Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region IX, Zamboanga City
ZAMBOANGA CITY SATE POLYTECHNIC COLLEGE
VITALI EXTENSION PROGRAM
Mialim, Vitali, Zamboanga City

GAGNES CONDITION OF LEARNING

Reported by: Jimelyn Estorco
BEED II – A

CATEGORIES OF LEARNING
Intellectual skills

Intellectual skills involve the procedural knowledge (how to do things). The

intellectual skills are subdivided into different levels of learning: discrimination,
concrete concept, defined concept, rule, and problem-solving (Gagne et al.,
1992).

Discrimination is the ability to differentiate objects based on one or more of their

physical characteristics, features, and/or dimensions.Concrete concept is the
ability to identify an object as a member of a group based on common physical
characteristic, feature, property, attribute, and/or dimension (e.g., colors, shapes,
length, position, etc.). For example: identify whether tomatoes are considered
vegetable. Learning concrete concept is more complex than learning
discrimination. The latter only requires responding to a difference. The former
requires the ability to identify an object correctly based on its main properties. For
example: regardless of color, thickness, or/and size (irrelevant properties),
students correctly identify different figures as triangles. Students must learn
discrimination before they learn concrete concepts. Concrete learning is believed
to be a prerequisite to abstract learning (defined concept, described next). To
enhance learning of this skill, present different examples of an object (concept)
with a wide variety of irrelevant characteristics and ask students to identify a
correct answer.
Defined concept is the ability to understand the meaning of an object, event,
or/and relation. It requires more than stating a definition or defining a concept.
For example: Understand the meaning of family, justice, community, mass,
acceleration, force, etc. Although defined concept may overlap concrete concept,
the former represents more abstract learning. To enhance learning of this skill,
first ask students to recall all components within the definition of a concept,
including the relations among those components. Have students watch a
demonstration, video, or film on how the concept works.

Cognitive strategy
Cognitive strategy is another type of intellectual skills for learning and thinking.
Learning strategies include rehearsal (verbally repeat, underline, or copy
materials), elaboration (associate new information with the existing one through
paraphrasing, summarizing, note-taking, and questions and answers), and
organizing (arrange material in an organized and meaningful order through
outlining, concept mapping, advance organizer, etc.). The metacognitive
strategies (thinking) involve students setting learning goals, tracking learning
progress, and modifying strategies to achieve the goals. The affective strategies
are used to focus and maintain attention, to control stress and anxiety, to
manage time effectively, and so on.

Verbal information
Verbal information is concerned with the declarative knowledge (e.g., facts,
information, names, places, etc.). To assist learning of verbal information, the
instructor may teach students different mnemonic techniques (e.g., keyword, loci,
imagery, etc.) and help students relate new information to what already exists in
memory to make learning meaningful and memorable. Use one of the learning
strategies (rehearsal, elaboration, and organize) and provide distinct cues to
assist memory.

Motor skills
Motor skills (also called psychomotor skills) are sequences of motor responses or
movements, which are combined into complex performances. These physical
performances are assessed by rapidity, accuracy, force, or smoothness. For
example: dancing, skateboarding, fly-fishing, skiing, writing with a pencil, etc. The
motor skills can be further divided into sub skills (part skills), which are performed
simultaneously or in sequential order to produce performances. These skills are
best learned by repeated practice. To teach the part skills, provide clear
instruction to learn the skills. Provide a checklist, picture, or diagram to guide
learning. Encourage students to practice the skills repeatedly, accompanied by
timely and appropriate feedback from the instructor.

Attitude
Attitude is an internal state that affects personal choices and actions over an
object, person, event, and so on. Although it is a complex human state, it can be
measured by observing the person's choice or action. The measurement of
attitude is often seen in a form of a self-reported questionnaire, which may use
Likert-scale and/or open-ended questions. Using a role model has been known to
teach attitude effectively. Other methods involve using reinforcement to
encourage a desired behavior and using a conditioned response method to
promote certain attitudes. To change attitude, help students recall a situation to
which the attitude applies, present an appealing and credible role model, use the
model to communicate or demonstrate the desired choices or actions for the
given situation, and communicate or demonstrate satisfaction the model obtains
as a result of the selected choices or actions.
The following nine steps have been adapted from Gagné, Briggs, and
Wager (1992).
1. Gain attention of the students
Ensure the learners are ready to learn and participate in activities by presenting a
stimulus to gain their attention.

2. Inform students of the objectives

Inform students of the objectives or outcomes to help them understand what they
are to learn during the course. Provide objectives before instruction begins.

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something they
already know or something they have already experienced.

4. Present the content

Use strategies to present and cue lesson content to provide more effective,
efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations.

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources
available.

6. Elicit performance (practice)

Activate student processing to help them internalize new skills and knowledge
and
to confirm correct understanding of these concepts.

7. Provide feedback
Provide immediate feedback of students’ performance to assess and facilitate
learning.
8. Assess performance
In order to evaluate the effectiveness of the instructional events, you must test to
see if the expected learning outcomes have been achieved. Performance should
be based on previously stated objectives.

9. Enhance retention and transfer to the job

To help learners develop expertise, they must internalize new knowledge.