Robert Mills Gagn

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Secondlevel
Thirdlevel
Fourthlevel
Fifthlevel

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Thirdlevel
Fourthlevel
Fifthlevel

Overview
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A theory of instructional design:

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Taxonomy of learning outcomes
Secondlevel
Internal and external conditions of
Thirdlevel
learning
Fourthlevel
Nine events of instruction
Fifthlevel
Learning hierarchies
Instructional (learning) objectives

A Definition of Learning
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Learning
is
the
mechanism
by
which
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an
individual
becomes
a
Secondlevel
competently functioning member of
Thirdlevel
society
Fourthlevel
Instruction is the arrangement of
Fifthlevel
conditions of learning to promote
attainment of some goal

Learning Outcome
Categories
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A formal and unique class of human

performance that occurs through learning
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Applies to a widely diverse set of human
Secondlevel
activities
Thirdlevel
Requires different instructional treatments,
prerequisites and processing requirements by
Fourthlevel
the learner
Fifthlevel
Factors affecting the learning of each category
should generalize to tasks within but not across
categories

Categories of learning
outcomes
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1. Verbal information
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acquisition of declarative knowledge

2. Intellectual
skills (next slide)
Secondlevel
with the environment using symbols
interacting
Thirdlevel
3. Motor skills
Fourthlevel
the production of mechanical operations/behaviors

4. Attitudes
Fifthlevel
capabilities that influence an individuals choice about
the kinds of actions to take
5. Cognitive strategies
metacognition
/ strategic knowledge

Intellectual Skills: A
hierarchy
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Discriminations

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ability to distinguish one feature of an object from another
Concrete Concepts
Secondlevel
learning to identify examples of objects, object qualities or relations
Thirdlevel
Defined Concepts
learning to identify concepts by definition
Fourthlevel
Rules
Fifthlevel
make it possible for us to do something, using symbols, and to

respond to a class of things with a class of performances

Higher-Order Rules

a complex rule made up of simpler rules

Gagns
Principle
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Arranging the appropriate
Secondlevel
conditions for learning
Thirdlevel
Fourthlevel
ONE
ONE
Fifthlevel
OBJECTIVE
STRATEGY

Internal Conditions of
Learning
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essential prerequisites
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particular skills that become an integral
Secondlevel
part of new learning
Thirdlevel
supportive prerequisites
capabilities that facilitate learning,
Fourthlevel
regardless of the type of outcome
Fifthlevel

Learning Hierarchies
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Essential prerequisites can be diagrammed

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as learning hierarchy
Secondlevel
Indicates what competencies must be
Thirdlevel
acquired
Fourthlevel
Results from task analysis, working
backward
Fifthlevel from terminal objective to known
(entry) skill
Basis for sequencing instruction

Example: learning
hierarchy
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Demonstrate finding the

average of a
series of 2 to 9
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2-digit integers
Secondlevel
Demonstrate
Thirdlevel
dividing 2 and 3 digit
by a single
integers
Fourthlevel
digit integer

Demonstrate
counting from
1 to 9

Fifthlevel

Demonstrate
mutiplying
single-digit
integers

Demonstrate
subtracting
2-digit
integers

Demonstrate
adding 2 to 9
2-digit
integers

External Conditions of
Learning
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External events are those events outside

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the learner that activate and support the
Secondlevel
internal processes of learning. The
appropriate provision of external events
Thirdlevel
is the framework for planning
Fourthlevel
instruction.
Fifthlevel

Nine Events of
Instruction
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1.
Gain Attention
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2.
Inform learner of objectives
Secondlevel
3.
Stimulate recall
4.
Present stimulus material
Thirdlevel
5.
Provide guidance
Fourthlevel
6.
Elicit performance
7.
Provide feedback
Fifthlevel
8.
9.

Assess performance
Enhance retention and transfer

Examples
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NineEventsofInstruction: Example:
1.Gainingattention

Instructorfliplightsonandoff

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Instructortellsstudentswhattheywillstudy
Reviewyesterdayswork
Secondlevel
4.Presentingthestimulusmaterial
Textandothermediainordertomeet
Thirdlevel
desiredoutcome
5.Providinglearningguidance
Showanexampleofaproblem
Fourthlevel
6.Elicitingtheperformance
Askstudentstosolve10questions
Fifthlevel
7.Providingfeedback
Reinforcementanderrorcorrectionof

2.Informinglearneroftheobjective

3.Stimulatingrecallofprerequisites

materiallearned

8.Assessingtheperformance

Studentsperformnewskill,taketests,
constructportfolio

9.Enhancingretentionandtransfer

Abletogeneralizeandtransferskillsto
newproblemsorsituations

PreparingInstructional
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Objectives
Onceaninstructordecideshewillteachhisstudents
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something,severalkindsofactivitiesarenecessaryon
hispartifheistosucceed.Hemustfirstdecideupon
Secondlevel
thegoalsheintendstoreachattheendofhiscourseor
Thirdlevel
program.Hemustthenselectprocedures,content,and
methodsthatarerelevanttotheobjectives;causethe
Fourthlevel
studenttointeractwiththeappropriatesubjectmatterin
Fifthlevel
accordancewithprinciplesoflearning;and,finally
measureorevaluatethestudent'sperformanceaccording
totheobjectivesorgoalsoriginallyselected.(Mager,p.
1)

Reasons for
Instructional Objectives
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Purposeful Education
Secondlevel

Organizing Content
Thirdlevel
Fourthlevel
Preparing Assessment
Fifthlevel

Evaluation
Providing feedback

&

Performance Objectives
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situation
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learned capability verb - LCV
Secondlevel
object
Thirdlevel
Fourthlevel
action verb
Fifthlevel
tools, constraints, special

conditions

Example objective for an

intellectual skill
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[situation] Given an illustration of three

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triangles, two the same and one
Secondlevel
different, the student [verb]
Thirdlevel
discriminates [object] the figure that is
Fourthlevel
different [action] by pointing to it.
Fifthlevel

Writing specific
instructional objectives
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1.ClicktoeditMastertextstyles
Describe what you want learners to be doing
when demonstrating achievement and indicate
Secondlevel
how you will know they are doing it
Thirdlevel
2. In describing, identify and name the behavioral
Fourthlevel
act that indicates achievement, define the
conditions under which the behavior is to occur,
Fifthlevel
state the criteria of acceptable performance
3. Write a separate objective for each learning
performance