educ. 11 report.ppt
TRANSCRIPT
ROBERT M. GAGNÉ (1916-2002)
Born 1916 in North Andover, Massachusetts
His theory deals with all aspects of learning.
The focus of the theory is on intellectual skills.
GAGNE’S PRINCIPLES:1. Different instruction is required for diffe
rent learning outcomes.
2. Learning Hierarchies define what intellectual skills are to be learned and a sequence of instruction.
3. Events of learning operate on the learner in ways that constitute the conditions of learning.
CATEGORIES OF LEARNING
1. VERBAL INFORMATIONExample of Learning outcome:
Stating previously learned materials such as facts, concepts, principles and procedures.
Conditions of Learning:1.Draw attention to distinctive features by
variations in print or speech.2.Present information so that it can be made
into chunks.3.Provide a meaningful context for effective
encoding of information
2. INTELLECTUAL SKILLSExample of Learning Outcome:Discriminations: Distinguishing objects,
features, or symbolsConcrete Concepts: Identifying classes of
concrete objects, features, or eventsDefined concepts: Classifying new examples
of events or ideas by their definitionRules: Applying a single relationship to solve a
class of problemsOrder Rules: Applying a new combination of
rules to solve a complex problem
Conditions of Learning:1.Call attention of distinctive features.2.Stay within the limits of working memory.3.Stimulate recall of previously learned
component skills.4.Present verbal cues to the ordering or
combination of component skills.5.Schedule occasions for practice and
spaced review.6.Use a variety of contexts to promote
transfer.
3.COGNITIVE STRATEGIESExample of Learning Outcome:
Employing personal ways to guide learning, thinking, acting and feeling.
Conditions of Learning:1.Describe or demonstrate the strategy.2.Provide a variety of occasions for practice
using strategy.
4. ATTITUDESExample of Learning Outcome:
Choosing personal actions based on internal states of understanding and feeling.
Conditions of Learning:1.Establish an expectancy of success associatde with the desired attitude.
2.Assure student identification attitude.
5. MOTOR SKILLSExample of Learning Outcome:
Executing performances involving the use of muscles.
Conditions of Learning:1. Arrange repeated practice.2. Present verbal or other guidance to cue
the executive subroutine.3. Furnish immediate feedback as to
accuracy of performance.
GAGNE'S NINE EVENTS OF INSTRUCTION:
(9 )Enhancing retention and transfer
(generalization)
(8) Assessing performance (Retrieval)
(7 )Providing feedback (Reinforcement)
(6) Eliciting performance (Responding) (5) Providing learning guidance
(Semantic encoding)
(4 )Presenting the stimulus (Selective perception)
(3) Stimulating recall of prior learning
(Retrieval)
(2 )Informing learners of the objective (Expectancy)
(1) Gaining attention (Reception)
Nine instructional events &corresponding
cognitive processes:
Event of Instruction
Lesson Example Rationale
1. Gaining attention
Teacher shows variety of computer generated triangles
Giving background information creates validity.
The use of multimedia grabs the audience attention.
Asking questions in the beginning creates an interactive atmosphere.
2. Informing the learner of the objective
Teacher pose question: What is an equilateral triangle?
Make earners aware of what to expect so that they are aware and prepared to receive information.
3. Stimulating recall of prior learning
Review definitions of triangles
When learning something new, accessing prior knowledge is major factor in the process of acquiring new information.
THE NINE INSTRUCTIONAL EVENTS
Event of Instruction
Lesson Example Rationale
4. Presenting the stimulus
Give definition of equilateral triangle
The goal is information acquisition, therefore, the stimulus employed is written content and the actual software program.
5. Providing learner guidance
Show example of how to create equilateral triangle
Teacher uses “discovery learning” because learners are adults and it gives them the freedom to explore.
Teacher facilitates the learning process.
Guidance is minimal.
6. Eliciting performance
Ask students to create 5 different examples
Requiring the learner to produce based on what been taught enables the learner to confirm their learning.
Event of Instruction
Lesson Example Rationale
7. Providing Feedback
Check all examples as correct/incorrect
Regular feedback enhances learning.
8. Assessing performance
Provide scores and remediation
Independent practice forces students to use what they learned and apply it. Assessing such gives instructors a means of testing student learning outcomes.
9. Enhancing retention and transfer
Show pictures of objects and ask students to identify equilaterals
Applying learning in real-life situations is a step towards Mastery Learning.