Gagne suggested that certain conditions must be present in order for knowledge acquisition, retention, and retrieval to occur. His nine events are intended t
Gagne suggested that certain conditions must be present in order for knowledge acquisition, retention, and retrieval to occur. His nine events are intended to describe learning conditions which can then inform a teacher’s ability to unpack a lesson plan/unit. Review p. 222, Table 5.5 in the Shunk text.
- If you need a little more insight into Gagne’s approach, please access the site, Gagne’s 9 Events of Instruction and Robert Gagne's nine events of instruction: https://www.niu.edu/citl/resources/guides/instructional-guide/gagnes-nine-events-of-instruction.shtml
- In addition, this Robert Gagne video link may also be helpful: https://www.youtube.com/watch?v=FgDcUnObLqI
Gagne’s nine events include aspects of behaviorism and cognitive psychology. Examine each of Gagne’s nine events and consider whether it best illustrates a philosophy from the behaviorist approach or the cognitive approach. list the event and justify why you think it best fits a behaviorist or cognitive approach. Then, create one strategy or one classroom practice that illustrates the event. The strategy or practice you create should reflect the principles of the behaviorist or cognitive approach. It is not necessary to apply both approaches to each of the nine steps; apply only one.
3-4 pages in length (, least 2 outside sources in APA format.
Below is the cite for page 222 in the attachment
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson. https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395
222 Chapter 5
Hierarchies are not linear orderings of skills. One often must apply two or more pre- requisite skills to learn a higher-order skill with neither of the prerequisites dependent on the other. Nor are higher-order skills necessarily more difficult to learn than lower-order ones. Some prerequisites may be difficult to acquire; once learners have mastered the lower-order skills, learning a higher-order one may seem easier.
Phases of Learning. Instruction is a set of external events designed to facilitate internal learning processes. Table 5.5 shows the nine phases of learning grouped into the three categories (Gagné, 1985).
Preparation for learning includes introductory learning activities. During attending, learners focus on stimuli relevant to material to be learned (audiovisuals, written materials, teacher-modeled behaviors). The learner’s expectancy orients the learner to the goal (learn a motor skill, learn to reduce fractions). During retrieval of relevant information from LTM, learners activate the portions relevant to the topic stud- ied (Gagné & Dick, 1983).
The main phases of learning are acquisition and performance. Selective perception means that the sensory registers recognize relevant stimulus features and transfer them to WM. Semantic encoding is the process whereby new knowledge is transferred to LTM. During retrieval and responding, learners retrieve new information from memory and make a response demonstrating learning. Reinforcement refers to feedback that confirms the accuracy of a student’s response and provides corrective information as necessary.
Transfer of learning phases include cueing retrieval and generalizability. In cueing retrieval, learners receive cues signaling that previous knowledge is applicable in that sit- uation. When solving word problems, for instance, a mathematics teacher might inform learners that their knowledge of right triangles is applicable. Generalizability is enhanced by providing learners the opportunity to practice skills with different content and under different circumstances (e.g., homework, spaced review sessions).
Table 5.5 Gagné’s phases of learning.
Category Phase
Preparation for learning Attending
Expectancy
Retrieval
Acquisition and performance Selective perception
Semantic encoding
Retrieval and responding
Reinforcement
Transfer of learning Cueing retrieval
Generalizability
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