DARAGA COMMUNITY COLLEGE

Salvacion, Daraga, Albay

LESSON 10

GAGNE’S CONDITIONS OF LEARNING

Prof. Abelardo B. Medes

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Salvacion, Daraga, Albay

OBJECTIVES

1. Explain Gagne’s conditions of learning

2. Make a simple lesson outline (teaching sequence) using
Gagne’s instruction events
3. Articulate the benefits of using Gagne’s principles in teaching
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Salvacion, Daraga, Albay

PRIMING ACTIVITY
This is to find out if you have idea of the correct order of the nine steps in lesson
presentation (instructional events). Read and arrange the steps by numbering them.

________1. Guidance of students’ performance

________2. Recall prior learning
________3. Enhance retention and transfer
________4. Gain attention
________5. Provide feedback
________6. Assess performance
________7. Present stimulus
________8. Elicit performance
________9. Identify the objective
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Salvacion, Daraga, Albay

ANALYSIS
Read your answers, then explain and justify your
arrangement.

• Which arrangement is common to most of you?

• Which step is common as number 1? 2? etc
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

• Gagne’s theory focuses on intellectual skills.

• Robert Gagne describes conditions of learning as a means through

which individuals and groups acquire relevant skills to be accepted in
society. Learning is a direct result of human behavior which is
influenced by the environment and the individual thinking process of
learners.
 DARAGA COMMUNITY COLLEGE
Salvacion, Daraga, Albay

KEY LEARNING POINTS

• Gagne’s Principles

1. Different Instruction is required for different learning outcomes

Each different type of learning calls for different types of instruction.

Gagne’s 5 categories of learning:

- verbal information
- intellectual skills
- cognitive strategies
- motor skills
- attitudes
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

Category of Learning Example of Learning Outcome Conditions of Learning
Verbal Information Stating previously learned 1. Draw attention to distinctive
materials such as facts, features by variations in print or
concepts, principles and speech.
procedures, e.g., listing the 2. Present information so that it
14 learner-centered can be made into chunks.
psychological principles 3. Provide a meaningful context
for effective encoding of
information.
4. Provide cues for effective recall
and generalization of
information
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

Category of Learning Example of Learning Outcome Conditions of Learning
Intellectual Skills Discriminations: Distinguishing 1. Call attention to distinctive features.
objects, features or symbols, e.g., 2. Stay within the limits of working
distinguishing an even and an odd memory.
number 3. Stimulate the recall of previously
Concrete concepts: Identifying classes learned component skills.
of concrete objects, features or events 4. Present verbal cues to the ordering
Defined concepts: classifying new combination of component skills.
examples of events or ideas by their 5. Schedule occasions for practice and
definition spaced review.
Rules: Applying a single relationship to 6. Use a variety of contexts to promote
solve a class of problems transfer
Order rules: Applying a new
combination of rules to solve a complex
problems
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

Category of Learning Example of Learning Outcome Conditions of Learning

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

KEY LEARNING POINTS

Category of Learning Example of Learning Conditions of Learning
Outcome
Attitudes Choosing personal actions 1. Establish an expectancy of success
based on internal states of associated with the desired attitude.
understanding and feeling, 2. Assure student identification with
e.g., deciding to avoid soft an admired human model
drinks and drinking at 3. Arrange communication or
least 8 glasses of water demonstration of choice of personal
everyday. action.
4. Give feedback for successful
performance; or allow observation of
feedback in the human model.
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

Category of Learning Example of Learning Conditions of Learning

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

KEY LEARNING POINTS

2. Learning hierarchies define what intellectual skills are to be

learned and a sequence of instruction. 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.
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

3. Events of learning operate on the learner in ways that constitute the
condition of learning. These events provide the necessary conditions for learning
and serve as basis for designing instruction and selecting appropriate media. These
theory includes nine (9) 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)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

