“Instructional Systems Design,” The Conditions of Learning, and co-writing Principles of
Instructional Design. The type of research that appears to be related to this theory comes from
B.F. Skinner’s Operant Conditioning. In Skinner’s theory (Operant Conditioning, n.d.),
“learning is a function of a change in overt behavior.”
1. Practice should take the form of question (stimulus) - answer (response) frames which
expose the student to the subject in gradual steps.
2. Require that the learner make a response for every frame and receive immediate
feedback.
3. Try to arrange the difficulty of the questions so the response is always correct and
hence a positive reinforcement.
4. Ensure that good performance in the lesson is paired with secondary reinforcers such
as verbal praise, prizes and good grades.
The Conditions of Learning associates the learning objectives to suitable instructional
designs. Gagne identified five main categories of learning: verbal information; intellectual
skills; cognitive strategies; motor skills; and attitudes (Robert Gagne, n.d.). Differing conditions,
both internally and externally, are essential for each type of learning (Learning Theories, 1996).
If you want students to learn attitudes, then the student me be exposed to a credible role model or
persuasive justifications. If you want a student to learn cognitive strategies, then you need to
provide opportunities for the student to practice developing new solutions to problems (Learning
Theories, 1996). This theory also outlines 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); Eliciting
performance (responding); 7.) Providing feedback (reinforcement); 8.) Assessing performance
(retrieval); and 9.) Enhancing retention and transfer (generalization) (Robert Gagne, n.d.). These
nine instructional events should help provide the necessary conditions for learning and serve to
be the base for designing instruction and selecting the appropriate materials for learning.
The two steps that are critical in applying Gagne’s theory are first specifying the type of
learning outcome and secondly, determining the events of learning. The learning outcomes are
listed below in the table with examples for applying to learning (Robert Gagne 1916-2002, n.d.).
Outcome
Verbal Information
Example
 Recite material learned
earlier
Conditions that would
assist the outcome
1. Information that
organizes material
2. Instructional aids for
motivation and retention
3. Provide meaningful
context to assist in
understanding of
information
Intellectual Skill




Discriminations
Concepts
Rules
High Order Rules
 Distinguish objects,
features, or symbols
 Identify classes of
objects, features, or
events
 Classify new examples of
events or ideas by their
definition
 Apply a single
relationship to solve a
class of problems
 Apply a new combination
of rules to solve a
complex problem
1. Recognize distinctive
features
2. Engage in finding
examples
3. Relevant concepts
reviewed
4. Provide concrete
examples
5. Schedule practice
6. Verbal instructions to
direct thinking
7. Present variety of
contexts to promote
transfer
Cognitive Strategy
Motor Skills
Attitudes
 Choose a personal way to
guide learning, thinking,
acting, and feeling
1. Demonstrate the strategy
2. Provide time to practice
strategy
3. Provide informative
feedback
4. Frequent presentation of
unique and challenging
problems
 Demonstrate by
involving the use of
muscles
1. Present verbal directions
2. Model activity
3. Arrange repeated
practice
4. Provide immediate
feedback
 Choose personal actions
based on understanding
and feeling
1. Establish expectancy of
success
2. Model behavior
3. Provide opportunities to
practice using the
strategy
4. Provide informative
feedback
Gagne’s idea is tied directly to Skinner’s idea of sequenced learning events as shown in his Nine
Events of Instruction: This table shows the events of instruction (Carr & Carr, 2000) and an
example lesson that could be applied to follow.
Example Lesson: Study the relation of interior angles on a right triangle using Geometer’s
Sketchpad.
Objective: Students will learn how to use Geometer’s Sketchpad, software program, to create
and manipulate triangles (acute, right, and obtuse) to show the relationships of the interior
angles.
Event of Instruction
Gain attention
Inform learner of objective
Stimulate recall of prior
learning
Lesson Example
Teacher tells students how
they are going to use
Geometer’s Sketchpad in the
classroom by showing
example on TV monitor. Ask
students questions about
symbols on buttons to be
utilized.
Teacher says, “Today I am
going to show you how to use
the computer software,
Geometer’s Sketchpad, to
manipulate triangles to
discover the relationship of the
interior angles on any triangle.
These students have
previously used Geometer’s
Sketchpad to study the
relationship of lines and
segments. They will associate
their prior knowledge with this
new learning experience
Present the stimulus
Teacher gives step-by-step
instructions on utilizing
Geometer’s Sketchpad that is
installed on their computers.
Provide learner guidance
Teacher demonstrates how to
create triangles on the TV
monitor and how to use the
program to add degree
measures and leg lengths to
the figure. Students are
allowed to discover
relationships.
Elicit performance
Teacher asks students to
experiment on acute, right,
and obtuse triangles.
Give feedback
Teacher gives individual
feedback after student has
given response.
Rationale





Giving background
information creates
validity
Use of technology grabs
the student’s attention
Asking questions creates
an interactive atmosphere
Makes students aware of
what to expect
Makes students prepared
to receive information

When covering new
concepts, accessing prior
knowledge is a major
factor in the process of
acquiring new information

The goal is to acquire new
information so the
stimulus used is the
written content and the
actual software program

Use “discovery learning”
(Robert Gagne, n.d.)
because it gives the
students freedom to learn.
Use hints and clues to
facilitate learning

Requires the learner to
produce based on what has
been taught which, in turn,
enables the student to
confirm their learning.

