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Chapter 6. RobertGagnes Conditions of

Learning

By

Nomassanti Oktarini 69110044Juliana Berewot - 69110051

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Human skills, appreciations, andreasonings in all their variety, as well ashuman hopes, aspirations, and values, aregenerally recognized to depend for theirdevelopment largerly on the events called

LEARNING (Gagne, 1985, p.1)

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I. PRINCIPLES OF LEARNING

Basic Concepts

- The Nature of Human learningTwo characteristics of learning account forits importance in development :

1. Human learning is not simply acquiringisolated bits of information.

2. Complex skills that are learned build onprior learning ( human learning is

cumulative ).

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- The Diversity of LearningLearning is not a single process ( Gagne,

1970, 1972 ). Effort to force-fit all learningprinciples into a single description is oneerror in the development of learningprinciples. Conception of human learning

must not be restricted to the learning foundin the lab or school only, but should applyalso to, for example, carpenters,astronauts, politicians, housewives, and

word-processing operators (Gagne, 1984,p.378).

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- A Definition of Learning1. Learning is the mechanism by which an

individual becomes a competentlyfunctioning member of society (Gagne,1977a).

2. Learning is the set of cognitive processesthat transforms the simulation from theenvironment into several phase ofinformation processing necessary for

acquiring a new capability (Gagne &Briggs,1979, p.43).

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II. Component of Learning

The Learning Framework

According to Gagne (1984, p.2), any set ofcategories that purports to describe humanlearning should meet at least four criteria :

1. Should represent a formal and uniqueclass of human performance that occursthrough learning.

2. Should apply to a widely diverse set of

human activities and be independent ofintelligence, age, race, socioeconomicstatus, classroom, etc

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3. Should require different instructional

treatments, prerequisites, and

processing requirement by learners.

4. Factors identified as affecting thelearning of each category should

generalize to tasks within the categorybut not across categories

(with the exception of reinforcement).

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The framework of learning described byGagne consist of :

1. The five varieties of learning

- Verbal information

- Intellectual skills

- Cognitive strategies- Motor skills

- Attitudes

(see table 6.1 and figure 6.1)

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2. The cognitive processing phase

Referred to as internal conditions oflearning. Internal learning condition arecomposed of :

- The learners internal states that are

required for the particular capability to beacquired. Internal states consist of theprerequisite skills and attitudes thatinfluence the new learning.

- The set of cognitive processes involved inlearning.

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Internal prerequisites :

- Supportive prerequisites are the

capabilities that facilitate learning.Regardless of the type of outcome.

- Essential prerequisites are particular skills

that become an integral part of newlearning (Gagne & Briggs, 1979, p.106)

3. The environmental supports for learning,

referred to as external conditions oflearning

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Gagne has identified nine stages ofprocessing that are essential to learningand must be executed in sequential order.

The nine phases are categorized into threestages :

- Preparation for learning- Acquisition and performance

- Transfer of learning

(see table 6.2)

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III. The Nature of ComplexLearning

Gagnes analysis of learning includes twoorganizations of capabilities that representcomplex learning.

1.ProceduresA set of different actions that must be

executed in a sequential or steplike fashionis reffered to as a procedure (Gagne, 1985,

p.262). Procedures are organizations ofboth motor skills and intellectual skills.

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2. Learning Hierarchies

Learning hierarchies are organized set ofintellectual skills only. Within intelectualskills, four kinds of discrete psychologicalcapabilities have been identified. They are

discrimination learning, concept learning(concrete and defined concepts), rulelearning, and higher-order rule learning(problem solving).

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The two organizations of capabilities thatrepresent complex learning are

procedures and learning hierarchies

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BASIC PRINCIPLES

OF INSTRUCTION

ROBERT GAGNE and 9 Instructional Events

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4 Basic Concepts of Instructions

1. Instruction is a major consideration inlearning

2. Classroom learning therefore include thenature of instruction and the processreferred to as instructional design

3.Events which are deliberately planned tosupport learning is instructional events.

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4 Basic Assumptions of

Instructions

4. decision about instruction must be madein the context of the skill to be learned.

Instruction for information is differentwith instruction of motor skill.

