1. Learning Conditions 9 Events of Instruction Robert Gagne
Robert gagne’is best known for his “Conditions of Learning “whose studies of learning and instructions profoundly affected American schooling
Rachel N. Redota,RMT

2. Robert Mills Gagné (1916 – 2002) “Learning . . .
Born August 21, 1916, in North Andover, Massachusetts. Died April 28,2002 at the age of 85
He is an Experimental psychologist who pioneered instructional design strategies - impacting the development of contemporary educational technology
“Learning . . .
is something that takes place
inside a person’s head – in the brain”.
( R. Gagne, 2005)

3. Education ■ 1937 - A.B. degree from Yale Psychology major
■ Ph.D. from Brown University - Experimental Psychology
* Walter S. Hunter
* Clarence H. Graham
After high school, Gagn é received a scholarship to attend Yale University where he received B. A. in 1937.Hé went on to Brown University to begin his graduate study and receive his Ph.D. in Psychology in During his graduate studies in psychology He was under the direction of Walter S. Hunter (behaviorist who studied cognitive processes) and Clarence H. Graham (studied conditioned operant responses with rats) during this time he made initial preparations to study the learning of humans instead of rats

4. Early Academic Career
Instructor - Connecticut College for Women
Served in WW II
(Temporary Instructor - Penn State University)
Professor - Connecticut College for Women
A grant from the Navy funded Transfer of Training in Multi Discrimination Motor Tasks research.
Early on his Academic career he started as an Instructor in different colleges and professor in different Universities

5. Service in World War II 1941 - 1945 U.S. Army Air Corps
●Assigned to Psychological Research Unit No.1 at Maxwell Field, Alabama
●School of Aviation Medicine , Randolph Field , Texas
●Attended Officer Candidate School (1941)
development of psychomotor tests used in air crew classification
●Perceptual Film Research Unit at Santa Ana Army Air Base
film tests of perceptual abilities ; study in human engineering
During WWII drafted into the United States Army and was assigned to Psychological Research Unit No.1 at Maxwell Field, Alabama . He is the one who administered and scored aptitude tests to select and classify aviation cadets. Assigned in the School of Aviation Medicine at Randolph Field Texas where he participated in the development of psychomotor tests used in air crew classification
In Santa Ana Army Air Base he also developed film tests of perceptual abilities and initiated a study in human engineering

6. Air Force Personnel and Training Research Center
Research Director for the Perceptual and Motor Skills Laboratory
- Technical director of the Maintenance Laboratory at Lowry Air Force Base
Developed effective and efficient programs of instruction based on precise task analysis; Research in the development of technology for forecasting personnel and training requirements for the newly developed weapons systems
Consultant – Dept. of Defense
United States Office of Education
Learning theory – set of propositions, constructs that account for how changes in human performance abilities come about.
Instructional theory – seeks to describe the conditions under which one can intentionally arrange for the learning of specific performance outcomes.
In 1949, Gagn é joined the U.S. Air Force as a research director of the Perceptual and Motor Skills Laboratory for the Air Force at Lackland Texas., and as a technical director of the Maintenance Laboratory at Lowry Air Force Base where he developed effective and efficient programs of instruction based on precise task analysis and he made a research in the development of technology for forecasting personnel and training requirements. He too became a consultant to the Department of Defense ( ) and to the United States Office of Education ( ).
Gagne’ theories have been applied to the design of instruction in several domains beyond the educational realm, such as military, instructional systems development, flying, troubleshooting, leadership, medical care & engineering. Gagne’ theory should be classified as Instructional theory as opposed to a learning theory. A learning theory consists of a set of propositions and contructs that account for how changes in human performance abilities come about. On the other , an instructionbal theory seeks to describe the conditions under which one can intentionally arrange for the learning of specific performance outcomes.

7. Academic Career
Princeton University, Professor of Psychology Transferred system of task analysis from motor skills to intellectual skills
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity:
- stimulus recognition - response generation - procedure following
- use of terminology - discriminations - concept formation
- rule application - and problem solving.
The primary significance of the hierarchy is to identify
prerequisites that should be completed to facilitate
learning at each level.
He adapted a transferred system of task analysis from motor skills to intellectual skills - w/c is the studies of problem solving and the learning of mathematical skills.
In Collaboration with the U. of Maryland Mathematics Project and development of Science-A-Process Approach (in a curriculum development)
Gagn é conducted studies of intellectual skills and their prerequisites which led to the notion of “Learning Hierarchy”, so he suggests that learning tasks for intellectual skills can be organized in a heirarchy according to complexity such as :
- stimulus recognition - response generation - procedure following - use of terminology - discriminations - concept formation - rule application - and problem solving.
The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. In his view, effective instruction must reach beyond traditional learning theories (behaviorism, cognitivism, and constructivism) and provide support to transition from simple to complex skills , thus using a heirarchical model for learning.

