Editing Robert M. Gagné (section)

==Learning process==
Gagné's theory stipulates that there are several types and levels of learning, and each of these types and levels requires instruction that is tailored to meet the needs of the pupil. The focus of Gagné's theory is on the retention and honing of intellectual skills.<ref>Gagne’s Nine Events of Instruction https://educationlibrary.org/gagnes-nine-events-of-instruction</ref> The theory has been applied to the design of instruction in all fields, though in its original formulation special attention was given to military training settings.<ref>Instructional Design, Conditions of Learning (Robert Gagné) 
http://www.instructionaldesign.org/theories/conditions-learning.html</ref>

===Eight ways to learn===

In 1956, Gagné devised a system of analyzing different conditions of learning from simple to complex. According to Gagné, higher orders of learning are built upon the lower levels, requiring a greater amount of previous knowledge to progress successfully; final capability is analysed as comprising subordinate skills in an order such that the lower levels can be predicted for positive transfer of higher level learning.<ref name="Ref Bob">{{cite book|last1=Gagne|first1=Robert|title=Learning hierarchies.|date=1971|publisher=NJ: Prentice Hall|pages=63–84}}</ref> The lower four orders focus on the behavioral aspects of learning, while the higher four focus on the cognitive aspects.<ref>{{Cite web|url=http://www2.rgu.ac.uk/celt/pgcerttlt/how/how4a.htm|title = RGU Homepage}}</ref> In his original study on instruction, Gagné attributed individual differences in learning.<ref name="Ref Bob" />

===Steps of planning instruction===
# Identify the types of learning outcomes: Each outcome may have prerequisite knowledge or skills that must be identified.
# Identify the internal conditions or processes the learner must have to achieve the outcomes.
# Identify the external conditions or instruction needed to achieve the outcomes.
# Specify the learning context.
# Record the characteristics of the learners.
# Select the media for instruction.
# Plan to motivate the learners.
# Test the instruction with learners in the form of formative evaluation.
# After the instruction has been used, summative evaluation is used to judge the effectiveness of the instruction.

===Nine Events of Instruction===
According to Gagné, learning occurs in a series of nine learning events, each of which is a condition for learning which must be accomplished before moving to the next in order. Similarly, instructional events should mirror the learning events:

# Gaining attention: To ensure reception of coming instruction, the teacher gives the learners a stimulus. Before the learners can start to process any new information, the instructor must gain the attention of the learners. This might entail using abrupt changes in the instruction.
# Informing learners of objectives: The teacher tells the learner what they will be able to do because of the instruction. The teacher communicates the desired outcome to the group.
# Stimulating recall of prior learning: The teacher asks for recall of existing relevant knowledge.
# Presenting the stimulus: The teacher gives emphasis to distinctive features.
# Providing learning guidance: The teacher helps the students in understanding (semantic encoding) by providing organization and relevance.
# Eliciting performance: The teacher asks the learners to respond, demonstrating learning.
# Providing feedback: The teacher gives informative feedback on the learners' performance.
# Assessing performance: The teacher requires more learner performance, and gives feedback, to reinforce learning.
# Enhancing retention and transfer: The teacher provides varied practice to generalize the capability.

Some educators believe that Gagné's taxonomy of learning outcomes and events of instruction oversimplify the learning process by over-prescribing.<ref>Haines, D. (1996). Gagné. [On-Line]. Available: {{cite web |url=http://education.indiana.edu/~educp540/haines1.html |access-date=2012-04-09 |title=Archived copy |archive-date=2015-01-09 |archive-url=https://web.archive.org/web/20150109131428/http://education.indiana.edu/~educp540/haines1.html |url-status=dead }}</ref> However, using them as part of a complete instructional package can assist many educators in becoming more organized and staying focused on the instructional goals.<ref>Dowling, L. J. (2001). Robert Gagné and the Conditions of Learning. Walden University.</ref>

===Evaluation of instruction===
# Have the objectives been met?
# Is the new program better than the previous one?
# What additional effects does the new program include?

When objectively analyzing the conditions for learning Gagné says, "Since the purpose of instruction is learning, the central focus for rational derivation of instructional techniques is the human learner.  Development of rationally sound instructional procedures must take into account learner characteristics such as initiate capacities, experimental maturity, and current knowledge states.  Such factors become parameters of the design of any particular program of instruction."<ref>Gagné, The Idea of Schema 1987 p. 5</ref>