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Chapter 6.

Robert Gagnes Conditions of Learning

By Nomassanti Oktarini 69110044 Juliana Berewot - 69110051

Human skills, appreciations, and reasonings in all their variety, as well as human hopes, aspirations, and values, are generally recognized to depend for their development largerly on the events called LEARNING (Gagne, 1985, p.1)

I. PRINCIPLES OF LEARNING
Basic Concepts - The Nature of Human learning Two characteristics of learning account for its importance in development : 1. Human learning is not simply acquiring isolated bits of information. 2. Complex skills that are learned build on prior learning ( human learning is cumulative ).

The Diversity of Learning Learning is not a single process ( Gagne, 1970, 1972 ). Effort to force-fit all learning principles into a single description is one error in the development of learning principles. Conception of human learning must not be restricted to the learning found in the lab or school only, but should apply also to, for example, carpenters, astronauts, politicians, housewives, and word-processing operators (Gagne, 1984, p.378).
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- A Definition of Learning 1. Learning is the mechanism by which an individual becomes a competently functioning member of society (Gagne, 1977a). 2. Learning is the set of cognitive processes that transforms the simulation from the environment into several phase of information processing necessary for acquiring a new capability (Gagne & Briggs, 1979, p.43).

II. Component of Learning


The Learning Framework According to Gagne (1984, p.2), any set of categories that purports to describe human learning should meet at least four criteria : 1. Should represent a formal and unique class of human performance that occurs through learning. 2. Should apply to a widely diverse set of human activities and be independent of intelligence, age, race, socioeconomic status, classroom, etc

3. Should require different instructional treatments, prerequisites, and processing requirement by learners. 4. Factors identified as affecting the learning of each category should generalize to tasks within the category but not across categories (with the exception of reinforcement).

The framework of learning described by Gagne 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)

2. The cognitive processing phase Referred to as internal conditions of learning. Internal learning condition are composed of : - The learners internal states that are required for the particular capability to be acquired. Internal states consist of the prerequisite skills and attitudes that influence the new learning. - The set of cognitive processes involved in learning.

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 new learning (Gagne & Briggs, 1979, p.106)
3. The environmental supports for learning, referred to as external conditions of learning

Gagne has identified nine stages of processing that are essential to learning and must be executed in sequential order. The nine phases are categorized into three stages : - Preparation for learning - Acquisition and performance - Transfer of learning (see table 6.2)

III. The Nature of Complex Learning


Gagnes analysis of learning includes two organizations of capabilities that represent complex learning. 1. Procedures A set of different actions that must be executed in a sequential or steplike fashion is reffered to as a procedure (Gagne, 1985, p.262). Procedures are organizations of both motor skills and intellectual skills.

2. Learning Hierarchies Learning hierarchies are organized set of intellectual skills only. Within intelectual skills, four kinds of discrete psychological capabilities have been identified. They are discrimination learning, concept learning (concrete and defined concepts), rule learning, and higher-order rule learning (problem solving).

The two organizations of capabilities that represent complex learning are procedures and learning hierarchies

BASIC PRINCIPLES OF INSTRUCTION

ROBERT GAGNE and 9 Instructional Events

4 Basic Concepts of Instructions


Instruction is a major consideration in learning 2. Classroom learning therefore include the nature of instruction and the process referred to as instructional design 3. Events which are deliberately planned to support learning is instructional events.
1.

4 Basic Assumptions of Instructions


4. decision about instruction must be made in the context of the skill to be learned. Instruction for information is different with instruction of motor skill.

5 Recommendations of Instructional Design


1. 2. 3.

Instruction should be planned to facilitate the learning of an individual student. Both immediate and long range phases are included in the design of instruction Instructional planning should not be haphazard or provide merely a nurturing environment, it has to influence human development as much as possible and should be designed systematically.

5 Recommendations of Instructional Design


4. Instruction should be designed using the system approach 5. Instructional design should be developed from knowledge about how human being learn.

5 Recommendations of Instructional Design


4A. System Approach organized, sequential selection of components that makes use of information data and theoretical principles as input at each planning stage

4B. 5 Steps in systems approach:


Analysis of needs Development of goal statements Developing instruction Empirical evidence then obtained about the effectiveness of the instruction to revise the materials e. Tryout and revision continue until the standards establish for the instructions are met
a. b. c. d.

The Component of instruction

6 Components of instruction
1. 2. 3.

4.
5. 6.

Designing Performance Objectives Preparation for Learning Acquisition and Performances Retrieval and Transfers Applicability to the learning varieties The Role of Media in Instructions

The Component of instruction


1. Designing Performance Objectives The function is that they are unambiguous statements of the capabilities to be learned. Terms such as understand-comprehend-appreciate should be replace with more precise terms that are clearly communicate the skill or attitude to be acquired.

1. Designing Performance Objectives


Stating the capabilities to be learned as performance objectives should fulfill 2 important functions: a. The needs of instruction are identified b. The method of testing is determined.

Suggested Verbs for Learning Varieties


Capabilities Verbs

Information
Motor skill Attitude Cognitive strategy Intellectual skills a. Discriminate b. Concept c. Rule d. Higher order rule

States, define
Executes, perform Choose, select Originate/create Select Identifies Demonstrates Generate/produce

Selecting Instructional Events


As guideline for planning instruction, 9 events have been identified to support the learner cognitive process during learning. Gagnes Theory(2).mp4

2. Preparation for Learning


3 steps in preparation for learning a. Gaining attention b. Informing the learner of the objectives this is very important especially for the students c. Stimulating the recall of prior learning.

