Cognitivist Theory of LearningCognitivist Theory of Learning
Robert GagneRobert Gagne
Presented by :Presented by :KPLI SN 1KPLI SN 1
Chew Chooi MooiChew Chooi MooiHasmawati Binti Abu BakarHasmawati Binti Abu BakarKhairul Anuar Bin HashimKhairul Anuar Bin Hashim
Born in 1916 in North Born in 1916 in North Andover, Andover, MassachusettsMassachusetts
Received Bachelors of Received Bachelors of Arts and earned his Arts and earned his doctoral from Brown doctoral from Brown UniversityUniversity
Robert Gagne’s Theoretical Robert Gagne’s Theoretical Background Background
Well known for theory of conditional Well known for theory of conditional learninglearning
Consist of 3 distinct component :Consist of 3 distinct component :Taxonomy of learning outcomes - Taxonomy of learning outcomes -
learning domainlearning domainSpecific learning condition - Specific learning condition -
Hierarchy of LearningHierarchy of Learning9 instructional events9 instructional events
Robert Gagne’s Background & Robert Gagne’s Background & Published WorksPublished Works
Refers to a set of component skills that Refers to a set of component skills that must be learned before the complex skill must be learned before the complex skill of which they are a part can be learned of which they are a part can be learned
Classifying different types of learning in Classifying different types of learning in term of the term of the degree of complexitydegree of complexity of the of the mental involved.mental involved.
Higher orders of learning build upon the Higher orders of learning build upon the lower levels.lower levels.
The lowest 4 orders tend to focus on the The lowest 4 orders tend to focus on the more behavioural aspects.more behavioural aspects.
The highest 4 focus on the more cognitive The highest 4 focus on the more cognitive aspectsaspects
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning
Problem Solving
Principle Learning
Concept Learning
Multiple Discrimination Learning
Verbal Association Learning
Psychomotor Connection Learning
Stimulus – Response Learning
Signal Learning
Increasin
g co
mp
lexity
More to behavioural aspects
More to cognitive aspects
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning
1)1) Signal LearningSignal Learning Learn how to respond to a signal, like Learn how to respond to a signal, like
Pavlov’s dog (Pavlov’s classical conditioned Pavlov’s dog (Pavlov’s classical conditioned response)response)
Usually the response is emotional Usually the response is emotional
2)2) Stimulus(S) – Response(R) LearningStimulus(S) – Response(R) Learning Learn precise response to precise signal / Learn precise response to precise signal /
stimulusstimulus Different from signal learning, signal Different from signal learning, signal
learning leads to involuntary responses, learning leads to involuntary responses, whereas the responses in S-R learning are whereas the responses in S-R learning are voluntarily controlled. voluntarily controlled.
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning
3)3) Psychomotor Connection LearningPsychomotor Connection Learning Occurs when a chain of stimuli and Occurs when a chain of stimuli and
responses are formedresponses are formed Lean to to follow procedures Lean to to follow procedures Able to chain 2 or more stimulus-responseAble to chain 2 or more stimulus-response
4)4) Verbal Association LearningVerbal Association Learning Use terminology in verbal chainsUse terminology in verbal chains
5)5) Multiple Discrimination LearningMultiple Discrimination Learning Learn how to distinguish between similar Learn how to distinguish between similar
stimulistimuli
Make different responses to each type Make different responses to each type of stimulus, even when they may be of stimulus, even when they may be perceptually similarperceptually similar. .
6)6) Concept LearningConcept Learning Singular / common response to an Singular / common response to an
entire class of stimulientire class of stimuli7)7) Principle LearningPrinciple Learning
Viewed as a chain of two or more Viewed as a chain of two or more concepts. concepts.
Learn to apply rules Learn to apply rules
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning
8)8) Problem SolvingProblem Solving Highest learning type which lead to the Highest learning type which lead to the
discovery of higher order rulesdiscovery of higher order rules All other types of learning must have All other types of learning must have
been completed for it to be present. been completed for it to be present.
Robert Gagne’s Hierarchy of Robert Gagne’s Hierarchy of LearningLearning
When the Events of Instruction occur, internal When the Events of Instruction occur, internal learning processes take place that lead to learning processes take place that lead to various learning outcomes. various learning outcomes.
((Campos, 1999)Campos, 1999)
The Events of Instruction constitute a set of The Events of Instruction constitute a set of communications to the student, which have communications to the student, which have the aim of aiding the learning process.the aim of aiding the learning process.
