Robert Gagne
Summary
TLDRRobert Gagné, an American psychologist, developed influential principles of instructional design, focusing on the learning hierarchy and the nine events of instruction. His work emphasized different types of learning outcomes, such as verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes, each requiring specific instructional conditions for optimal learning. Gagné's model, based on information processing theories, is comprehensive and applicable across various settings, significantly impacting educational psychology and instructional design.
Takeaways
- 🎓 Robert Gagné was an influential American psychologist known for his work in instructional design and learning theory.
- 🎯 Gagné identified five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.
- 📈 His 'conditions of learning' model suggests that different types of learning require different instructional conditions for optimal learning outcomes.
- 🔍 Gagné's nine events of instruction provide a systematic approach to designing effective learning experiences.
- 🛠️ Gagné's early career involved developing psychomotor tests and working with the US Air Force on crew classification and training.
- 🏫 At Princeton University, Gagné conducted research on intellectual skills, which laid the groundwork for his learning hierarchy theory.
- 📚 Gagné's seminal work, 'The Conditions of Learning,' published in 1965, is a cornerstone in the field of educational psychology.
- 🤝 His theory emphasizes the importance of connecting prior knowledge with new learning to facilitate better understanding and retention.
- 🏅 Gagné's contributions to instructional design have been widely recognized, and his work continues to influence the field.
- 📈 Gagné's model is distinctive for its comprehensive approach, integrating information processing theories with practical instructional design.
Q & A
Who is Robert Gagné and what is his significance in the field of education?
-Robert Gagné is an American psychologist known for his work in instructional design and educational psychology. He is significant for outlining principles that guide effective teaching and learning, including the development of the learning hierarchy and the nine events of instruction.
What were Gagné's early life and educational background?
-Robert Gagné was born in 1916 in North Andover, Massachusetts. He decided to become a psychologist during high school and studied at Yale University before receiving his graduate degree from Brown University.
How did Gagné's career in the military influence his later work in education?
-During World War II, Gagné served in the army, administering aptitude tests and developing psychomotor tests. His experience in the military, particularly in developing tests and working with research scientists, laid the foundation for his later work in educational psychology and instructional design.
What is the learning hierarchy as proposed by Gagné?
-The learning hierarchy is Gagné's framework that outlines the different types of learning across various instructional settings. It includes verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.
What are the five categories of learning according to Gagné?
-Gagné's five categories of learning are: 1) Verbal Information (declarative knowledge), 2) Intellectual Skills, 3) Cognitive Strategies, 4) Motor Skills, and 5) Attitudes.
How does Gagné's theory of instruction differ from behaviorist approaches?
-Gagné's instructional theory is influenced more by the information processing view of learning and memory, rather than the behaviorist tradition. It focuses on the systematic connection between learning and instructional design, emphasizing the conditions necessary for effective teaching and learning.
What are the nine events of instruction as defined by Gagné?
-Gagné's nine events of instruction are: 1) Gaining attention, 2) Informing the learner of the objective, 3) Stimulating recall of prior learning, 4) Presenting the stimulus material, 5) Providing learning guidance, 6) Eliciting performance, 7) Providing feedback, 8) Assessing performance, and 9) Enhancing retention and transfer.
Why is Gagné's work on instructional design considered comprehensive?
-Gagné's work is comprehensive because it includes all kinds of learning outcomes typically addressed in instruction, such as cognitive abilities, attitudes, and motor skills, and it combines external instruction with the internal learning process and memory.
What was Gagné's role at Florida State University?
-Gagné joined the faculty at Florida State University in 1969, where he continued his work in instructional design and educational psychology until his death in 2002.
What awards and recognitions did Gagné receive for his contributions to education?
-The script does not specify the exact awards Gagné received, but it mentions that he was awarded many honors for his research in instructional design and educational psychology.
Outlines
🎓 Life and Contributions of Robert Gagné
Robert Gagné, an American psychologist born in 1916, is renowned for his work on instructional design and learning theory. He decided to pursue psychology in high school and went on to study at Yale University and Brown University. During World War II, Gagné served in the army, administering aptitude tests and developing psychomotor tests. He later became a professor at Princeton University, where he conducted pivotal research on intellectual skills and prerequisites, leading to his learning hierarchy theory. In 1962, he published 'The Conditions of Learning,' which was influenced by information processing views of learning and memory. Gagné's work, summarized as the 'Gagné assumption,' posits that different types of learning exist, each requiring specific instructional conditions. He identified five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. Each category has unique learning outcomes and requires distinct instructional approaches for optimal learning, retention, and transferability.
