Semi-Detailed Lesson Plan

Prepared by: Maria Jessa B. Sabijon and Rey Bautista

I - OBJECTIVES

At the end of 45-minute period, the students will be able to:

a. Discuss the Gagne’s Conditions of Learning;

b. Perform task related to the topic Gagne’s Conditions of Learning; and
c. Tell the importance of Gagne’s Conditions of Learning in our daily life.

II - SUBJECT MATTER

Topic: Gagne’s Conditions of Learning

Reference: Gagne, R. M. (1965). The conditions of learning and theory of instructional

design (1st ed.). New York, NY: Holt.

Theories (2008). Conditions of Learning (R. Gagne).

http://tip.psychology.org/gagne.html

Robert Gagne’s Instructional Design Approach

http://www.gsu.edu/~mstswh/courses/it7000/papers/robert.htm

Discroll, M. (1991) Psychology of Learning for Instruction: Allyn and

Bacon.

Gagne, R. (1985). The Conditions of Learning (4th ed.). New York : Holt,
Rinehart & Winston. Assoc.

Materials: Laptop, TV, HDMI, Pentelpen, Cartolina

Skills: Teamwork, oral communication,

III - PRELIMINARY ACTIVITIES

a. Prayer

b. Classroom Management

c. Checking of Attendance

d. Review

The teacher will have a short discussion about Information Processing before proceeding
to the next lesson. She will call the students randomly to ask and share their ideas based
from what they have understand.
IV - PROCEDURE

a. Motivation

The teacher will show a picture that is related to the topic.

Let the students describe the picture in one (1) word in a 1/8 sheet of paper and
afterwards the teacher will call a student to explain why they came up with the
answer that has been written on their paper.

b. Lesson Proper

Gagne’s Theory deals with all aspects of learning. However, the focus of the theory is
on intellectual skills. The theory has been utilized to design instruction in all domains.

Gagne’s Principles

1. Different instruction is required for different learning outcomes.

Gagne’s theory asserts that there are several different types or levels of learning.
Furthermore, the theory implies that each different type of learning calls for
different types of instruction. Gagne named five categories of learning: Verbal
information, Intellectual skills, Cognitive strategies, Motor skills and
Attitudes.

 Verbal information - Retrieving stored information: the internal conditions

to support this learning include: Preexisting of organized knowledge and
Strategies for Processing the new information
 Intellectual Skills - Mental operations that permits individuals to respond
conceptualizations of the environment: Discrimination, Concrete and
defined concepts, Rule using, Problem Solving.
- The internal conditions to facilitate this type of
learning include: Recalling prerequisite skills, Interacting in a variety of
ways with the new learning, applying the new skills to range and variety
of different situations and contexts.
 Cognitive strategies - An internal process by which the learners plans,
controls, and monitors his/her own ways of thinking and learning,
including: Task specific, General and Executive
 Attitude - An internal state. i.e. predisposition that affects an individual
choice of action.
  Motor skills - Capability to perform a sequence of physical movements. It
involves three stages: Learning the sequence of the movement, Practicing
the movement, Refining the movement from the feedback from the
environment.

2. Learning hierarchies define what intellectual skills are to be learned and a

sequence of instruction.

Gagne suggests that learning tasks for intellectual skills can be organized in a
hierarchy according to complexity: stimulus recognition, response generation,
procedure of following, use of terminology, discriminations, concept formation,
rule application, and problem solving. The primary significance of a 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 for the sequencing of instruction.

3. Events of learning operate on the learner in ways that constitute the conditions of
learning.

These event’s should satisfy or provide the necessary conditions for learning and
serves as the basis for designing instruction and selecting appropriate media. The
theory includes nine instructional events and corresponding cognitive processes.

 Gaining attention - stimuli activates receptors

 Informing learners to the objective - creates level of expectation for
learning
 Stimulating recall prior learning - retrieval and activation of short-term
memory
 Presenting the stimulus - selective perception of content
 Providing learning guidance - semantic encoding for storage long-term
memory
 Eliciting performance - responds to questions to enhance encoding and
verification
 Providing feedback - reinforcement and assessment of correct
performance
 Assessing performance - retrieval and reinforcement of content as final
evaluation
 Enhancing retention and transfer - retrieval and generalization of learned
skill new situation

c. Group Activity

The class will be divided into three (3) groups. Each group must do their task very
well by following the instructions and afterwards perform the given activity to
explain.

Group 1. Draw any educational tools that symbolize the Gagne’s Conditions of
Learning and explain why you choose this tool.
Group 2. Write the five categories of learning and explain.
 Group 3. Apply the nine instructional events through role playing (take me a picture)
and choose one representative to explain.

Rubrics: Cooperation - 10
Delivery - 10
Mastery - 10
15 points

d. Generalization

The teacher will asks these following questions and call the students randomly to
answer.

1. What was our lesson all about?

2. What are the five categories of learning? Explain each category and give some
examples.
3. How about the nine instructional events? Elaborate the following.
4. Where can we apply the Conditions of learning?
5. Why is it important to know the value of Gagne’s Principles?

V - EVALUATION

Directions: Read and understand the following questions in each item.

Test A. Read and arrange the steps by numbering them. Write your answer in the space
provided. (10 points)

___ Assess performance

___ Recall prior knowledge
___ Provide feedback
___ Identify the objective
___ Enhance retention and transfer
___ Present stimulus
___ Guidance of students’ performance
___ Elicit performance
___ Gain attention

Test B. Identify which categories of learning that describe each number of sentences.

__________ 1. Retrieving stored information: the internal conditions to support

this learning include: Preexisting of organized knowledge and
Strategies for Processing the new information

___________2. Mental operations that permits individuals to respond

conceptualizations of the environment: Discrimination, Concrete
and defined concepts, Rule using, Problem Solving.
 ___________3. The internal conditions to facilitate this type of learning include:
Recalling prerequisite skills, Interacting in a variety of ways with
the new learning, applying the new skills to range and variety of
different situations and context.

___________4. An internal process by which the learners plans, controls, and

monitors his/her own ways of thinking and learning, including:
Task specific, General and Executive

___________5. An internal state. i.e. predisposition that affects an individual

choice of action.

VI - ASSIGNMENT

Research and study!

Study in advance about Ausubel’s Meaningful Verbal Learning/Subsumption

Theory. Write your answer in a one (1) whole sheet of paper.