UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Gagne's theory on learning and instruction
1.
2.
3. Robert Gagne
Education
Yale, A.B. 1937
Brown, Ph.D. 1940
Career Highlights
Professor, Connecticut College (1940-49)
Professor, Penn State University (1945-46)
Director of Perceptual and Motor Skills
Laboratory, U.S. Air Force (1949-58)
Professor, Florida State University
Publications
The Conditions of Learning
Instructional Theory Foundations
4. Learning
Learning is a change in human disposition or capability
which can be retained and which is not simply ascribable
to the process of growth.
Learning results in different kinds of human
behaviours, i.e. different human capabilities, which
are required both from the stimulation from the
environment and the cognitive processing
undertaken by the learners.
6. Verbal information
Acquire in formation in a verbal form
(listening, viewing, reading)
Essential instruments used for verbal information
signs, pictures, symbols, words, figures, sounds, voic
e etc
8. Cognitive strategies
Internally organized capability
of a learner
Helps in the tasks related to
attending, learning, rememberi
ng, thinking problem solving etc
to attain goals
17. Concept Learning
Response to stimuli that a class of objects share in
common
Able to generalize to a variety of conditions
Eg birds, fruits etc
19. Problem Solving
Higher order of learning
Able to identify the essentials of a
solution
Able to combine the principles
Sudden solution-repetition will
add nothing
21. Nine Event of Learning
Learning event
(cognitive process in
the learner’s mind)
Reception
Expectancy
Retrieval
Selective perception
Semantic encoding
Responding
Reinforcement
Retrieval
Generalization
Instructional event
gaining attention
informing learners of the objective
stimulating recall of prior learning
presenting the stimulus
providing learning guidance
eliciting performance
providing feedback
assessing performance
enhancing retention and transfer
22. The following example applies Gagne's nine instructional events:
Instructional Objective: Recognize an equilateral
triangle
Methodology:
Gain attention - show a variety of computer generated triangles
Identify objective - pose question: "What is an equilateral
triangle?"
Recall prior learning - review definitions of triangles
Present stimulus - give definition of equilateral triangle
Guide learning - show example of how to create an equilateral
triangle
Elicit performance - ask students to create 5 different examples
Provide feedback - check all examples as correct/incorrect
Assess performance - provide scores and remediation
Enhance retention/transfer - show pictures of objects and ask
students to identify equilateral triangles.
23. Educational Implications
The teaching learning activities should be so arranged that it should
go in accordance with the mental abilities of the learner at each level
of the learning hierarchy.
The formal education should be planned hierarchically on the basis
of the increasing complexity of the different types of learning so that
what is acquired at one grade act as a foundation for learning in the
subsequent grades.
Teacher should ensure that the learner have acquired the necessary
initial state of learning before he is introduced to subsequent level of
learning.
Due weightage should be given to the learning hierarchy while
framing the curriculum.
The role of teacher is to plan and control the external events which
influence the internal mental processes.
A teacher should be a designer and manager of instruction and an
evaluator of student learning.
24. Reference
Dandapani.S, A text book of Advanced Educational
Psychology, Anmol Publication Private Limited, New Delhi,2001.
Mangal.S.K, Advanced Educational Psychology, PHI Learning
Private Limited, New Delhi, 2009
http://my-ecoach.com/project.php?id=12152&project_step=28465
http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_th
eories_full_version.html
http://tip.psychology.org/gagne.html