📚 Gagné's Nine Events of Instruction
Gagné's instructional theory, outlined in his 'Nine Events of Instruction,' is a widely used framework for designing effective learning experiences. These events are external to the learner and are designed to support internal learning processes. The first event is gaining attention to initiate instruction. The second is informing learners of the objectives, setting clear expectations for what they will learn. The third event involves stimulating recall of prior knowledge to build on existing understanding. The fourth is presenting the material in varied and manageable ways, ensuring it builds upon prior knowledge. Guidance is provided in the fifth event to reduce frustration and support learning. The sixth event encourages eliciting performance through practice and application of skills. Feedback, the seventh event, should be specific and constructive to aid learning. The eighth event is assessing performance to determine learning outcomes and provide progress information. Finally, the ninth event focuses on enhancing retention and transfer of skills to new situations. Gagné's model is distinctive for its basis in information processing theories, its comprehensive inclusion of various learning outcomes, and its integration of external instruction with internal learning processes. His work has significantly influenced instructional design and educational psychology.
Mindmap
Keywords
💡Robert Gagné
💡Learning Hierarchy
💡Five Categories of Learning
💡Conditions of Learning
💡Information Processing
💡Nine Events of Instruction
💡Cognitive Strategies
💡Motor Skills
💡Attitudes
💡Instructional Design
Highlights
Robert Gagné's principles of instructional design are widely used and have a significant impact on teaching methods.
Gagné identified different skill sets are required for teaching various subjects like violin playing versus algebra.
He emphasized the importance of gaining learner's attention and building on previous knowledge in the learning process.
Robert Gagné was an American psychologist born in 1916, with a career that included military service and academic positions.
Gagné's work at the Air Force personnel and training Research Center contributed to the development of psychomotor tests.
His position at Lowry Air Force Base allowed him to develop technology for forecasting training requirements.
Gagné's theory of the learning hierarchy was formulated during his time as a professor at Princeton University.
The conditions of learning, published in 1965, was influenced by information processing views of learning and memory.
Gagné's work is summarized as the G assumption, which posits that different types of learning exist under various instructional conditions.
He identified five categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.
Gagné emphasized a learning hierarchy within intellectual skills, where learners progress from simple to complex tasks.
Cognitive strategies enable learners to manage their thinking and learning processes effectively.
Motor skills rely on the smoothness, precision, and timing of muscular movement.
Attitudes as learning outcomes influence personal choices and actions, such as willingness to recycle or exercise.
Gagné's nine events of instruction provide a clear template for designing effective instructional events.
His instructional theory combines ideas from behaviorism and cognitivism, offering a comprehensive approach to learning.
Gagné's model is distinctive for its basis in information processing theories and its inclusion of various learning outcomes.
The model also distinctively combines external instruction with the internal learning process and memory.
Gagné's work has been recognized with numerous awards and continues to influence educational psychology and instructional design.
Transcripts
if you've ever realized that teaching
someone to play a violin takes a
different skill set than teaching them
algebra or if you've ever started a
lesson by gaining the learner's
attention and then proceeded to build on
previous knowledge that they've already
learned then you've used the principles
outlined by Robert G probably without
even realizing it Robert G is an
American psychologist born in 196 in
North Andover Massachusetts he decided
early on in high school that he wanted
to be psychologist and studied at Yale
University and received his graduate
degree from Brown
University at the start of World War II
G joined the army and began his career
there administering aptitude tests to
Cadets who were joining combat aircraft
he went on to become commissioned as a
second lieutenant and held several
positions within the US Armed
Forces he developed psycho motor tests
used an air crew classification held a
position in the US Air Force and what
would later become the Air Force
personnel and training Research Center
and was technical director of the
maintenance laboratory at Lowry Air
Force Base in Colorado G has said this
position was one of peak enjoyment in
his career because he had the
opportunity to develop a new technology
for forecasting training requirements
for the Air Force and he was able to
work with a stimulating group of
research scientists in 1958 G became a
professor of psychology at Princeton
University during this time he conducted
studies of intellectual skills and their
prerequisites which would lead to the
formulation of his idea of the learning
hierarchy as it applies to those
intellectual
skills in 1962 he joined the American
institutes for research as the director
of research this organization was
heavily engaged in research and training
the assessment of human performance
educational program evaluation and other
questions it was here in 1965 that g
first published his seminal work the
conditions of
learning although G's earlier work was
grounded in the behaviorist tradition
the conditions of learning was
influenced more by the information
processing view of learning and
memory G's work is sometimes summarized
as the G assumption this assumption is
that different types of learning exist
and that different instructional
conditions can bring about this learning
two of the main components of G's
conditions of learning are the five
categories of learning and the nine
events of
instruction G recognized that having a
learner memorize and recite the seven
continents on the earth is a different
learning outcome than having a learner
learn negotiation and influence and
Leadership skills therefore he created
the five categories of learning which is
a framework for all the different types