Example 1 Lesson: Equilateral Triangles
Objective: For students to create equilateral triangle
Target Group: Grade 4 pupils
1. Gain Attention: show variety of computer-generated triangles
2. Identify objective-pose question: “What is an equilateral triangle?”
3. Recall prior learning-review definition of triangles
4. Present stimulus-give definition of equilateral triangle
5. Guide learning-show example of how to create equilateral triangle
6. Elicit performance-ask students to create 5 different equilateral triangles
7. Provide feedback- check all examples as correct/incorrect
8. Assess performance-provide scores and remediation
9. Enhance retention/transfer- show pictures of objects and ask students to identify
equilaterals
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Salvacion, Daraga, Albay

KEY LEARNING POINTS

Example 2 Powerful Lessons with PowerPoint
Objective: Students to create presentations using Microsoft PowerPoint
Target Group: Education Students (Pre-service teachers with basic computer skills
Event of Instruction Lesson Example/Conditions of Learning Rationale

1. Gaining Attention Teacher tells learners how she has used Giving background information
Powerpoint in the classroom. Shows an creates validity.
example of a powerpoint. Ask learners The use of multimedia grabs the
questions about using powerpoint audience’s attention.
Asking questions in the beginning
creates an interactive atmosphere.

2. Informing the Learner of Teacher says, “Today we are going to work on Make learners aware of what to
the Objective using a multimedia presentation software, expect so that they are aware and
Microsoft PowerPoint.” prepared to receive information
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Salvacion, Daraga, Albay

Event of Instruction Lesson Example/Conditions of Learning Rationale

3. Stimulating Recall of For this particular group of learners, they have When learning something new,
Prior Learning learned previously about Microsoft Windows, accessing prior knowledge is a major
particularly Microsoft Word. Teacher associates factor in the process of acquiring new
this knowledge with lesson at hand. information.

4.Presenting the Teacher gives students hands-on, step by step The goal is information acquisition,
Stimulus tutorial using Microsoft PowerPoint therefore, the stimulus employed is
written content and the actual
software program.
5. Providing Learner Teacher demonstrates how to create presentation. Teacher uses discovery learning
Guidance Teacher moves around and shows students how to because learners are adults and it
use the tools to type in texts, add links, add gives them the freedom to explore.
symbols, and clip art, insert videos and diagram, Teacher facilitate the learning process
use sounds, etc. Leaners are allowed to try the tools by giving hints and cues when
demonstrated in partners on their computers. needed.
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Salvacion, Daraga, Albay

Event of Instruction Lesson Example/Conditions of Learning Rationale

6. Eliciting Teacher asks students to demonstrate PowerPoint Requiring learners to produce based
Performance tools on what has been taught enables the
learner to confirm his/her learning.
Regular feedback enhances learning.
7. Giving Feedback Teacher gives immediate feedback to learners after
eliciting responses
8. Assessing Assign a practice activity- Create an electronic story Independent practice forces students
Performance book using Microsoft PowerPoint. Teacher checks to use what they learned and apply it.
work. Assessing such gives instructors a
means of testing student learning
outcomes
9. Enhancing Teacher asks learners to create activities using Applying learning in real-life
Retention and PowerPoint presentation to 6th grade pupils. Teacher situations is a step towards Mastery
Transfer also assigns learner to teach another learner how to Learning
make PowerPoint presentations
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Salvacion, Daraga, Albay

ASSESSMENT TASK (FOR INCLUSION IN THE SHOWCASE PORTFOLIO)

1. Explain Gagne’s conditions of learning.

2. Discuss how Gagne’s events of learning can help one to be an effective
teacher
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Salvacion, Daraga, Albay

REFLECTION WRITING (FOR INCLUSION IN THE SHOWCASE PORTFOLIO)

From the lessons on Gagne’s Conditions of Learning,

1. What did you realize?

2. What are your thoughts of what you have read and experienced?
3. What did you understand about the material? How does this affect
your ideas?
4. How possible that these ideas are practiced in the future? Cite
examples.
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Salvacion, Daraga, Albay

INDIVIDUAL ACTIVITY (FOR SUBMISSION)

Choose a topic with a particular lesson objective in any grade or year level.
Make a teaching sequence applying Gagne’s nine instructional events. Use
the table provided for you.
Topic: ___________________________________
Objective: ________________________________
Grade/Year Level: __________________________
Event of Instruction Lesson Example/Conditions of Learning

.
DARAGA COMMUNITY COLLEGE
Salvacion, Daraga, Albay