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Principle Learning Gagne

PRINCIPLE

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Krizzele Mallari Mosqueda
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32 views18 pages

Principle Learning Gagne

PRINCIPLE

Uploaded by

Krizzele Mallari Mosqueda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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GROUP 5

8 CONDITIONS
OF LEARNING
1. Signal Learning
- simplest form of learning
- consist essentially of Pavlov's Classical Conditioning
- learner learns to make a generalized response to a signal or stimulus

2. Stimulus
- Response Learning
- Also known as Operant conditioning
- learning is about getting a response to a stimuli
- the learner is learning to make a precise movement of muscle in
response to specific stimulus
3. Chaining
- Two or more previously learned stimulus
-response connections are linked together.

4. Verbal Association
- occurs when the learner makes association using verbal connections.
- it is the key process in language skill development.
5. Multiple Discrimination - learn
to discriminate between similar
phenoma.
6. Concept Learning - ability to
classify and link together similar
phenoma or occurrences.
- the ability to make a consistent
response to different stimuli that
form a common category.
7. Rule learning
-This is a very-high-level cognitive process.
-Involves being able to learn relationships between two or more
concepts and apply them in different situations.
-In learning a rule we relate two or more concepts.

Example : This can be seen when the student can apply advocacy and
confidentiality to a patient situation.
8. Problem solving
-This is the highest level of cognitive process according to Gagne.
-Involves developing the ability to invent a complex rule, algorithm or
procedure for the purpose of solving one particular problem and other
problems of a similar nature.
-Problem solving requires internal events known as thinking.

Example : A boy proves theorems in geometry.


GAGNE'S 9
EVENTS OF
INSTRUCTION
1. GAINING ATTENTION
Begin the learning session by gaining the attention of the
learners.
2. INFORMING LEARNERS
OF THE OBJECTIVE
After gaining the attention, inform the learners of te
learning objective
3. STIMULATING RECALL OF
PRIOR LEARNING (RETRIEVAL)
• Help the learners make sense of new information by
relating it to something they already know or something
they have already experienced.

•Make connections between what they are learning, and


their previous learning.
4. PRESENTING THE STIMULUS
(SELECTIVE PERCEPTION)
•Present the learner with the new information using
learning strategies to provide effective and efficient
instruction.
•Organize and chunk content in a meaningful way.
•Provide explanations after demonstrations.
5. PROVIDE LEARNING
GUIDANCE
Provide students with instructions on how to learn, such as
guided activities or common pitfalls.
6. ELICITING PERFORMANCE
Have students apply what they have learned to reinforce
new skills and knowledge and to confirm correct
understanding of course concepts.
7. GIVE FEEDBACK
- Give specific feedback about how students are
progressing.
- the feedback should be specific instead of general.
8. ASSESSING PERFORMANCE
- evaluate effectiveness of instructional events through
administering a test.
- to determine if expected learning outcomes have been
achieved.
9. ENHANCING RETENTION AND
TRANSFER
- giving learner resources that enhances retention - one
way to support retention of skill is by PRACTICE.
- giving learner resources that enhances retention - one
way to support retention of skill is by PRACTICE.

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