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5 Recommendations ofInstructional Design

1. Instruction should be planned to facilitatethe learning of an individual student.

2. Both immediate and long range phases are

included in the design of instruction3. Instructional planning should not be

haphazard or provide merely a nurturingenvironment, it has to influence human

development as much as possible andshould be designed systematically.

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4. Instruction should be designed using thesystem approach

5. Instructional design should be developedfrom knowledge about how human beinglearn.

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4A. System Approach

organized, sequential selection of

components that makes use ofinformation data and theoreticalprinciples as input at each planning stage

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4B. 5 Steps in systems approach:

a. Analysis of needsb. Development of goal statementsc. Developing instructiond. Empirical evidence then obtained

about the effectiveness of theinstruction to revise the materials

e. Tryout and revision continue until thestandards establish for theinstructions are met

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The Componentof instruction

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6 Components of instruction

1. Designing Performance Objectives

2. Preparation for Learning

3. Acquisition and Performances

4. Retrieval and Transfers

5. Applicability to the learning varieties

6. The Role of Media in Instructions

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The Component of instruction

1. Designing Performance Objectives

The function is that they are

unambiguous statements of thecapabilities to be learned. Terms such asunderstand-comprehend-appreciateshould be replace with more precise

terms that are clearly communicate theskill or attitude to be acquired.

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1. Designing PerformanceObjectives

Stating the capabilities to be learned asperformance objectives should fulfill 2important functions:

a. The needs of instruction are identifiedb. The method of testing is determined.

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Suggested Verbs for Learning

VarietiesCapabilities Verbs

Information States, define

Motor skill Executes, perform

Attitude Choose, select

Cognitive strategy Originate/create

Intellectual skills

a. Discriminate Select

b. Concept Identifies

c. Rule Demonstrates

d. Higher order rule Generate/produce

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Selecting Instructional Events

As guideline for planning instruction, 9events have been identified to support

the learner cognitive process duringlearning. Gagnes Theory(2).mp4
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2. Preparation for Learning

3 steps in preparation for learning

a. Gaining attention

b. Informing the learner of theobjectives this is very importantespecially for the students

c. Stimulating the recall of prior learning.

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Relationship between Learning phases andinstructional Events

Description Learning Phase Instructional Events

Preparation Learning 1. Attending Gain Learners attention throughunusual event, questions orchange of stimulus

2. Expectancy Inform learner of the objectives

3. Retrieval/ recovery of relevantinformation or skills to working memory

Stimulate recall of prior learning

Acquisition andPerformance

4. Selective perception of stimulus features Present distinctive stimulusfeatures

5. Semantic encoding Providing learning guidance

6. Retrieval and responding Elicit/ bring about performance

7. Reinforcement Provide feedback

Transfer of learning 8. Cueing/ reminder Retrieval Assess performances

9. Generalizing

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3. Acquisition and Performance

4 core phases of learning are

selective perception

semantic encodingretrieval

responding and reinforcement.

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A. Importance Providing Learning

Guidance

1. Helps the learner transform the newcapability into a code for alter recall

(remember)

1. Makes the difference between learningthat is facile and learning that is hard(or effective or ineffective)

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Function of Feedback

To determine the effectiveness of encoding

Function Elicit Performance

Provide students with necessarycorrections or

Provide reinforcement by confirming thatthe objective has been achieve

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Retrieval and Transfer1. Instruction provides for assessment of the new learning followed by

cue for retrieval and transfer.

2. For assessment, new situations or examples should be presented to

students to be certain that learning is not restricted to only a few

examples

3. Instruction should conclude with stimuli specifically designed to

enhance retention and transfer.

4. Teachers and instructional designers select verbal statements,

questions, objects and other stimuli to stimulate the learners' internal

processing.

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The Role of Media in Instructions

1. Terms of media is conjures up images ofcomputer-assisted instruction, instructionaltelevision, video, etc.

2. Media approach is to choose a media form andthen plan instruction

3. 2 Deficiencies of media approach are: Research of media utilization indicates that

no one medium is universally superior to allothers for every type of learning outcome

for learner Arbitrary (subjective) selection of media can

result in the omission of essentialinstructional events.