Relationship between Learning phases and instructional Events


Description
Preparation Learning

Learning Phase
1. Attending

Instructional Events
Gain Learners attention through unusual event, questions or change of stimulus

2. Expectancy 3. Retrieval/ recovery of relevant information or skills to working memory

Inform learner of the objectives Stimulate recall of prior learning

Acquisition and Performance

4. Selective perception of stimulus features 5. Semantic encoding 6. Retrieval and responding 7. Reinforcement

Present distinctive stimulus features Providing learning guidance Elicit/ bring about performance Provide feedback Assess performances

Transfer of learning

8. Cueing/ reminder Retrieval 9. Generalizing

3. Acquisition and Performance


4 core phases of learning are selective perception semantic encoding retrieval responding and reinforcement.

A. Importance Providing Learning Guidance


1.

Helps the learner transform the new capability into a code for alter recall (remember) Makes the difference between learning that is facile and learning that is hard (or effective or ineffective)

1.

Function Elicit Performance


To determine the effectiveness of encoding

Function of Feedback

Provide students with necessary corrections or Provide reinforcement by confirming that the objective has been achieve

Retrieval and Transfer


1.

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.

The Role of Media in Instructions


1.

2. 3.

Terms of media is conjures up images of computer-assisted instruction, instructional television, video, etc. Media approach is to choose a media form and then plan instruction 2 Deficiencies of media approach are: Research of media utilization indicates that no one medium is universally superior to all others for every type of learning outcome for learner Arbitrary (subjective) selection of media can result in the omission of essential instructional events.

Criteria Role of Media in Instructions


1. Nature of learning outcome

Computer instructions, interactive televisions and interactive video disc are for intellectual skills 2. Characteristic of learners. age, and extent of reading comprehension 3. Review the choices for the capability of providing the required instructional events 4. Practical factors such as costs, size of the groups.

Strategies for Complex Skills

Designing Instruction for Complex Skills


Is method by which instructions to be developed 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 of human learning

Instruction Design for Procedures


3 Important steps in designing for procedures are: 1. Developing instructions for complex skill determine the set of skills to be taught. Each separate step is identified first. 2. Write performance objectives for skills 3. Planning instructions for the set of objectives

Classroom Issues
1.

Learner Characteristics consists of 3: a. Individual differences The effectiveness of instruction is influenced by several kinds of individual differences among students (including differences in cognitive strategies and rate of learning)

Classroom Issues
b. Readiness is viewed as individuals relevant capabilities. Its not a matter of maturation nor gradual internatilization of logical thoughts, however to the availability of essential prerequisite capabilities. Readiness includes the lower skills in the hierarchy of intellectual skills and the essential rules, concepts and part skills in procedures.

Classroom Issues
c. Motivation designing effective instruction includes the identification of students motives and guide of those motives into productive activities that accomplish educational goals.

Classroom Issues
2. Cognitive process and Instructions Learning how to learn skill this skill is cognitive strategies which refers to the ways that the individual manages his or her learning to achieve their potential

Classroom Issues
3. Teaching Problem Solving. It requires 2 things: a. The necessary rules are already acquired by the learner b. A problem situation is presented to the learner that he or she has not encountered before Thus, solution engages in discovery learning which they must select from memory the appropriate rules and combine them

Classroom Issues
4. Social context for learning. This methods recommended by Gagne on the focus on the design of instructional system rather than on the development of models of teaching. Model of teaching teachers in the role of conducting or managing instruction for some identified group. Instructional system in contrast often include sets of materials and activities for which the pacing and management of instructions may reside on the learner.

Classroom Issues
4. Relationship to other Perspectives.
a)

b)

Learners acquire responses and environmental events (event of instructions are very essentials internal capabilities and require different internal states Like operant, the sequence of instruction in the condition of learning is teachers directed and managed moves toward a predetermined outcome.

Developing Classroom Strategies


3 Major Features:
a)

b)

c)

Instructions is designed for specified goals and objectives Development of instruction utilizes media and instructional technologies Pilot tryout, material revisions and field testing of the materials are an integral part of the design process.

Developing Classroom Strategies


Relationship between learning at the instructional and course level are: a) Course objectives: students can critically analyze events and situations in a countrys judicial, government and political system b) Unit Objectives: the students can demonstrate the relationship between political and economic systems c) Specific sub skills: can classify system as political or economic.

Developing Classroom Strategies


3 Major phases 1. Developing the curriculum framework (consist of 4 sub phases) a. Identify needs, long range goal and priorities b. Identify the feasibility of attaining the goals. c. Establish curriculum goals d. Derive target objectives.

Developing Classroom Strategies


2. Developing the instructional framework a. Analyze target objective into procedures and component subskills b. Write performance objectives for sub skills c. Identify instructional events for each objectives d. Select media for the instructional events e. Develop tests for the objectives.

Developing Classroom Strategies


3. Installing the system a. Teach training in use of the system b. Formative evaluation c. Field testing and revision d. Summative evaluation of the system e. Installation and diffusion of the system

4 Steps of Designing the lesson


1.
2.

3. 4.

Write or select performance objectives Select instructional events for each of the performance objective Select media for instructional evens Develop tests for the objectives

Thanks for Listening

By Nomassanti Oktarini 69110044 Juliana Berewot - 69110051

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