1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
ENGLISH LANGUAGE TEACHER TRAINING PROGRAM
EDUCATIONAL PSYCHOLOGY
INTEGRANTS:
ALEXANDRA MUÑOZ
ANABEL POAQUIZA
JESSICA TASINCHANA

2. GAGNÉ'S HIERARCHY
OF LEARNING
1916 IN NORTH ANDOVER, MASSACHUSET
DIED28TH APRIL 2002
AMERICAN EDUCATIONAL PSYCHOLOGIST
ROBERT M. GAGNÉ

3. GAGNE’S THEORETICAL BACKGROUND
• Robert Gagne is best known for his learning
outcomes, learning conditions, and his nine events
of instruction.
• Gagne’s theories have been applied to the design
of instruction in several domains….
• Gagne’s theory should be classified as instructional
theory as opposed to a learning theory….

4. GAGNE’S THEORETICAL ORIENTATION
• Gagne’s instructional theory (teacher-centered
approach)
• Practice, and immediate feedback are effective.

5. GAGNE’S THEORETICAL ORIENTATION
• In his view, effective instruction must reach beyond
traditional learning theories (behaviorism, cognitivism,
and constructivism) and provide support to transition
from simple to complex skills, thus using an
hierarchical model for learning.

6. GAGNE´S TAXONOMY
• Gagne´s Taxonomy of Learning states that there are
five major categories of learning outcomes:
1. Verbal information: reciting something from
memory. Memorize specified items.

7. 2. INTELLECTUAL SKILLS
Knowing how to do something.
• Discrimination: Recognizing that two classes of things differ.
• Concrete concept: Classifying things by their physical features
alone.
• Defined concept: Classifying things by their abstract (and possibly
physical) features.
• Rule: Applying a simple procedure to solve a problem or
accomplish a task.
• Higher-order rule: Applying a complex procedure (or multiple
simple procedures) to solve a problem or accomplish a task.

8. 3. COGNITIVE STRATEGIES
A manner in which learners guide their attending,
learning, remembering, and thinking.

9. 4. ATTITUDES
An acquired internal state that influences the choice
of personal action toward some class of things,
persons, or events.

10. 5. MOTOR SKILLS
The ability to do precise, smooth, and accurately
timed performances with muscle movements.

11. 9.-GAGNE, BRIGGS, & WAGER, 1988)
THIS THEORY OUTLINES NINE
INSTRUCTIONAL EVENTS AND
THEIR CORRESPONDING PROCESSES

12. 10. THE NINE EVENTS OF INSTRUCTION EVENT OF
INSTRUCTION
• 1.-Gaining attention Giving learner
• 2.-Informing the learner of the objective Telling learner
what they will be able to do for the instruction

13. • 3.-Stimulating recall of prior learning Asking for recall
of existing relevant knowledge
• 4. Presenting the stimulus Displaying the content
• 5.-Organization and relevance to enhance
understanding Learning Process Attention

14. 6. ELICITING PERFORMANCE ASKING
LEARNERS TO RESPOND, DEMONSTRATING
LEARNING
• 7.- Providing Feedback
• 8. Assessing performance Providing feedback to
learners' more performance for reinforcement
• 9.-Enhancing retention and transfer Providing
diverse practice

15. SOURCES
• http://itls.usu.edu/~mimi/courses/6260/theorists/gag
ne/biograph.htm
• http://www2.rgu.ac.uk/celt/pgcerttlt/how/how4a.h
tm