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Criteria Role of Media inInstructions

1. Nature of learning outcome

Computer instructions, interactivetelevisions and interactive video disc are forintellectual skills

2. Characteristic of learners.

age, and extent of reading comprehension

3. Review the choices for the capability of

providing the required instructional events4. Practical factors such as costs, size of the

groups.

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Strategies forComplex Skills

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Designing Instruction for ComplexSkills

Is method by which instructions to bedeveloped for organization of complex skill.

3 important steps in designing Instruction for

complex skill:1. Defining each capability to be learned in

the form of performance objectives

2. Selecting appropriate instructional events

3. Providing for the cumulative nature ofhuman learning

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Instruction Design for Procedures

3 Important steps in designing forprocedures are:

1. Developing instructions for complex skill

determine the set of skills to betaught. Each separate step is identifiedfirst.

2. Write performance objectives for skills

3. Planning instructions for the set ofobjectives

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Classroom Issues

1. Learner Characteristics consists of 3:

a. Individual differences

The effectiveness of instruction is

influenced by several kinds ofindividual differences among students(including differences in cognitivestrategies and rate of learning)

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Classroom Issues

b. Readinessis viewed as individuals relevantcapabilities. Its not a matter ofmaturation nor gradual internatilizationof logical thoughts, however to theavailability of essential prerequisitecapabilities. Readiness includes the

lower skills in the hierarchy ofintellectual skills and the essential rules,concepts and part skills in procedures.

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Classroom Issues

c. Motivation

designing effective instruction includesthe identification of students motives

and guide of those motives intoproductive activities that accomplisheducational goals.

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Classroom Issues

2. Cognitive process and Instructions

Learning how to learn skill

this skill is cognitive strategies which

refers to the ways that the individualmanages his or her learning to achievetheir potential

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Classroom Issues

3. Teaching Problem Solving. It requires 2things:

a. The necessary rules are alreadyacquired by the learner

b. A problem situation is presented to thelearner that he or she has notencountered before

Thus, solution engages in discovery

learning which they must select frommemory the appropriate rules and combinethem

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Classroom Issues

4. Social context for learning.This methods recommended by Gagne on thefocus on the design of instructional systemrather than on the development of models ofteaching.

Model of teaching teachers in the role ofconducting or managing instruction for someidentified group.Instructional system in contrast often include sets

of materials and activities for which the pacing andmanagement of instructions may reside on thelearner.

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Classroom Issues

4. Relationship to other Perspectives.a) Learners acquire responses and environmental

events (event of instructions are veryessentials internal capabilities and require

different internal statesb) Like operant, the sequence of instruction in the

condition of learning is teachers directed andmanaged moves toward a predetermined

outcome.

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Developing Classroom Strategies

3 Major Features:a) Instructions is designed for

specified goals and objectivesb) Development of instruction utilizes

media and instructionaltechnologies

c) Pilot tryout, material revisions and

field testing of the materials are anintegral part of the design process.

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Relationship between learning at theinstructional and course level are:a) Course objectives: students can critically

analyze events and situations in a

countrys judicial, government andpolitical system

b) Unit Objectives: the students candemonstrate the relationship between

political and economic systemsc) Specific sub skills: can classify system

as political or economic.

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3 Major phases1. Developing the curriculum framework

(consist of 4 sub phases)

a. Identify needs, long range goal andpriorities

b. Identify the feasibility of attaining thegoals.

c. Establish curriculum goalsd. Derive target objectives.

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2. Developing the instructional framework

a. Analyze target objective into proceduresand component subskills

b. Write performance objectives for subskills

c. Identify instructional events for eachobjectives

d. Select media for the instructional events

e. Develop tests for the objectives.

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3. Installing the system

a. Teach training in use of the system

b. Formative evaluation

c. Field testing and revisiond. Summative evaluation of the system

e. Installation and diffusion of the system

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4 Steps of Designing the lesson

1. Write or select performanceobjectives

2. Select instructional events for

each of the performanceobjective

3. Select media for instructional

evens4. Develop tests for the objectives

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Thanks for Listening

By

Nomassanti Oktarini 69110044Juliana Berewot - 69110051

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