Learning Theory 2

 

Gagne suggested that certain conditions must be present in order for knowledge acquisition, retention, and retrieval to occur. His nine events are intended to describe learning conditions which can then inform a teacher’s ability to unpack a lesson plan/unit. Review p. 222, Table 5.5 in the Shunk text.

• If you need a little more insight into Gagne’s approach, please access the site, Gagne’s 9 Events of Instruction and  Robert Gagne’s nine events of instruction: https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml
• In addition, this Robert Gagne video link may also be helpful: https://www.youtube.com/watch?v=FgDcUnObLqI

Gagne’s nine events include aspects of behaviorism and cognitive psychology. Examine each of Gagne’s nine events and consider whether it best illustrates a philosophy from the behaviorist approach or the cognitive approach. list the event and justify why you think it best fits a behaviorist or cognitive approach. Then, create one strategy or one classroom practice that illustrates the event. The strategy or practice you create should reflect the principles of the behaviorist or cognitive approach. It is not necessary to apply both approaches to each of the nine steps; apply only one. 

 3-4 pages in length (, least 2 outside sources in APA format.  

 Below is the cite for page 222 in the attachment

 Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.  

https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395

 

222 Chapter 5

Hierarchies are not linear orderings of skills. One often must apply two or more pre-
requisite skills to learn a higher-order skill with neither of the prerequisites dependent on
the other. Nor are higher-order skills necessarily more difficult to learn than lower-order
ones. Some prerequisites may be difficult to acquire; once learners have mastered the
lower-order skills, learning a higher-order one may seem easier.

Phases of Learning. Instruction is a set of external events designed to facilitate internal
learning processes. Table 5.5 shows the nine phases of learning grouped into the three
categories (Gagné, 1985).

Preparation for learning includes introductory learning activities. During
attending, learners focus on stimuli relevant to material to be learned (audiovisuals,
written materials, teacher-modeled behaviors). The learner’s expectancy orients the
learner to the goal (learn a motor skill, learn to reduce fractions). During retrieval of
relevant information from LTM, learners activate the portions relevant to the topic stud-
ied (Gagné & Dick, 1983).

The main phases of learning are acquisition and performance. Selective perception
means that the sensory registers recognize relevant stimulus features and transfer them
to WM. Semantic encoding is the process whereby new knowledge is transferred to
LTM. During retrieval and responding, learners retrieve new information from memory
and make a response demonstrating learning. Reinforcement refers to feedback that
confirms the accuracy of a student’s response and provides corrective information as
necessary.

Transfer of learning phases include cueing retrieval and generalizability. In cueing
retrieval, learners receive cues signaling that previous knowledge is applicable in that sit-
uation. When solving word problems, for instance, a mathematics teacher might inform
learners that their knowledge of right triangles is applicable.

Generalizability

is enhanced
by providing learners the opportunity to practice skills with different content and under
different circumstances (e.g., homework, spaced review sessions).

Table 5.5
Gagné’s phases of learning.

Category Phase

Preparation for learning Attending

Expectancy

Retrieval

Acquisition and performance Selective perception

Semantic encoding

Retrieval and responding

Reinforcement

Transfer of learning Cueing retrieval

Generalizability