Learning Conditions 9 Events of Instruction

Robert Gagne

Rachel N. Redota,RMT

Robert Mills Gagné (1916 – 2002)

“Learning . . . is something that takes place inside a person’s head – in the brain”.

( R. Gagne, 2005)

Education■ 1937 - A.B. degree from Yale

Psychology major

■ 1940 - Ph.D. from Brown University - Experimental Psychology

* Walter S. Hunter * Clarence H. Graham

Early Academic Career

1940 - Instructor - Connecticut College for Women

1941 - 1945 - Served in WW II

1945-1946 - (Temporary Instructor - Penn State University)

1946-1949 -Professor - Connecticut College for Women A grant from the Navy funded Transfer of Training in Multi

Discrimination Motor Tasks research.

Service in World War II

●Assigned to Psychological Research Unit No.1 at Maxwell Field, Alabama

●School of Aviation Medicine , Randolph Field , Texas

●Attended Officer Candidate School (1941) development of psychomotor tests used in air crew classification

●Perceptual Film Research Unit at Santa Ana Army Air Base film tests of perceptual abilities ; study in human engineering

1941 - 1945

U.S. Army Air Corps

Air Force Personnel and Training Research Center

1949-1958 - Research Director for the Perceptual and Motor Skills Laboratory - Technical director of the Maintenance Laboratory at Lowry Air Force Base

Developed effective and efficient programs of instruction based on precise task analysis; Research in the development of technology for forecasting personnel and training requirements for the newly developed weapons systems

1958-1961 -Consultant – Dept. of Defense

1964-1966 - United States Office of Education

Learning theory – set of propositions, constructs that account for how changes in human performance abilities come about.

Instructional theory – seeks to describe the conditions under which one can intentionally arrange for the learning of specific

performance outcomes.

Academic Career

1958 - 1962 Princeton University, Professor of Psychology Transferred system of task analysis from motor skills to intellectual skills Gagne suggests that 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.

“ My years at Princeton were greatly influenced by Bob Gagne’s presence and his ideas…From his prior years in military laboratories studying psychomotor skills, he had brought various kinds of reaction time apparatus..,He was beginning to develop the idea of learning hierarchies, one of the essential features of his life’s work…he was analyzing skills and knowledge into components, and he was doing it as a prerequisite to instruction…when you think about it…you can see that he stood at the crossroads of psychology, the transition from behaviorism to cognitivism…”

according to Dr.B.W. Tuckman . . . .

Gagne’s Theoretical Orientation

behavioristic principles (teacher-centered approach) outcomes/behaviors Testing, drill, practice, feedback are effective. influenced by cognitive theorists. information-processing model of learning

(Molenda, 2002)

American Institutes for Research

1962 - 1965 Director of Research

Monitored the efforts of research teams in three different locations

Research on training, assessment of human performance, and educational program evaluation

Gagne’s Theory of Instruction THREE component

Nine Events of

Instruction(Galbraith 1997).

Publication of The Conditions of Learning (1965)

Conditions of

learning

Taxonomy of

Learning Outcomes

external conditions are the things

that the teacher arranges during Instruction.

internal conditions are skills and capabilities

that the learner has already mastered.

2 conditions

Learning Outcomes

1. Verbal Information : state, recite, tell, declare2. Intellectual Skills :

a. Discrimination : discriminate, distinguish, differentiateb. Concrete Concept: identify, name, specify, labelc. Defined concept: classify, categorize, type, sort (by definition)

d. Rule : demonstrate show, solve (using one rule)e. Higher Order Rule : generate ,develop, solve

(using two or more rules) 3. Cognitive Strategy : adopt , create, originate4. Motor Skills : execute, perform, carry out5. Attitude : choose prefer, elect, favor Gagne’ & Driscoll (1988)

What are the Nine Events of Instruction? Objectives How are these events related to the learning process?

First goal of an instructorCreate a successful

Learning module

9 Events Of

Instructions

Step 1 Gain Attention

storytellingdemonstrations problem solving

why is it important ?

Step 2 Informing the learner of objectives

Step 3 Stimulate recall of prior learning

Step 4 Present the material to be learned

Step 5 = Provide learner guidance

Step 6 = Elicit performance

Step 7 = Provide feedback

Step 8 = Assess performance

Step 9 = Enhance retentionand transfer

Summary : The Nine Events of Instruction Event of Instruction

1. Gaining attentionGiving learner a stimulus to ensure reception of coming instruction

2. Informing the learner of the objectiveTelling learner what they will be able to do for the instruction

3. Stimulating recall of prior learningAsking for recall of existing relevant knowledge

4. Presenting the stimulusDisplaying the content

5. Providing learner guidanceSupplying organization and relevance to enhance understanding

Learning Process Attention

Expectancy

Retrieval to working memory

Pattern recognition; selective perception

Chunking, rehearsal, encoding

The Nine Events of Instruction (Cont’d)

Events of Instruction

6. Eliciting performanceAsking learners to respond, demonstrating learning

7. Providing FeedbackGiving immediate feedback on learner's performance.

8. Assessing performanceProviding feedback to learners' more performance for reinforcement

9. Enhancing retention and transferProviding diverse practice to generalize the capability

Learning Process

Retrieval, responding

Reinforcement, error correction

Responding, retention

Retention, retrieval, generalization

Example of instructor behaviours at each step of instructional process

How are you doing…..

1. Gain attention

Today we are going to…..

2. Inform learner ofobjective

Yesterday we discussed the…….

3. Stimulate recall of prior knowledge

There are 3 main reasons ……..

4. Present information

Now it is your turn to explain how…….

6. Elicit performance

Yes you are correct but you need to…….

7. Provide feedback

We will now have a performance test…….

8. Assess performance

Now we will apply it to …….

9. Enhance retention with transfer

5. Provide guidance

This is how you can remember…….

Influence on Instructional Design

Learning is an internal process:

Dependent upon past learning;

Stimulated and controlled by external events;

Expedited by instruction which varies depending upon the nature of the desired outcome, and

Precipitated by the use of sequenced instructional strategies that provide motivation, direction, guided practice, feedback, and reinforcement.

Outcomes

Effective learning

Maximize effectiveness of information processing

Learning occur

Conclusion : A good instructional design is essential

for a successful learning

module.

•Incorporating Gagne’s 9 steps of instruction can assist in making that design a

success.

http:// www.edutechwiki.unige.ch/en/Nine_events_of instruction

American Psychological Association. (1982) 1982 American Psychological Association Distinguished Scientific Award for the Applications of Psychology. Appendix A-C. Retrieved September 23, 2007, from Charles Sturt University. NSW HSC Online Professional Development Node Retrieved September 23, 2007, from

Reference

Thank you !