Gagne's theory on learning and instruction
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Robert Gagne was an influential educational psychologist known for his work on conditions of learning and instructional theory. He received his PhD from Brown University in 1940 and worked as a professor at various universities. Gagne's major publications included The Conditions of Learning and Instructional Theory Foundations. He proposed a learning hierarchy consisting of different types of learning outcomes ranging from simple to complex: signal learning, stimulus-response learning, chaining, verbal association, multiple discrimination, concept learning, rule learning, and problem solving. Gagne also identified nine instructional events that should be followed to facilitate learning: gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing guidance, eliciting performance, providing feedback, assessing performance, and
Gagne's theory on learning and instruction
- 3. Robert Gagne Education Yale, A.B. 1937 Brown, Ph.D. 1940 Career Highlights Professor, Connecticut College (1940-49) Professor, Penn State University (1945-46) Director of Perceptual and Motor Skills Laboratory, U.S. Air Force (1949-58) Professor, Florida State University Publications The Conditions of Learning Instructional Theory Foundations
- 4. Learning Learning is a change in human disposition or capability which can be retained and which is not simply ascribable to the process of growth. Learning results in different kinds of human behaviours, i.e. different human capabilities, which are required both from the stimulation from the environment and the cognitive processing undertaken by the learners.
- 5. Outcomes of learning Verbal information Intellectual skills Cognitive strategies Motor skills Attitudes
- 6. Verbal information Acquire in formation in a verbal form (listening, viewing, reading) Essential instruments used for verbal information signs, pictures, symbols, words, figures, sounds, voic e etc
- 8. Cognitive strategies Internally organized capability of a learner Helps in the tasks related to attending, learning, rememberi ng, thinking problem solving etc to attain goals
- 11. Hierarchy of learning Problem solving Rule learning Concept learning Multiple discrimination Verbal association chaining Stimulus response learning Signal learning
- 12. Signal learning General emotional response to a signal Involuntary reflex action of classical conditioning type
- 13. S-R learning Voluntary precise response of operant conditioning type Instrumental learning through reinforcement
- 17. Concept Learning Response to stimuli that a class of objects share in common Able to generalize to a variety of conditions Eg birds, fruits etc
- 18. Rule Learning Learning of Principles Chaining of two or more concepts
- 19. Problem Solving Higher order of learning Able to identify the essentials of a solution Able to combine the principles Sudden solution-repetition will add nothing
- 20. Events or Conditions of Learning Internal condition External condition
- 21. Nine Event of Learning Learning event (cognitive process in the learner’s mind) Reception Expectancy Retrieval Selective perception Semantic encoding Responding Reinforcement Retrieval Generalization Instructional event gaining attention informing learners of the objective stimulating recall of prior learning presenting the stimulus providing learning guidance eliciting performance providing feedback assessing performance enhancing retention and transfer
- 22. The following example applies Gagne's nine instructional events: Instructional Objective: Recognize an equilateral triangle Methodology: Gain attention - show a variety of computer generated triangles Identify objective - pose question: "What is an equilateral triangle?" Recall prior learning - review definitions of triangles Present stimulus - give definition of equilateral triangle Guide learning - show example of how to create an equilateral triangle Elicit performance - ask students to create 5 different examples Provide feedback - check all examples as correct/incorrect Assess performance - provide scores and remediation Enhance retention/transfer - show pictures of objects and ask students to identify equilateral triangles.
- 23. Educational Implications The teaching learning activities should be so arranged that it should go in accordance with the mental abilities of the learner at each level of the learning hierarchy. The formal education should be planned hierarchically on the basis of the increasing complexity of the different types of learning so that what is acquired at one grade act as a foundation for learning in the subsequent grades. Teacher should ensure that the learner have acquired the necessary initial state of learning before he is introduced to subsequent level of learning. Due weightage should be given to the learning hierarchy while framing the curriculum. The role of teacher is to plan and control the external events which influence the internal mental processes. A teacher should be a designer and manager of instruction and an evaluator of student learning.
- 24. Reference Dandapani.S, A text book of Advanced Educational Psychology, Anmol Publication Private Limited, New Delhi,2001. Mangal.S.K, Advanced Educational Psychology, PHI Learning Private Limited, New Delhi, 2009 http://my-ecoach.com/project.php?id=12152&project_step=28465 http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_th eories_full_version.html http://tip.psychology.org/gagne.html