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This theory stipulates that there are several different types or levels of learning. ... Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. ... 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. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction. In addition, the theory outlines nine instructional events and corresponding cognitive processes: (1) gaining attention (reception), (2) informing learners of the objective (expectancy), (3) stimulating recall of prior learning (retrieval), (4) presenting the stimulus (selective perception), (5) providing learning guidance (semantic encoding), (6) eliciting performance (responding), (7) providing feedback (reinforcement), (8) assessing performance (retrieval), (9) enhancing retention and transfer (generalization). While Gagnes theoretical framework covers all aspects of learning, the focus of the theory is on intellectual skills. The theory has been applied to the design of instruction in all domains. ... Gagne called this method “task analysis. ... ”(Gagne & Briggs, 1979) As a trivial example, a task analysis of the act of cooking in a mess hall would show that knowing what different foodstuffs looked like, or how to read the labels on cans of vegetables, would be among the prerequisite skills. In working with the Air Force, which included recruits from a wide variety of educational backgrounds, Gagne noticed that some students performed consistently poorly in mathematics. Applying his theory of component parts, he realized that some skills must be achieved before other, higher-level skills could be learned. ... From this observation, he developed the theory of “learning hierarchy,” which formed the kernel of his theory of conditions of learning. Gagne postulated that there were both internal and external conditions of learning. ... As the terms imply, supportive skills are desirable in that they assist in the learning process, but learning may still take place in their absence, as is not the case for essential prerequisites (Gagne & Briggs, 1979). A corollary of the theory of hierarchies of learning was that the learner must master each and every sub-component in order to develop the final skill. ... Another area of education theory in which Gagne developed a new approach was that of varieties of learning. Classical theories of learning up to that point had been predicated on the assumption that a complete theory would explain all learning, no matter what kind of subject matter was at issue, nor what the particularities of the student might be.
Approximate Word count = 2191
Approximate Pages = 8.8
(250 words per page double spaced)
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