robert gagne ed 530 theorist presentation spring semester 2010 nathan byler
TRANSCRIPT
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Robert Gagne
ED 530 Theorist Presentation
Spring Semester 2010Nathan Byler
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Born August 21, 1916 in North Andover, MA
A.B. from Yale University in 1937 Ph.D. in Psychology from Brown
University in 1940 Professor at Connecticut College for
Women from 1940-1949 Professor at Pennsylvania State
University from 1945-1946Image Source: http://www.effectperformance.com/sites/prestera/graphics/M4/gagne.gif
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Air Force Research Director from 1949-1958 Professor at Princeton University from 1958-
1962 American Institute of Research in Pittsburgh
Director of research from 1962-1965 Professor at University of California at
Berkeley from 1966-1969 Professor at Florida State University from
1969-1986 Died April 28, 2002 in Signal Mountain, TN
at the age of 86
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Published Conditions of Learning in 1965 Identified mental conditions for learning Established 9 components that every lesson
should contain ▪ Gain Attention▪ Inform Learners of Objectives▪ Stimulate Recall of Prior Learning▪ Present the Content▪ Provide “Learning Guidance"
▪ Elicit Performance (practice)
▪ Provide Feedback▪ Assess Performance▪ Enhance Retention and
Transfer to the Job
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Get the students’ attention
Give the students information that is interesting or intriguing about the topic about to be taught
Similar to an anticipatory set or hook activity
The mental process is that “stimuli activates receptors” (Kruse)
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Tell the students what they are learning in the lesson
Similar to Learning Focus Objectives
Rephrase the objective in a language that is understood by the student
The mental process is that it “creates level of expectation for learning” (Kruse)
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Have students recall something they have previously learned that is related to the topic being taught
Previous knowledge can be from formal learning or something the student personally experienced
Similar to activating prior knowledge
The mental process is “retrieval and activation of short-term memory” (Kruse)
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Teach!
New content is presented to students
Content should be presented in a variety of ways and should contain some form of media
The mental process is “selective perception of content” (Kruse)
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Provide additional examples of topic being learning to help move content in long term memory
“Real life” examples
New or additional content may be taught during this stage
The mental process is “semantic encoding for storage long-term memory” (Kruse)
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Informally practice what has been taught
Students should be able to demonstrate what has been taught
The more the skill is practiced, the more the likely hood of the skill being learned
The metal process is that it “responds to questions to enhance encoding and verification” (Kruse)
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Let the student know how they are doing
Provide additional content or practice, if necessary
Informal assessments
The mental process is “reinforcement and assessment of correct performance” (Kruse)
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Formal evaluation of the student’s learning
Similar to Mastery Teaching
Individual assessment
The mental process is “retrieval and reinforcement of content as final evaluation” (Kruse)
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Formally perform using the knowledge learned
Transfer of knowledge to a new application
Use knowledge in a “real world” setting
The mental process is “retrieval and generalization of learned skill to new situation” (Kruse)
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Image from: http://www.nwlink.com/~donclark/hrd/learning/gagne.gif
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Psychological Principles in Systems Development (1962)
The Conditions of Learning (1965)
Essentials of Learning for Instruction (1974)
Principles of Instructional Design (1979) – Written with L.J. Briggs
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“Behind Gagne's formidable professional accomplishments was not only a keen probing intellect but also a warm, sympathetic human being. His sure views of scientific problems were always open to other opinions and other ideas. He treated conflicting opinions with respect and generosity. Gagne demonstrated that precise scientific research can succeed in solving human problems even in very complex areas such as education and he blazed a trail for others who were inspired by his example.” (Rothkopf, 2002)
A Deeper Look
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Killpatrick, L. (2001). Gagne's Nine Events of Instruction. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved February 2, 2010, from http://coe.sdsu.edu/eet/Articles/gagnesevents/start.htm.
Kruse, Kevin. Gagne's Nine Events of Instruction: An Introduction. Retrieved February 2, 2010 from http://www.e-learningguru.com/articles/art3_3.htm
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Robert Mills Gagne. Retrieved February 2, 2010, from http://www.answers.com/topic/robert-mills-gagn.
Rothkopf, Ernst Z. (2002). A Bridge Builder Between Laboratory, Practice. Retrieved February 2, 2010 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=1176