8. according to Dr.B.W. Tuckman . . . .
“ My years at Princeton were greatly influenced by Bob Gagne’s presence and his ideas…From his prior years in military laboratories studying psychomotor skills, he had brought various kinds of reaction time apparatus..,He was beginning to develop the idea of learning hierarchies, one of the essential features of his life’s work…he was analyzing skills and knowledge into components, and he was doing it as a prerequisite to instruction…when you think about it…you can see that he stood at the crossroads of psychology, the transition from behaviorism to cognitivism…”
Gagne’s Theoretical Orientation
behavioristic principles (teacher-centered approach)
outcomes/behaviors
Testing,
drill, practice, feedback are effective.
influenced by cognitive theorists.
information-processing model of learning (Molenda, 2002)
One of his students in undergraduate studies named Dr. Bruce Tuckman,who is also an American Psychologists who has carried out research into the theory of group dynamics and known for his published theories called “Tuckmans Stages” once wrote …My years at Princeton were greatly influenced by Bob Gagne’s presence and his ideas…From his prior years in military laboratories studying psychomotor skills, he had brought various kinds of reaction time apparatus..,He was beginning to develop the idea of learning hierarchies, one of the essential features of his life’s work…he was analyzing skills and knowledge into components, and he was doing it as a prerequisite to instruction…when you think about it…you can see that he stood at the crossroads of psychology, the transition from behaviorism to cognitivism…”
Gagne’s instructional theory tends to side with behavioristic principles (teacher-centered approach) because he focuses on outcomes/behaviors that result from instruction.
Furthermore, he believes that the results of learning are measurable through testing, and that drill, practice, and immediate feedback are effective.
Gagne’s theories became influenced by cognitive theorists. He proposed that the information-processing model of learning could be combined with behaviorist concepts to provide a more complete view of learning tasks (Molenda, 2002):

9. American Institutes for Research
Director of Research
Monitored the efforts of research teams in three different locations
Research on training, assessment of human performance, and educational program evaluation
1962, Gagn é joined the American Institutes for Research
Engaged in research on training, assessment of human performance, education program evaluation, and other related questions
Gagne’ wrote nine books and over two dozen articles, including the widely-known The Conditions of Learning , and Principles of Instructional Design (co-authored) (Dick, 2003; Robert Mills , 2006)

10. Publication of The Conditions of Learning (1965)
internal conditions
are skills and capabilities
that the learner has
already mastered.
Gagne’s Theory of Instruction
THREE component
“The Conditions of Learning “ was first published in 1965.The main aim of this theory was for classroom education. He continued to develop this theory for the next 20 yrs when the 4th edition was published in 1985.Because of the time involved in the formulation and changing of this theory, it has evolved from one that started out as a behaviourist in nature into one that is very much at the center of the cognitivist thinking. Through this evolution, Gagne’ incorporated three major components:The 1st involves the Taxonomy of Learning outcomes The 2nd involves the conditons of learning Lastly, Gagne’ provides nine events of instruction (Galbraith 1997). Gagne claimed that there are several different types or levels of learning that requires different types of instruction. And for each type of learning different internal and external conditions are necessary.The external conditions are the things that the teacher arranges during instruction, while internal conditions are skills and capabilities that the learner has already mastered.
external conditions
are the things
that the teacher arranges
during Instruction.
Conditions of
learning
Taxonomy of
Learning
Outcomes
Nine Events of
Instruction
(Galbraith 1997).

11. Learning Outcomes 1. Verbal Information : state, recite, tell, declare
2. Intellectual Skills :
a. Discrimination : discriminate, distinguish, differentiate
b. Concrete Concept: identify, name, specify, label
c. Defined concept: classify, categorize, type, sort (by definition)
d. Rule : demonstrate show, solve (using one rule)
e. Higher Order Rule : generate ,develop, solve (using two or more rules)
3. Cognitive Strategy : adopt , create, originate
4. Motor Skills : execute, perform, carry out
5. Attitude : choose prefer, elect, favor
Gagne’ & Driscoll (1988)
Gagne’s Taxonomy of Learning states that there are five major categories of learning outcomes: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes;
The five subcategories of intellectual skills are hierarchical in nature (low-level skills to high-level skills). Gagne’s hierarchy of intellectual skills follows programmed instruction since one skill must be learned before another can be mastered.Once the outcomes, or goals have been decide upon, the instructor can begin to consider the best way to design the instruction to obtain these goals. Each of the learning outcomes can be met with specific conditions under which the lesson will follow. These conditions are similar in design to Bloom’s Taxonomy of Cognitive learning outcomes (Bloom, 1956) in that they both recognize the cognitive, psychomotor and affective domains and specified conditions could be best met (Driscoll, 2000).
Gagne’ and Driscoll , developed the following conditions of learning with standard verbs to correspond to the learning outcomes:

