Gagne’s Conditions of

Learning
Categories of Learning 9 Events of Instruction

Verbal Information Event 1

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 Conditions of
Learning
Categories of Learning 9 Events of Instruction

Verbal Information Event 1

Event 2
Intellectual Skills Event 3

Cognitive Strategies Event 4

Event 5
Attitudes
Event 6
Motor Skills Event 7
Event 8
Event 9
1) Different instruction is required for different
learning outcomes.
2) Events of learning operate on the learner in
ways that constitute the conditions of learning.
3) The specific operations that constitute
instructional events are different for each
different type of learning outcome.
4) Learning hierarchies define what intellectual
skills are to be learned and a sequence of
instruction.
Conditions of Learning
Association Learning
The Five Categories of LearningOutcomes
The Nine Events of Instruction
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
Three basic prototypes of learning that
demonstrate the characteristics of associative
learning:

Classical Conditioning
The process where the learner
associates an already available
response with a new stimulus or signal.
Operant Conditioning
The process where a response in a
learner is instrumental and thereby leads
to a subsequent reinforcing event.

Verbal Association
Occurs when the learner makes verbal
responses to stimuli that are words or
pairs of words.

Chaining
Is a process where a learner connects
individual associations in sequence.
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)
Intellectual skills 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.
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.
 Defined 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 rules used in problem solving.
3. Cognitive strategies
(having certain techniques of thinking,
ways of analyzing 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 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.
 (1)Gaining (6)Eliciting (7)Giving
Attention Performance Feedback

(2)Informing (5)Providing
(8)Assessing
the Learner of Learner
Performance
theObjectives Guidance

(3)Stimulating (4) (9)Enhancing

Recall of Prior Presenting Retention
Learning the Stimulus andTransfer
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 experienced.

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
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.
 Internal Process Instructional Event Action Example

Reception 1.GainingAttention Use abrupt stimulus change

Expectancy 2.Informing the Tell learners what they will be
Learner of the able to do after learning
Objectives
Retrieval toWorking 3. Stimulating recall of Ask for recall of previously
Memory prior learning learned knowledge or skills
Selective Perception 4.Presenting the Display the content with
Stimulus distinctive features
Semantic Encoding 5.Providing learner Suggest a meaningful
guidance organization
Responding 6.Eliciting Ask learner to perform
Performance (Practice)
Reinforcement 7.Providing feedback Give informative feedback
Retrieval and 8.Assessing Require additional learner
Reinforcement performance performance, with feedback
Retrieval and 9.Enhancing Retention Provide varied practice and
Generalization andTransfer spaced reviews
 8. Problem Solving
7. Rule Learning
6. Concept Learning

Increasing 5. Discrimination
Learning
Complexity 4. VerbalAssociation
3. Chaining
2. Stimulus-Response
Learning
1. Signal Learning
1. Signal Learning:
This is the simplest form of learning,
and consists essentially of the classical
conditioning first described by the
behavioral psychologist Pavlov.
In this, the subject is 'conditioned' to
emit a desired response as a result of a
stimulus that would not normally produce
that response.
2. Stimulus-response
learning:
This somewhat more sophisticated
form of learning, which is also known as
operant conditioning, was originally
developed by Skinner.
It involves developing desired
stimulus-response bonds in the subject
through a carefully-planned
reinforcement schedule based on the
use of 'rewards' and 'punishments'.
3. Chaining:
Subject develops the ability to connect
two or more previously-learned stimulus-
response bonds into a linked sequence. It
is the process whereby most complex
psychomotor skills are learned.

4. Verbal association:
This is a form of chaining in which the
links between the items being connected
are verbal in nature. Verbal association is
one of the key processes in the
development of language skills.
5. Discrimination learning:
This involves developing the ability to
make appropriate (different) responses to
a series of similar stimuli that differ in a
systematic way.

6. Concept learning:
This involves developing the ability to
make a consistent response to different
stimuli that form a common class or
category of some sort. It forms the basis
of the ability to generalize, classify etc.
7. Rule learning:
This is a very-high-level cognitive
process that involves being able to
learn relationships between concepts
and apply these relationships in
different situations, including
situations not previously encountered.
8. Problem Solving:
This is the highest level of cognitive
process according to Gagné.
It involves developing the ability to
invent a complex rule, algorithm or
procedure for the purpose of solving
one particular problem, and then using
the method to solve other problems of
a similar nature.
 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
CONDITIONS OF LEARNING:

1. Draw attention to distinctive features by

variations in print or speech.

2. Present information so that it can be

made into chunks.

3. Provide meaningful context for effective

encoding of information.

4. Provide cues for effective recall and

generalization of information.
CONDITIONS OF LEARNING:
1. Call attention to distinctive features.
2. Stay within the limits of working
memory.
3. Stimulate the recall of previously learned
component skills.
4. Present verbal cues to the ordering or
combination of component skills.
5. Schedule occasions for practice and
spaced review.
6. Use a variety of contexts to promote
transfer.
CONDITIONS OF LEARNING:

1. Describe or demonstrate the strategy.

2. Provide a variety of occasions for

practice using the strategy.

3. Provide informative feedback as to the

creativity or originality of the strategy or
outcome.
CONDITIONS OF LEARNING:

1. Establish an expectancy of success

associated with the desired attitude.
2. Assure student identification with an
admired human model.
3. Arrange for communication or
demonstration of choice of personal action.
4. Give feedback for successful performance;
or allow observation of feedback in the
human model.
CONDITIONS OF LEARNING:

1. Present verbal or other guidance to cue

the executive subroutine.
2. Arrange repeated practice.
3. Furnish immediate feedback as to the
accuracy of performance.
4. Encourage the use of mental practice.