Gagné’s Conditions of Learning

Gagné’s Conditions of Learning Donna Margaret Syanti Dewi Marcia Tadjuddin Syaiful Lokan

Robert M. Gagné (1916-2002) • PhD in Psychology – Brown University (1940) • Professor, Connecticut College (1940-49) • Professor, Penn State University (1945-46) • Director, US Air Force Perceptual and Motor Skills Laboratory (1949-58) • Professor, Dept of Education Research, Florida State University (1969-2002) • Conditions of Learning (1965-1985)

Background • Shifted the focus in theory of development from the laboratory to the classroom • Conditions essential to developing expertise in real-world task? (armed forces experience) • Principles of Instruction: • Providing instruction on the set of component tasks that build toward the final task • Ensuring that each component task is mastered • Sequences the component tasks to ensure optimal transfer to the final task

Background • Success from armed force, now start with Problem Solving in Mathematics • The lack of success experienced by some students was the result of apparent gaps in their knowledge of procedures (simplifying fractions) • Identification of subcomponents of the final task led to the concept of a Learning hierarchy • Properly identified prerequisite skills contribute to the learning of more complex capabilities

Student’swork

PRINCIPLES OF LEARNING • Key: to identify the factors that account for the complex nature of human learning • Before: began with an explanation of the learning process based on laboratory research & fit the conclusions to human learning • Gagne’s: derived from the analysis of the variety of performances and skills executed by human beings.

What is learning? • Gagné believed that an external observer could recognize learning by noting behavioral changes that remains persistent over time (Gagné, 1974) • He also stated that maturation is not learning because the individual does not receive stimulation from the outside environment (Gagné, 1974). • Learning has two parts, one that is external to the learner and one that is internal (Gagné, Briggs, & Wager, 1992)

Gagnè’s Conditions of Learning

Conditions of Learning • Learning is an important causal factor in development • Human learning is cumulative Learning of certain skills contributes to the learning of more complex skills • Human learning is both complex and diverse • Learning is set of cognitive processes that transforms the stimulation from the environment into capabilities

Framework of Learning

Five Varieties of Learning

The five varieties of Learning

Internal Conditions

Nine Phases of Learning

The Nine Phases of Learning

Educational Applications Gagne addresses several issues of importance in the classroom: • Learner characteristics • Cognitive Processes and Instruction • The Social Context for Learning

1. Learner Characteristics • Individual differences • Cognitive strategies • Rate of learning • Entry capabilities < may be assessed at beginning points Compensating for individual differences: • Small group instruction • Tutorial mode • Independent learning • Individualized instruction systems

1. Learner Characteristics • Readiness • Lower skills in the hierarchy of intellectual skills have been acquired (essential prerequisite capabilities). • The essential rules and concepts has been grasp and understood. • Motivation • To design an effective instruction, we need to identify students’ motives and channel those motives into productive activities that lead to the accomplishment of educational objectives. • Achievements motivation (David McClelland’s) • Incentive motivation • Task motivation

2. Cognitive Processes and Instruction • Transfer of learning • Retrieval of capabilities at the conclusion of the 9 instructional events. • Application of skills by introducing new situations. • Learning “How-to-Learn” skills • Every individual has ways to manage his or her learning, remembering and thinking. • Although not always easy, we should challenge students to work up to their potential. This can improve their how-to-learn skills.

2. Cognitive Processes and Instruction • Learners discovers how to combine previously learned rules to generate a solution to a problem that is new to them. • Teaching problem solving requires: • Previously acquired necessary rules • A problem situation that the learner has not encountered before • The result of problem solving process is the acquisition of higher-order rule.

3. The Social Context for Learning • Things to consider when implementing a context for learning: • Tutoring and extension situation • Small group and large group instructions • Entry capabilities of learners

Gagné’s Conditions of Learning