Gagne’s theory of instructional learning offers a more rounded theory of learning and instruction than other cognitive psychologists; and one which offers far more directive advice on how the teacher should manage individual lessons.
Instructional Events
The nine events provide a framework for designing and delivering instruction in a structured and systematic manner. Here is a brief explanation of each event:
Examples
In doing this, his perspective provides a fairly straightforward recipe that allows teachers to formulate effective lessons that are likely to encourage the acquisition and recall of new concepts.
The model is, perhaps, most linked toAusubel’s perspective; with an emphasis on the role of the teacher in carefully managing the development of new schemata.
However, it is important to note that the approach puts emphasis on student activity, and therefore avoids overtly over-emphasizing the teacher.
References
Gagne, R. (1962). Military training and principles of learning.American Psychologist, 17, 263-276.
Gagne, R. (1985).The Conditions of Learning (4th Ed.). New York: Holt, Rinehart & Winston.
Gagne, R. (1987).Instructional Technology Foundations.Hillsdale, NJ: Lawrence Erlbaum Assoc.
Gagne, R. & Driscoll, M. (1988).Essentials of Learning for Instruction (2nd Ed.).Englewood Cliffs, NJ: Prentice-Hall.
Gagne, R., Briggs, L. & Wager, W. (1992).Principles of Instructional Design (4th Ed.).Fort Worth, TX: HBJ College Publishers.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
