Learning Conditions 9 Events of Instruction Robert Gagne Rachel N. Redota,RMT.
-
Upload
vanessa-patrick -
Category
Documents
-
view
234 -
download
4
Transcript of Learning Conditions 9 Events of Instruction Robert Gagne Rachel N. Redota,RMT.
Robert Mills Gagné (1916 – 2002)
“Learning . . . is something that takes place inside a person’s head – in the brain”.
( R. Gagne, 2005)
Education■ 1937 - A.B. degree from Yale
Psychology major
■ 1940 - Ph.D. from Brown University - Experimental Psychology
* Walter S. Hunter * Clarence H. Graham
Early Academic Career
1940 - Instructor - Connecticut College for Women
1941 - 1945 - Served in WW II
1945-1946 - (Temporary Instructor - Penn State University)
1946-1949 -Professor - Connecticut College for Women A grant from the Navy funded Transfer of Training in Multi
Discrimination Motor Tasks research.
Service in World War II
●Assigned to Psychological Research Unit No.1 at Maxwell Field, Alabama
●School of Aviation Medicine , Randolph Field , Texas
●Attended Officer Candidate School (1941) development of psychomotor tests used in air crew classification
●Perceptual Film Research Unit at Santa Ana Army Air Base film tests of perceptual abilities ; study in human engineering
1941 - 1945
U.S. Army Air Corps
Air Force Personnel and Training Research Center
1949-1958 - Research Director for the Perceptual and Motor Skills Laboratory - Technical director of the Maintenance Laboratory at Lowry Air Force Base
Developed effective and efficient programs of instruction based on precise task analysis; Research in the development of technology for forecasting personnel and training requirements for the newly developed weapons systems
1958-1961 -Consultant – Dept. of Defense
1964-1966 - United States Office of Education
Learning theory – set of propositions, constructs that account for how changes in human performance abilities come about.
Instructional theory – seeks to describe the conditions under which one can intentionally arrange for the learning of specific
performance outcomes.
Academic Career
1958 - 1962 Princeton University, Professor of Psychology Transferred system of task analysis from motor skills to intellectual skills Gagne suggests that learning tasks for intellectual skills can be
organized in a hierarchy 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.
“ My years at Princeton were greatly influenced by Bob Gagne’s presence and his ideas…From his prior years in military laboratories studying psychomotor skills, he had brought various kinds of reaction time apparatus..,He was beginning to develop the idea of learning hierarchies, one of the essential features of his life’s work…he was analyzing skills and knowledge into components, and he was doing it as a prerequisite to instruction…when you think about it…you can see that he stood at the crossroads of psychology, the transition from behaviorism to cognitivism…”
according to Dr.B.W. Tuckman . . . .
Gagne’s Theoretical Orientation
behavioristic principles (teacher-centered approach) outcomes/behaviors Testing, drill, practice, feedback are effective. influenced by cognitive theorists. information-processing model of learning
(Molenda, 2002)
American Institutes for Research
1962 - 1965 Director of Research
Monitored the efforts of research teams in three different locations
Research on training, assessment of human performance, and educational program evaluation
Gagne’s Theory of Instruction THREE component
Nine Events of
Instruction(Galbraith 1997).
Publication of The Conditions of Learning (1965)
Conditions of
learning
Taxonomy of
Learning Outcomes
external conditions are the things
that the teacher arranges during Instruction.
internal conditions are skills and capabilities
that the learner has already mastered.
2 conditions
Learning Outcomes
1. Verbal Information : state, recite, tell, declare2. Intellectual Skills :
a. Discrimination : discriminate, distinguish, differentiateb. Concrete Concept: identify, name, specify, labelc. Defined concept: classify, categorize, type, sort (by definition)
d. Rule : demonstrate show, solve (using one rule)e. Higher Order Rule : generate ,develop, solve
(using two or more rules) 3. Cognitive Strategy : adopt , create, originate4. Motor Skills : execute, perform, carry out5. Attitude : choose prefer, elect, favor Gagne’ & Driscoll (1988)
What are the Nine Events of Instruction? Objectives How are these events related to the learning process?
First goal of an instructorCreate a successful
Learning module
9 Events Of
Instructions
Summary : The Nine Events of Instruction Event of Instruction
1. Gaining attentionGiving learner a stimulus to ensure reception of coming instruction
2. Informing the learner of the objectiveTelling learner what they will be able to do for the instruction
3. Stimulating recall of prior learningAsking for recall of existing relevant knowledge
4. Presenting the stimulusDisplaying the content
5. Providing learner guidanceSupplying organization and relevance to enhance understanding
Learning Process Attention
Expectancy
Retrieval to working memory
Pattern recognition; selective perception
Chunking, rehearsal, encoding
The Nine Events of Instruction (Cont’d)
Events of Instruction
6. Eliciting performanceAsking learners to respond, demonstrating learning
7. Providing FeedbackGiving immediate feedback on learner's performance.
8. Assessing performanceProviding feedback to learners' more performance for reinforcement
9. Enhancing retention and transferProviding diverse practice to generalize the capability
Learning Process
Retrieval, responding
Reinforcement, error correction
Responding, retention
Retention, retrieval, generalization
Example of instructor behaviours at each step of instructional process
How are you doing…..
1. Gain attention
Today we are going to…..
2. Inform learner ofobjective
Yesterday we discussed the…….
3. Stimulate recall of prior knowledge
There are 3 main reasons ……..
4. Present information
Now it is your turn to explain how…….
6. Elicit performance
Yes you are correct but you need to…….
7. Provide feedback
We will now have a performance test…….
8. Assess performance
Now we will apply it to …….
9. Enhance retention with transfer
5. Provide guidance
This is how you can remember…….
Influence on Instructional Design
Learning is an internal process:
Dependent upon past learning;
Stimulated and controlled by external events;
Expedited by instruction which varies depending upon the nature of the desired outcome, and
Precipitated by the use of sequenced instructional strategies that provide motivation, direction, guided practice, feedback, and reinforcement.
Conclusion : A good instructional design is essential
for a successful learning
module.
•Incorporating Gagne’s 9 steps of instruction can assist in making that design a
success.
http:// www.edutechwiki.unige.ch/en/Nine_events_of instruction
American Psychological Association. (1982) 1982 American Psychological Association Distinguished Scientific Award for the Applications of Psychology. Appendix A-C. Retrieved September 23, 2007, from Charles Sturt University. NSW HSC Online Professional Development Node Retrieved September 23, 2007, from
Reference