LEARNING

&
THE LEARNER
EDU 3103

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Types of learning
(Robert Gagne)

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What is learning to Gagn?

Learning is cumulative. Human intellectual
development is the building of increasing
complex structures of human capabilities
Learning is the mechanism by which an
individual
becomes
a
competently
functioning member of society
Learning results in different kinds of
human behaviors
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Taxonomy of Human learning

capabilities

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Verbal Information
Retrieving stored information: the internal
conditions to support this learning include
Pre-existing of organized knowledge
Strategies for processing the new information
lnclude: Labels and Facts and Bodies of
Knowledge.

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Verbal Information
Labels and facts refer to naming or making a
verbal response to a specific input. The
response may be naming or citing a fact or
set of facts. The repsonse may be vocal or
written.
Examples: Naming objects, people, or events.
Recalling a person's birthday or hobbies.
Stating the capitals of Malaysia

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Verbal Information
Bodies of Knowledge refers to recalling a
large body of interconnected facts. Example:
paraphrasing the meaning of textual materials
or stating rules and regulations.
Example: Paraphrasing the meaning of
textual materials. Stating rules and
regulations.

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Verbal Information
Teacher must:
Provide meaningful context of information for
encoding
Provide elaborations, imagery, or other
encoding cues
Organize information so that it can be learned
in chunks
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Intellectual Skills
Mental operations that permits individuals to
respond to conceptualizations of the environment:
- Discrimination
- Concrete and defined concepts
- Rule using
- Problem solving: combining subordinate rules in
order to solve a problem

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Intellectual Skills
The internal conditions to facilitate this type of
learning include:
- Recalling prerequisite skills
- ln a variety of ways with the new learning
-Applying the new skills to range and variety of
different situations and contexts

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Intellectual Skills
include 1) Discrimination 2) Concrete
concept 3) Rule using and 4) Problem
solving
Discrimination is making different responses
to the different members of a particular class.
Seeing the essential differences between
inputs and responding differently to each.

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Intellectual Skills
Concrete concept is responding in a single
way to all members of a particular class of
observable events. Seeing the essential
similarity among a class of objects, people, or
events, which calls for a single response
Rule using is applying a rule to a given
situation or condition by responding to a class
of inputs with a class of actions. Relating two
or more simpler concepts in the particular
manner of a rule. A rule states the relationship
among concepts
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Intellectual Skills
Problem solving is combining lower level
rules to solve problems in a situation never
encountered by the person solving the
problem. May involve generating new rules
which receive trial and error use until the one
that solves the problem is found.

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Verbal Information
Teacher must:
Provide varied concrete examples and rules
Provide opportunities for interacting with
examples in different ways
Assess learners in new situations

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Cognitive Strategies
An internal process by which the learners
plans, controls, and monitors his/her won
ways of thinking and learning, including
- Task specific
- General
- Executive

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Cognitive Strategies
is an internal process by which the learner
controls his/her own ways of thinking and
learning
knowing what sorts of questions to ask to
best define a domain of knowledge; ability to
form a mental model of the problem.

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Cognitive Strategies
Teacher must:
If task-specific, describe the strategy;
if task general, demonstrate the strategy.
Provide opportunities for strategy specific
practice with support and feedback

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Attitude
An internal state, i.e. predisposition that
affects an individual choice of action
is an internal state which affects an
indiviudal's hoice of action toward some
object, person, or event

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Attitude
Teacher must:
Provide respected models who enact positive
behavior and reinforce the model
When learner enacts the behavior, provide
reinforcement

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Motor Skills
Capability to perform a sequence of physical
movements. It involves three stages:
- Learning the sequence of the movement
- Practicing the movement
- Refining the movement from the feedback from
the environment

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Motor Skills
refers to bodily movements involving
muscular activity.
Examples might be: Starting a car, shooting a
target, swinging a golf club.

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Motor Skills
Teacher must:
Establish executive subroutine and provide for
mental rehearsal.
Arrange several repetitions of skills with correct
feedback

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Gagn indicated nine events of instruction

Gain Attention: it is related to the processing
of perception
Inform objectives: it builds up expectancy
Stimulate recall of prior knowledge: it initiates
the retrieval from working memory
Present stimulus material: it focuses on
selectively perceiving stimulus
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Gagn indicated nine events of instruction

Provide learner guidance: it related to the
encoding process
Elicit performance: the focus is response
Provide feedback: the focus is reinforcing
response
Assess performance: it establishes cueing
retrieval
Enhance retention and transfer: it requires
generalization process
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Gagn indicated nine events of instruction

Gain Attention: it is related to the processing of
perception
Inform objectives: it builds up expectancy
Stimulate recall of prior knowledge: it initiates
the retrieval from working memory
Present stimulus material: it focuses on
selectively perceiving stimulus
Provide learner guidance: it related to the
encoding process
Elicit performance: the focus is response
Provide feedback: the focus is reinforcing
response

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