Conditions for Learning
These are external conditions that
can influence the learning outcomes (or taxonomies). In other words, these
external conditions are used to achieve the outcome desired by the instructor.
- Conditions for learning verbal information:
Learners can only process so much information due to the limitation of short
term memory. Educators present far more information than necessary and
therefore instructional tactics should direct attention to the main points.
- Conditions for learning intellectual skills: Learners are also easily overwhelmed with this type of learning because it builds upon previously learned material. These steps should be presented in small steps and a pace that will not strain the short term memory. Gagne believed that these could be acquired quickly initially but are difficult to retain and apply to new situations.
- Conditions for learning cognitive strategies: The learner must have prior knowledge of simple concepts. Strategies can be discovered by the learner or through instruction, verbal or demonstration. There also needs to be ample time to practice the strategies. Feedback about strategy effectiveness is important to development.
- Conditions for learning attitudes: The learner must possess a related information regarding the attitude. Some attitudes are there because they are reinforced over time and it will take a great amount of effort to change that attitude. For effective reinforcement, conditions should include creating an expectation of success, having the activity associated with the attitude be performed, and providing feedback on the successful performance.
- Conditions for learning motor skills: Gagne proposed three phases – (1) learner attempts to understand the subparts, (2) learner alternates practicing subparts and the entire skill, and (3) practicing the skill until it becomes automatic. The use of mental practice is often used as well.