Gagne’s Conditions

of Learning
 Gagne’s Conditions of
Learning

Categories of Learning 9 Events of Instruction

Event 1
Verbal Information
Event 2
Intellectual Skills Event 3

Cognitive Strategies Event 4

Event 5
Attitudes
Event 6
Motor Skills Event 7
Event 8
Event 9
 Gagne’s Principles
1)Different instruction is required for different 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
 4 Elements that Provide the
Framework for Gagne’s
Conditions of Learning Theory
• Conditions of Learning
• The Five Categories of Learning Outcomes
• The Nine Events of Instruction
 Conditions of Learning
• Internal Condition
- Capabilities that already exist in a learner before any new
learning begins.

• External Condition
- External conditions include different stimulus’s that exist
outside the learner.
5 Categories of
Learning
Outcomes
1.Verbal Information
- being able to state ideas, “knowing that”, or
having declarative knowledge
- this refers to the organized bodies of
knowledge that we acquire. They may be classified
as names, facts, principles, and generalizations.
2. Intellectual Skills
- “knowing how” or having procedural
knowledge
- involve the use of symbols such as numbers
and language to interact with the environment.
They involve knowing how to do something
rather than knowing that about something
 5 Sub-Categories of Intellectual Skills:
Discriminations
- it is the ability to distinguish one feature of an object or symbol
from another such as textures , letters, numbers, shapes and sounds.

Concrete Concepts
- the ability to identify a class of objects, object qualities, or
relations by pointing out one or more examples or instances of the class.
Define Concepts
- require a learner to define both general and relational
concepts by providing instances of a concept to show its
definition
Rules
- is a learned capability of the learner, by making it possible
for the learner to do something rather than just stating
something.
Higher-Order Rule
- process of combining rules by learning into more
complex used in problem solving.
3. Cognitive Strategies
- having certain techniques of thinking, ways
of analysing problems, and having approaches to
solving problems
- refer to the process that learners guide their
learning, remembering and thinking.
4. Attitudes
- mental states that influence the choices of
personal actions
- the internal state that influences the choices
of personal actions made by an individual towards
some class of things, persons, or events.
5. Motor Skills
- executing movements in a number of
organized motor acts such as playing sports or
driving a car
- are the precise, smooth, and accurately timed
executions of movements in involving the use of
muscles. They are a distinct type of learning outcome
and necessary to the understanding of the range of
possible human performances.
 Nine Events of Instruction
(1) Gaining (4) Presenting (7) Giving
Attention the Stimulus Feedback

(2) Informing (5) Providing (8) Assessing

the Learner of Learner Performance
the Objectives Guidance

(3) Stimulating (9) Enhancing

Recall of Prior (6) Eliciting
Retention and
Learning Performance
Transfer
 Nine Events of Instruction
1. Gain attention of the students:
 ensure the learners are ready to learn and participate
in activities by presenting a stimulus to gain their
attention.

2. Inform students of the objectives:

 inform students of the objectives or outcomes to help
them understand what they are to learn during the
course. Provide objectives before instruction begins.
3. Stimulate recall of prior learning:
 help students make sense of new information
by relating it to something they already know or
something they have already experience.
4. Present the content:
Use strategies to present and cue lesson content to
provide more effective, efficient instruction. Organize
and chunk content in a meaningful way. Provide
explanations after demonstrations.
 5. Provide learning guidance:
 advise students of strategies to aid them in
learning content and of resources available.

Methods to provide learning guidance include:

- provide instructional support as needed
- model varied learning strategies
- use examples and non-examples
- provide case studies, analogies, visual images and metaphors
6. Elicit performance (practice):
 activate student processing to help them
internalize new skills and knowledge and to
confirm correct understanding of these
concepts.
Ways to activate learner processing include:
- elicit student activities
-elicit recall strategies
-facilitate student elaborations
-help students integrate new knowledge
7. Provide feedback:
 provide immediate feedback of students’
performance to assess and facilitate learning.

Types of feedback include:

-confirmatory feedback
-corrective and remedial feedback
-informative feedback
-analytical feedback
 8. Assess Performance:
In order to evaluate the effectiveness of the
instructional events, you must test to see if the
expected learning outcomes have been achieved.
Performance should be based on previously
stated objectives.
9. Enhance Retention and Transfer:
To help learners develop expertise, they must
internalize new knowledge.
THE END