Gagne's learning outcomes and conditions for learning

Gagne's Learning Outcomes and
Conditions for Learning

Type of Learning Outcome

Critical Learning Conditions

Verbal Information

Stating previous knowledge:
facts, concepts, principles, procedures 1. Draw attention to distinctive features in print or speech.

2. Present information so that it can be made into chunks.

3. Provide a meaningful context for effective encoding of information.

4. Provide cues for effective recall and generalization of information.

Intellectual Skills

Discriminations-Distinguishing objects, features, symbols

Concrete concepts-Identifying classes of concrete objects, features or events

Defined concepts-Classifying new examples of events or ideas by their definition

Rules-Applying a single relationship to solve a class of problems

Higher order rules-Applying a new combination rules to solve a complex problem 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.

Cognitive Strategies

Using personal ways to guide learning, thinking, acting and feeling
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.

Attitudes

Choosing personal actions based on internal states of understanding and feeling

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 choosing personal action.

4. Give feedback for successful performance; or allow observation of feedback in the human model.

Motor Skills

Executing performances involving the use of muscles
1. Present verbal or other guidance to cue the excutive subroutine.

2. Arrange repeated practice.

3. Furnish Immediate feedback as to the accuracy of performance.

4. Encourage the use of mental practice.

back to gagne

Type of Learning Outcome	Critical Learning Conditions
Verbal Information Stating previous knowledge: facts, concepts, principles, procedures	1. Draw attention to distinctive features in print or speech. 2. Present information so that it can be made into chunks. 3. Provide a meaningful context for effective encoding of information. 4. Provide cues for effective recall and generalization of information.
Intellectual Skills Discriminations-Distinguishing objects, features, symbols Concrete concepts-Identifying classes of concrete objects, features or events Defined concepts-Classifying new examples of events or ideas by their definition Rules-Applying a single relationship to solve a class of problems Higher order rules-Applying a new combination rules to solve a complex problem	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.
Cognitive Strategies Using personal ways to guide learning, thinking, acting and feeling	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.
Attitudes Choosing personal actions based on internal states of understanding and feeling	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 choosing personal action. 4. Give feedback for successful performance; or allow observation of feedback in the human model.
Motor Skills Executing performances involving the use of muscles	1. Present verbal or other guidance to cue the excutive subroutine. 2. Arrange repeated practice. 3. Furnish Immediate feedback as to the accuracy of performance. 4. Encourage the use of mental practice.