of learning across many instructional
settings the first category is verbal
information or declarative knowledge
this is simply memorizing and reciting
um learning things like what are the
seven warning signs for cancer or list
in order the steps that are required to
service a
machine with the next category
intellectual skills it's not just
knowing what but it's knowing how it's
not only knowing what the number four is
or what the number eight is it's knowing
how to add them together to get
12 within the intellectual skills
there's a distinct learning hierarchy
that applies and Learners need to start
at the base of the hierarchy before they
can move on to the more complex the
learning skills needed here are
cumulative Learners must be able to use
the discriminations to be able to call
out key features before they can move on
to processing rules and higher order
rules cognitive strategies are the
capabilities that allow us to manage our
own thinking and learning processes
telling us how to learn and how to
remember and how to solve
problems when faced with a broken
machine that he's never seen before the
mechanic can use his prior knowledge of
tools and of safety and form an analogy
of a machine that he knows how to repair
and use the same skills to repair this
machine the next category of learning is
motor skills and although these types of
skills can be very diverse anything from
playing an instrument to driving a car
the one thing they all have in common is
their dependence upon smooth smoothness
precision and timing of muscular
movement and finally the attitudes are
the outcomes of learning that influence
the individual's choices of personal
action such as influencing their
willingness to recycle or their
willingness to
exercise in regards to the matter of
instruction G has said that each of the
categories of learning outcomes require
a different set of conditions for
optimizing learning retention and
transferability
optimal conditions include external
events in the learner's immediate
environment usually called instruction
and internal conditions acting through
the learner's working
memory let's move on to the second piece
of the puzzle the nine events of
instruction which G defined as any set
of events external to the learner which
are designed to support the internal
processes of
learning G's instructional theory is
widely used in the design of instruction
by designers in many settings it brings
in ideas from behaviorism and
cognitivism and he provides a clear
template which is easy to follow when
designing instructional events G's Focus
for instructional design is that
learning can be systematically connected
to the design of instruction and he
emphasize the design principles and
procedures that need to take place for
Effective teaching and learning
according to G learning occurs in a
series of learning events and each event
must be accomplished before the next in
order for learning to take place the
first first step is to gain attention to
give the Learners a stimulus to begin
instruction this can be done by starting
with a story or to provide the whiff
them or the what's in it for me why this
learning is going to be relevant to your
audience step number two is to inform
the Learners of the objectives telling
the learner what they will be able to do
as a result of the instruction this can
be in a more formalized objective or it
can be something very simple that the
audience will understand the next step
step is to stimulate recall of prior
knowledge it's easier for the Learners
to learn new skills when they're able to
connect them to what they already know
this can be done as a verbal review or
having the Learners create a mind map of
previous
knowledge the next step is to present
the material present the content in
different ways with different modes use
lecture and Hands-On activities case
studies and so
forth use chunk to present the content
in small manageable bites and don't
forget to build upon the previous
knowledge that the Learners already
have step number five is to provide
guidance to the learner students should
be provided with guidance in order to
cut down on frustration during learning
activities this can be in the form of
one-on-one coaching or Q&A rubrics or
cheat sheets anything that would be
useful in providing both structure and
guidance to the learner the next step is
to elicit performance students should be
given the opportunity to be able to
practice and apply their
skills while this can be accomplished by
modeling by the instructor the most
effective effective method is for the
students to be able to practice their
newly acquired behavior skills or
knowledge on their own under guidance
from the
instructor the next step is to provide
feedback and the feedback should be
specific rather than General you're
doing a good job tell them why they are
doing a good job or specific guidance on
what to
improve step eight is to assess
performance evaluate the Learners to
determine if the lesson has been learned
and to provide General progress
information this is also a good time
where the students can determine content
areas that they still need to
master and finally step nine enhance
retention and transfer this can be done
by informing the Learners about similar
problem situations
review the lesson provide additional
practice or give the students the
opportunity to apply their new skills in
a personal
contest so what is it about G's
instructional model that makes it so
distinctive from
others first it's based on information
processing theories of learning it does
not attempt to propose new Theory
pertaining to learning and memory but
only to use existing Theory as a basis
for the conceptualization of
instruction secondly the theory is
comprehensive in the sense that it
attempts to include all the kinds of
learning outcomes to which instruction
is usually addressed this is the
significance of the proposal of the five
kinds of learning outcomes and the
inclusion of attitudes and motor skills
as well as cognitive
abilities and a third distinctive
feature is the fact that it combines
external instruction with the internal
learning process and memory the
inclusion these characteristics makes it
possible for this Theory to deal with
instructions of many forms in a variety
of
settings in 1969 G joined the faculty at
Florida State University where he would
remain until his death in 2002 he went
on to write numerous books regarding
instructional design and educational
psychology and was awarded many awards
for his
research e
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