Regular feedback will
enhance the student’s
learning

Assess performance
Assign a practice activity
using triangles with one angle
unknown or with exterior
angles given.
Enhance retention and
transfer
Teacher asks student to peer

teach.
Teacher asks students to create
another practice activity.
Practice done
independently forces
students to use what
they’ve learned and apply
it
Applying what they’ve
learned leads the students
towards mastering the
concepts
The role implied by this theory for the teacher is to be creative and design your
instruction for all domains. The learners will benefit from this breakdown and, with the
implementation of technology, be stimulated to learn. In return, the students will leave your
classroom with a stronger understanding of the material in the knowledge context.
Wiggins and McTighe (1998) state, “The English language offers a challenge to
understanding as a word, with different meanings. A closer look at everyday speech and usage
also suggests that understanding is a matter of degree, symbolizes not one achievement but
several, and is revealed through diverse performances and products.” The knowledge that is
worth understanding should include material that is: 1.) Lasting, 2.) At the core of the discipline,
3.) Needing uncoverage, and 4.) Potentially engaging (Wiggins and McTighe, 1998).
Utilizing technology to support learning creates new opportunities for content and
instruction by bringing in real-world problems into the classroom for students to explore and
solve. “Technology can help to create an active environment in which students not only solve
problems, but also find their own problems” (Bransford, Brown, and Cocking, 2000).
I really feel this is a very sound theory. Conceptually, “Conditions of Learning” breaks
down the components of learning into minute steps to assist students in their learning. In
addition to comparing to Skinner, Conditions of Learning can be compared to Wiggins and
McTighe’s (1998) “WHERE.” “WHERE” stands for: 1.) Where are we headed? Dealing with
final performance obligations (informing learner of objectives), 2.) Hook the student though
engaging and provocative entry points. Piquing interest by “instant immersion” into questions
and problems require the student’s wits, not just the knowledge they’ve acquired from school.
Also, “thought provocations” such as weird facts and mysteries grab the student’s attention and
interest (gaining attention, stimulate recall of prior learning & presenting stimulus), 3.) Explore
and enable/equip. Engaging the students in exploring the unknown (providing learner guidance
& eliciting performance), 4.) Reflect and rethink. Guiding the students in self-reflection and
adjusting ideas based on feedback (giving feedback), and 5.) Exhibit and evaluate. Showing
what is understood through some time of final performance (assessing performance & enhancing
retention and transfer). Although the steps are condensed, these theories show strong similarities
thus showing strong support for each other.
.
References
Bransford J., Brown A., and Cocking R. (2000). How People Learn. Washington, D.C.
National Academy Press.
Carr, A. & Carr, C. (2000). The Nine Events of Instruction. Retrieved May 1, 2004, from
http://ide.ed.psu.edu/idde/9events.htm.
Conditions of Learning: Gagne. (n.d.). Retrieved May 1, 2004, from
http://tip.psychology.org/gagne.html.
Learning Theories: Conditions of Learning. (1996). Open Learning Technology Corporation
Limited. Retrieved May 1, 2004, from http://www.educationau.edu.au/archives/cp/04d.htm.
Operant Conditioning: B.F. Skinner. (n.d.). Retrieved May 5, 2004, from
http://tip.psychology.org/skinner.html.
The Psi Café. (1999-2001). Robert Gagne 1916-Current. Retrieved May 5, 2004, from
http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Gagne.htm.
Robert Gagne. (n.d.). Retrieved May 1, 2004, from
http://www.my-ecoach.com/idtimeline/theory/gagne.html.
Robert M. Gagne. (n.d.). Retrieve May 5, 2004, from
http://mercury.sfsu.edu/~ching/personal/Learning/theorists/gagne.html.
Srisethanil, Chaisak. Georgia Tech Project EPITOME. (n.d.) Gagne’s Instruction Design
Framework. Retrieved May 5, 2004, from
http://www.ce.gatech.edu/research/projects/computer/Epitome/ITS-Engineering/isd.html.
Wiggins, Grant and McTighe, Jay. (1998). Understanding by Design. Alexandria, VA.
Association for Supervision and Curriculum Development.