Gagne Conditions of Learning
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Transcript of Gagne Conditions of Learning
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GagnsConditions of Learning
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Robert M. Gagn (1916-2002)
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PRINCIPLES OF LEARNING
Key: to identify the factors that account for thecomplex nature of human learning
Before: began with an explanation of the learningprocess based on laboratory research & fit the
conclusions to human learning
Gagnes: derived from the analysis of the variety ofperformances and skills executed by human beings.
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What is learning?
Gagn believed that an external observer couldrecognize learning by noting behavioral changes that
remains persistent over time (Gagn, 1974)
He also stated that maturation is not learning because
the individual does not receive stimulation from theoutside environment (Gagn, 1974).
Learning has two parts, one that is external to the
learner and one that is internal (Gagn, Briggs, &
Wager, 1992)
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Conditions of Learning
Learning is an important causal factor in development Human learning is cumulative
Learning of certain skills contributes to the learning of
more complex skills
Human learning is both complex and diverse Learning is set of cognitive processes that transforms the
stimulation from the environment into capabilities
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Framework of Learning
The 5 varieties of Learning
The cognitive processing phases
(Internal Conditions)
The environmental supports for
learning (external conditions)
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Five Varieties of Learning
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The five varieties of Learning
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The five varieties of Learning
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The five varieties of Learning
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Internal Conditions
Internal
Conditions
Learners InternalStates
Prerequisite skills
Attitude that
influence the
new learningCognitive
Processes
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Nine Phases of Learning
1. Attending
2. Expectancy
3. Retrieval to working memory
4. Selective perception of stimulus features
5. Semantic Encoding
6. Retrieval and Responding
7. Reinforcement
8. Cueing retrieval
9. Generalizability
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Description Learning phrase Instructional eventPreparation of
Learning Reception 1. Gaining attentionGiving learner a stimulus toensure reception of cominginstruction
Expectancy 2. Informing the learner of theobjective
Telling learner what they will beable to do for the instruction
Retrieval 3. Stimulating recall of priorlearning
Asking for recall of existingrelevant knowledge
Nine Phases of Learning
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Description
Learning phrase
Instructional event
Acquisition and
performance Selective perception 4. Presenting the stimulusDisplaying the contentSemantic encoding 5. Providing learner guidance
Supplying organization andrelevance to enhance
understanding
Responding 6. Eliciting performanceAsking learners to respond,demonstrating learning
Reinforcement 7. Providing FeedbackGiving immediate feedback onlearner's performance.
Nine Phases of Learning
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Educational ApplicationsGagne addresses several issues of importance in the
classroom:
1. Learner characteristics
2. Cognitive Processes and Instruction
3. The Social Context for Learning
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1. Learner Characteristics
Individual differences Cognitive strategies
Rate of learning
Entry capabilities < may be assessed at beginningpoints
Compensating for individual differences:
Small group instructionTutorial mode
Independent learning
Individualized instruction systems16
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1. Learner Characteristics
ReadinessLower skills in the hierarchy of intellectual skills have been acquired
(essential prerequisite capabilities).
The essential rules and concepts has been grasp and understood.
MotivationTo design an effective instruction, we need to identify students
motives and channel those motives into productive activities that
lead to the accomplishment of educational objectives.
Achievements motivation (David McClellands)
Incentive motivation
Task motivation
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2. Cognitive Processes and Instruction
Transfer of learning
Retrieval of capabilities at the conclusion of the 9 instructional
events.
Application of skills by introducing new situations.
Learning How-to-Learn skills
Every individual has ways to manage his or her learning,
remembering and thinking.
Although not always easy, we should challenge students to work
up to their potential. This can improve their how-to-learn skills.
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2. Cognitive Processes and Instruction
Learners discovers how to combine previously learned rulesto generate a solution to a problem that is new to them.
Teaching problem solving requires:
Previously acquired necessary rules
A problem situation that the learner has not encountered
before
The result of problem solving process is the acquisition ofhigher-order rule.
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3. The Social Context for Learning
Designing Instructional Systems Developing Models of Teaching
Provide with sets of materials,
learners decides the pace andmanagement of instruction.
A teacher or an individual
conducts or manages theinstructions
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Things to consider when implementing a context for learning:
Tutoring and extension situation
Small group and large group instructions
Entry capabilities of learners