12. 9 Events Of Instructions What are the Nine Events of Instruction?
Objectives
How are these events related to the learning process?
Contained in the widely popularized book “The Conditions of Learning “ is the Nine events of Instructions.
ObjectivesWhat are the Nine Events of Instruction?How are these events related to the learning process?
First goal of an instructor
Create a successful
Learning module

13. (Campos, 1999) When the Events of Instruction occur, internal learning processes take place that lead to various learning outcomes The Events of Instruction constitute a set of communications to the student, which have the aim of aiding the learning process.(Gagne, Briggs, & Wager, 1988) Instruction consists of a set of events external to the learner designed to support the internal processes of learning. Gagne proposed a sequence of nine learning events that incorporate most of the learning outcomes. He promoted the idea that effective instruction should be systematic and move through a series of steps to meet certain learning purposes.

14. Step 1 Gain Attention storytelling demonstrations problem solving
Gaining the learner’s attention focuses on concentrating reception in the sensory register on the material to be learned. This can be done by appealing to the learner’s curiosity or presenting a novel situation. Present a problem or a new situation. Use an "interest device" that grabs the learner's attention. This can be thought of as a teaser – the short segment shown in a TV show right before the opening credits that is designed to keep you watching and listening).
The ideal is to grab the learners' attention so that they will watch and listen, while you present the learning point. You can use such devices as:
Storytelling
Demonstrations
Presenting a problem to be solved
Doing something the wrong way (the instruction would then show how to do it the right way)
Why it is important
storytelling
demonstrations
problem solving
why is it important ?

15. Informing the learner of objectives
Step 2
Informing the learner of objectives
Step 2 = Describe goal of the learning module .
The first thing each learners specially adult learner will ask “Why I am studying this and what is expected from me?”
Informing the learner of the objectives of the learning task helps facilitate the learner’s use of executive control. Executive control allows a learner to select effective strategies to learn the material. This allows the learner's to organize their thoughts and around what they are about to see, hear, and/or do. There is a saying:
tell them what you're going to tell them,
tell them, and
tell them what you told them.
This CUES them and then provides a review which has proven to be effective. e.g. describe the goal of a lesson, state what the learners will be able to accomplish and how they will be able to use the knowledge.

16. Stimulate recall of prior learning
Step 3
Stimulate recall of prior learning
Step 3. Stimulating a learner’s recall of previously learned information helps the learner to retrieve this information and move it into working memory to help the learner process new information. The learners will be reminded of prior knowledge relevant to the current lesson.
In Adult learners,they retain concepts and new information better,most especially if the concepts are related to something they already know or used. In this way, they can relate the learning experience to their personal experiences and the learning will be more meaningful.

17. Present the material to be learned
Step 4
Present the material to be learned
Step 4 . This means presenting the learning content to the students in an organized fashion. Instructors should focus on emphasizing the most important features for selective perception to ensure that the correct information is perceived. Chunk the information to avoid memory overload. Blend the information to aid in information recall. This is directly related to Skinner's "sequenced learning events." This allows learners to receive feedback on individualized tasks, thereby correcting isolated problems rather than having little idea of where the root of the learning challenge lies. Bloom's Taxonomy and Learning Strategies can be used to help sequence the lesson by helping you chunk them into levels of difficulty.

18. Step 5 = Provide learner guidance
Step 5.– Instructors should provide scaffolding to help the learner to encode information and provide the learner with possible cues for retrieval. (Scaffolding is support and guidance that allows learners to participate in activities outside of their zone of proximal development. This can include asking questions and using direct and indirect prompts).
These are not the presentation of content, but are instructions on how to learn. This is normally simpler and easier than the subject matter or content. It uses a different channel or media to avoid mixing it with the subject matter.
Communication between the instructor and the learner is an essential means of providing guidance. Specially in an online environment the instructor need to communicate with his students more frequently so the students stay on track. Instructors can provide videos, case studies, study guide and tutorials for students. Instructors also need to monitor student performance time to time.
Direct students to learning opportunities whenever possible.

