Gagnes

Conditions of
Learning
Robert Mills
Gagne

Generalization
Gagnes Theory deals with all
aspects of learning.
Theory focuses on Intellectual
Skills
Utilized to design instruction
in all domains
Earlier versions focuses on
Military Training

Gagnes First Principle

Different instruction is required
for different learning outcomes
Attitu
des

Motor
skills

Verbal
Informati
on
Intellect
ual
Skills
Cognitiv
e
Strategi
es

Verbal Information
Stating facts, names, labels, or
describing organized bodies of
knowledge
Conditions
1. Draw attention to distinctive
features by variations in print
speech
2. Presents information so that it
can be made into chunks
3. Provide meaningful context for
effective encoding of information

Intellectual Skills
Using discriminations, concrete and
defined concepts, and rules and rule
orders to solve problems
Discriminations Concrete Concepts Defined Concepts
Rules
Higher Order Rules

Intellectual Skills
Condition
1. Call attention to distinctive features
2. Stay within the limits of working memory
3. Stimulate the recall of previously learned
component skills.
4. Present verbal cues to the ordering or
combination of component skills
5. Schedule occasions for practiced and spaced
review.
6. Use of variety of context to promote transfer

Cognitive Strategies
Employing personal ways to guide
learning, thinking, acting and feeling
Conditions
1. Describe or demonstrate the
strategy
2. Provide a variety of occasions for
strategy using the strategy
3. Provide informative feedback as to
the creativity or originality of the
strategy or outcome

Attitudes
Choosing of personal actions based on internal
states of understanding and feeling
Conditions
1. Establish expectancy of success associated with
the desired attitude.
2. Assure student identification with an admired
human model.
3. Arrange for communication or demonstration of
choice of personal action.
4. Give feedback for successful performance; or allow
observation of feedback in the human model

Motor Skills
Executing performances with the use of
muscles
Conditions
1. Present verbal or other guidance to cue
the executive subroutine.
2. Arranged repeated practice
3. Furnish immediate feedback as to the
accuracy of performance
4. Encourage the use of mental practice

Gagnes Second Principle

Learning Hierarchies define what

intellectual skills are to be
learned and a sequence of 6-Concept
3-Procedure
inform
foll
instruction.

Gagnes Third Principle

Events on learning operate on the
learner in ways that constitute
the conditions of learning called
as the

Nine Instructional Events

Gagnes Nine Instructional

Events
(1) Gaining
attention
(Reception)

Enhancing( 9)
retention and transfer
(generalization)

(8) Assessing
performance
(Retrieval)

Nine instructional
events &corresponding
cognitive processes:

Informing learners( 2)
of the objective
(Expectancy)

(3) Stimulating recall

of prior learning
(Retrieval)

Presenting the stimulus( 4)

(Selective perception)

Providing feedback( 7)
(Reinforcement)
(6) Eliciting
performance
(Responding)

(5) Providing learning guidance

(Semantic encoding)

Lesson Example

Instructio
ns
Shows an example diagram & 1.
Asks learners questions about Gaining
diagramming.
Attention
Teacher says, "Today I am
2.
going to show you how to use a Informing
multimedia presentation."
the
Learner
of
the
Objective
What they have learned
3.

Teacher gives students step 4.

-by-step discussion group
Presenti
ng the
Stimulus

Teacher demonstrates how

to create a diagram on the
video projection screen/TV
monitor.

5.
Providin
g
Learner
Guidanc

Teacher gives immediate

feedback to learners after
eliciting responses.

7.
Giving
Feedbac
k

Assign a practice activity

8.
Assessin
g
Perform
ance