6/9/2014 HOW TO PREPARE FOR LICENSURE EXAMS FOR TEACHERS (LET) : Gagne' s Theory of Instruction

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Labels: Gagne's Theory of Instruction
Gagne's Theory of Instruction
Robert Gagne's theory of instruction has provided a great number of valuable ideas to instructional designers, trainers, and t
eachers. But is it really useful to everyone at all times?
Gagne's Theory of Instruction
Gagne's taxonomy consists of five categories of learning outcomes - verbal information, intellectual skills, cognitive strategi
es, attitudes, and motor skills. Gagne, Briggs, and Wager (1992) explain that each of the categories leads to a different clas
s of human performance.
Essential to Gagne's ideas of instruction are what he calls "conditions of learning." He breaks these down into internal and e
xternal conditions. The internal conditions deal with previously learned capabilities of the learner. Or in other words, what the
learner knows prior to the instruction. The external conditions deal with the stimuli (a purely behaviorist term) that is present
ed externally to the learner. For example, what instruction is provided to the learner.
To tie Gagne's theory of instruction together, he formulated nine events of instruction. When followed, these events are inten
ded to promote the transfer of knowledge or information from perception through the stages of memory. Gagne bases his e
vents of instruction on the cognitive information processing learning theory.
The way Gagne's theory is put into practice is as follows. First of all, the instructor determines the objectives of the instructio
n. These objectives must then be categorized into one of the five domains of learning outcomes. Each of the objectives mus
t be stated in performance terms using one of the standard verbs (i.e. states, discriminates, classifies, etc.) associated with
the particular learning outcome. The instructor then uses the conditions of learning for the particular learning outcome to det
ermine the conditions necessary for learning. And finally, the events of instruction necessary to promote the internal process
of learning are chosen and put into the lesson plan. The events in essence become the framework for the lesson plan or ste
ps of instruction.
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