19. Step 6 = Elicit performance
Step 6.– After going through the content, learners need an opportunity to practice or test themselves. Allow students to find ways to apply the knowledge to help in retaining the information.
This will ensure them they can truly understand the concept. This can give in different forms of assessment questions. Multiple choice is a very popular format favored by many instructors for their simplicity. Also fill-in-the-blanks, true-false, short questions, matching, games or even draft term paper can be used as an assessment tool in some cases.
Instructors should ask the learner to demonstrate the skill. This allows the learner practice retrieving the information they have learned. This practice should make retrieving the information at a later date more easily accessible. Practice by letting the learner do something with the newly acquired behaviour, skills, or knowledge.

20. Step 7 = Provide feedback
Step 7 – Instructors should provide feedback to learners, allowing the learner to correct their behaviour. Show correctness of the learner's response, analyze learner's behaviour. This can be a test, quiz, or verbal comments. The feedback needs to be specific, not, "you are doing a good job" Tell them "why" they are doing a good job or provide specific guidance.

21. Step 8 = Assess performance
Step 8.– At the end of a course, student performance is assessed in order to determine if the desired learning has occurred. It should be measurable and match the objectives that was mentioned earlier.
Assessment activates the learner’s retrieval of information form long-term memory and makes reinforcement possible.
Assessment can be done thru Test, quiz, group discussion, papers and projects to determine if the student is learning the material presented, and to determine if the process is efficient.
The instructor can also give general progress information.

22. Step 9 = Enhance retention and transfer
Step 9.Once step eight is complete, most students assume that the course is over. However, it is important to help students apply their knowledge to areas outside of the course and integrate it with their real life. Students may find value in learning if they can transfer the information they learn to a situation they know.
Students may retain the information if they have an opportunity to apply it to a situation even if it is just for practice.

23. Summary : The Nine Events of Instruction
 Event of Instruction
1. Gaining attention
Giving learner a stimulus to ensure reception of coming instruction
2. Informing the learner of the objective
Telling learner what they will be able to do for the instruction
3. Stimulating recall of prior learning
Asking for recall of existing relevant knowledge
4. Presenting the stimulus
Displaying the content
5. Providing learner guidance
Supplying organization and relevance to enhance understanding
Learning Process
Attention
Expectancy
Retrieval to working memory
Pattern recognition; selective perception
Chunking, rehearsal, encoding

24. The Nine Events of Instruction (Cont’d)
6. Eliciting performance
Asking learners to respond, demonstrating learning
7. Providing Feedback
Giving immediate feedback on learner's performance.
8. Assessing performance
Providing feedback to learners' more performance for reinforcement
9. Enhancing retention and transfer
Providing diverse practice to generalize the capability
Learning Process
Retrieval, responding
Reinforcement, error correction
Responding, retention
Retention, retrieval, generalization

25. 3. Stimulate recall of prior knowledge
Example of instructor behaviours at each step of instructional process
How are you doing…..
Yesterday we discussed the…….
Today we are going to…..
There are 3 main reasons ……..
1. Gain attention
2. Inform learner of
objective
3. Stimulate recall of prior knowledge
4. Present information

26. We will now have a performance test…….
Now it is your turn to explain how…….
8. Assess performance
This is how you can remember…….
6. Elicit performance
Yes you are correct but you need to…….
Now we will apply it to …….
5. Provide guidance
9. Enhance retention with transfer
7. Provide feedback

27. Influence on Instructional Design
Learning is an internal process:
Dependent upon past learning;
Stimulated and controlled by external events;
Expedited by instruction which varies depending upon the nature of the desired outcome, and
Precipitated by the use of sequenced instructional strategies that provide motivation, direction, guided practice, feedback, and reinforcement.

28. Maximize effectiveness of information processing
Outcomes
Effective learning
Maximize effectiveness of information processing
Learning occur
Outcomes
Effective learning
Maximize effectiveness of information processing
Learning occur

29. Conclusion :
A good instructional design is essential for a successful learning module.
Conclusion
A good instructional design is essential for a successful learning module.
Incorporating Gagne’s 9 steps of instruction can assist in making that design a success.
Incorporating Gagne’s 9 steps of instruction can assist in making that design a success.

30. Reference
instruction
American Psychological Association. (1982) 1982 American Psychological Association Distinguished Scientific Award for the Applications of Psychology. Appendix A-C. Retrieved September 23, 2007, from Charles Sturt University. NSW HSC Online Professional Development Node Retrieved September 23, 2007, from
Reference
Helpful Websites
For more information concerning instructional design and Gagne’s instructional model
instruction

31. Thank you !