GAGNE’S HIERARCHY OF LEARNING ROBERT GAGNE

                    GAGNE’S  HIERARCHY OF LEARNING  ROBERT GAGNE

Learning may be considered as a change in human disposition or capability which can be retained and Which cannot be simply considered as growth. Human learning results in the development of the following five components; Verbal information, Intellectual skills, Cognitive strategies, Motor skills, Attitude

1.      Signal learning; Similar to classical conditioning .e.g., learn signals on the road

2.      Stimulus-response (S-R) learning; Similar to instrumental conditioning emphasized  by Thorndike  Learn how to respond to traffic signals

3.      Chaining; Two or more S-R connections are joined together

4.      Verbal Association; Learner emits chained responses of SR type using verbal associations.

5.      Multiple discrimination; Learns to make different responses to different stimuli with too much resemblance. It is a stage of good discrimination.

6.  Concept learning; Learns to provide a common response to a class of stimuli.

7. Rule learning; Principles are generated through chaining of two or more  concepts.    It is    also known as learning of principle

8.  Problem solving; Solving problem using concepts and rules with the help of higher mental and cognitive abilities.

According to gagne A proper theory must be based on hierarchical structure of the events of learning. What goes on inside the learner’s mind during teaching learning process may be termed as internal events. This should be considered while planning instructional procedures

Learning events and Instructional events

•      Learning events                                                           Instructional events

•      Reception                                                                        Gain Attention

•      Expectancy                                                          Inform learners of objectives

•      Retrieval                                                          Stimulate recall of prior learning

•      Selective perception                                        Present the Content

•      Semantic encoding                                     Provide learning guidance

•      Responding                                                                    Elicit performance

•      Reinforcement                                                                Provide feedback

•      Retrieval                                                                      Assess performance

•      Generalization                                     Enhance retention  and transfer to the job

•      Educational Implications