Instruction consists of a set of events Instruction consists of a set of events external to the learner designed to support external to the learner designed to support the internal processes of learning. the internal processes of learning.
( (Gagne, Briggs, & Wager, 1988)Gagne, Briggs, & Wager, 1988)
This theory outlines nine instructional events This theory outlines nine instructional events and their corresponding processes.and their corresponding processes.
Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of InstructionInstruction
1)1) Gain AttentionGain Attention Use an “interest device” that grabs Use an “interest device” that grabs
learner’s attention learner’s attention 2)2) Inform Learner of ObjectiveInform Learner of Objective
Initiates the internal process of Initiates the internal process of expectancy and helps motivate the expectancy and helps motivate the learner to complete the lessonlearner to complete the lesson
3)3) Stimulate Recall Prior KnowledgeStimulate Recall Prior Knowledge Associating new information with prior Associating new information with prior
knowledge / experiences can facilitate knowledge / experiences can facilitate the learning processthe learning process
Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of InstructionInstruction
Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of InstructionInstruction
4)4) Present The MaterialPresent The Material new content is actually presented to the new content is actually presented to the
learner.learner. Content should be chunked and Content should be chunked and
organized meaningfully, and typically is organized meaningfully, and typically is explained and then demonstrated.explained and then demonstrated.
5)5) Provide Guidance For LearningProvide Guidance For Learning To help learners encode information for To help learners encode information for
long-term storage, additional guidance long-term storage, additional guidance should be provided along with the should be provided along with the presentation of new contentpresentation of new content
Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of InstructionInstruction
6)6) Elicit PerformanceElicit Performance Practice by letting the learner do Practice by letting the learner do
something with the newly acquired something with the newly acquired behavior, skills, or knowledge behavior, skills, or knowledge
7)7) Provide FeedbackProvide Feedback Show correctness of the learner's Show correctness of the learner's
response, analyze learner's behavior.response, analyze learner's behavior. 8)8) Assess PerformanceAssess Performance
Test / assessment to determine if the Test / assessment to determine if the lesson has been learned.lesson has been learned.
Robert Gagne’s 9 Events of Robert Gagne’s 9 Events of InstructionInstruction
9)9) Enhance Retention & TransferEnhance Retention & Transfer Inform the learner about similar Inform the learner about similar
problem situations, provide additional problem situations, provide additional practice, put the learner in a transfer practice, put the learner in a transfer situation, review the lesson.situation, review the lesson.
Learning Domains :Learning Domains :5 types of learning outcome5 types of learning outcome
Outcome Outcome
or Abilityor AbilityMeaningMeaning Performance examplePerformance example
Intellectual Intellectual skillskill
Ability to Ability to interact with interact with surroundings surroundings using concept using concept symbolssymbols
Identify the diagonal of a square.Identify the diagonal of a square.
Explaining why ice freezes at Explaining why ice freezes at 0˚C.0˚C.
Predicting the rate of growth of a Predicting the rate of growth of a plant based on conditions of plant based on conditions of water, soil, light, etc. water, soil, light, etc.
Cognitive Cognitive strategystrategy
Ability to control Ability to control the individual’s the individual’s behaviour to behaviour to learn, remember learn, remember & think.& think.
To draw a chart for organizing To draw a chart for organizing data. To reason backwards to data. To reason backwards to solve problem. Breaking up a solve problem. Breaking up a problem into various parts.problem into various parts.
Outcome orOutcome or
AbilityAbilityMeaningMeaning PerformancePerformance
exampleexample
Verbal Verbal
InformationInformationDevelopment of Development of information using information using languagelanguage
Naming the parts of an Naming the parts of an electric circuit & the electric circuit & the function of each part. function of each part. Listing objects that can be Listing objects that can be recycled. Stating recycled. Stating characteristic of light.characteristic of light.
Motor skills Motor skills Manipulative skills & Manipulative skills & carrying out routine carrying out routine work.work.
Preparing a microscope Preparing a microscope slide. Build a model of a slide. Build a model of a simple machine. Measuring simple machine. Measuring the weight of an object the weight of an object using a balance.using a balance.
AttitudeAttitude Change of attitude Change of attitude towards an object, towards an object, another person, another person, situation @ change in situation @ change in effective domain.effective domain.
Making choices in the Making choices in the preparation of an insects preparation of an insects collection. Visit science collection. Visit science museum voluntarily & museum voluntarily & choose to borrow a book choose to borrow a book on dinosaurs.on dinosaurs.