Introductory Message

For the facilitator:

Welcome to the Facilitating Learner-centered Teaching- Alternative
Deliver Mode (ADM) Module on Gagne's Condition of learning

This module was individually designed, developed and review by a

student to assist you, the teacher or facilitator in helping learners meet the
standards of Curriculum while overcoming their personal, social, and economic
constrains in schooling.

This learner resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their need and circumstances.

In addition to the material in the main text you will also see this box
in the body of this module:

Notes to the teacher

This contain helpful tips or strategies

that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Facilitating Learner-centered Teaching- Alternative

Delivery Mode (ADM).

In this module, you'll explore an exciting, learner-centered journey built on Robert

Gagné's Conditions of Learning. Just like how our hands symbolize skill and
purpose, Gagné’s theory highlights the steps needed to master skills and
knowledge. By following these structured conditions, you can confidently progress
and achieve learning success.

Gagné’s model emphasizes guiding you step by step, starting from gaining your
attention, stimulating recall, and guiding learning, to eventually helping you apply and
retain knowledge.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What's New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It
the lesson. This aims to help you discover
and understand new concepts and skills.

blank includes
This questions ог
What I Have Learned
sentence/paragraph to be filled into process
what you learned from the lesson.

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 What I Can Do This section provides an activity which
will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.

Answer Key This contains answers to all activities

in the module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises. 2. Don't
forget to answer What I Know before moving on to the other activities included in
the module. 3. Read the instruction carefully before doing each task. 4. Observe
honesty and integrity in doing the tasks and checking your answers. 5. Finish the
task at hand before proceeding to the next. 6. Return this module to your
teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed to help you develop the knowledge, skills, and
attitudes for leading a physically active and healthy lifestyle.

This module covers:

• Module 13- Gagne's Conditions of Learning

After going through this module, you are expected to:

1. Identify and explain the five types of learning outcomes in Robert Gagné’s
Conditions of Learning theory, including verbal information, intellectual skills,
cognitive strategies, motor skills, and attitudes.

2. Describe and apply Gagné’s Nine Events of Instruction to design a structured

lesson plan that supports effective learning and engagement.

3. Analyze how the conditions of learning (motivation, scaffolding, feedback)

enhance student engagement and retention, and demonstrate their
implementation in instructional activities.

4. Assess the effectiveness of instructional strategies based on Gagné’s theory by

evaluating real-life teaching examples or case studies.

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 What I Know

1. Who is Robert Gagné?

A. A cognitive psychologist who focused on memory theories
B. A behaviorist known for the theory of operant conditioning
C. An educational psychologist known for developing the Nine Events of Instruction
D. A philosopher who developed theories on moral education

2. Which of the following is NOT one of Gagné’s Nine Events of Instruction?

A. Gain attention
B. Provide learning guidance
C. Test memory retention
D. Enhance retention and transfer

3. What is the primary purpose of the “gain attention” step in Gagné’s Nine Events of
Instruction?
A. To engage learners and prepare them for learning
B. To review previously learned material
C. To assess learner’s existing knowledge
D. To provide feedback on learner’s performance

4. Which of the following is an example of a *cognitive strategy* according to Gagné’s

theory?
A. Learning how to ride a bicycle
B. Solving a math problem using a step-by-step method
C. Memorizing a list of vocabulary words
D. Showing empathy towards others

5. According to Gagné’s theory, which type of learning outcome focuses on

understanding and manipulating abstract symbols?
A. Verbal information
B. Intellectual skills
C. Attitudes
D. Motor skills

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6. Which of these is an important step in Gagné’s Nine Events that helps ensure the
transfer of learning to new situations?
A. Provide feedback
B. Gain attention
C. Enhance retention and transfer
D. Present the content

7. In Gagné’s theory, what is the purpose of providing feedback during instruction?

A. To assess the learner’s knowledge
B. To reinforce correct responses and improve performance
C. To test the learner’s memory
D. To enhance retention and transfer of learning

8. Which of Gagné’s Nine Events involves reminding learners of previously learned

material to help them connect it with new information?
A. Provide feedback
B. Stimulate recall of prior learning
C. Enhance retention and transfer
D. Present the content

9. Which type of learning outcome involves demonstrating a learner’s ability to perform

physical actions?
A. Cognitive strategy
B. Intellectual skill
C. Motor skill
D. Verbal information

10. According to Gagné’s theory, which of the following is most critical to ensure learners
are prepared for the instruction?
A. Stimulating recall of prior learning
B. Assessing learners' initial motivation
C. Informing learners of the objectives
D. Testing performance

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What's New

Gagné's Nine Events of Instruction

In learning’s realm, where minds ignite,

Gagné guides with wisdom’s light.
Nine steps to lead each student’s way,
A path of growth, where knowledge stays.

First, grab their gaze, attention keen,

Arouse their minds, make learning seen.
Then guide them to the goal’s embrace,
Where purpose shines, and sets the pace.

Recall what’s past, from memory deep,

For old ideas awake from sleep.
Present the lesson, clear and bright,
The learner’s mind now takes to flight.

Provide them prompts, with care and ease,

To scaffold thought like gentle breeze.
Let them practice, trial by fire,
Till skills grow sharp and reach much higher.

Feedback flows, with praise or tweak,

To strengthen paths and build technique.
Assess their grasp, to know they’ve learned,
And mastery is duly earned.

Finally, spread across the stage,

Transfer of learning, wisdom sage.
In every mind, a seed is sown,
And through these steps, true growth is shown.

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 What is It

Five Learning Outcomes in Gagne's Condition of Learning

Verbal Information

This outcome involves the ability to state, recall, or declare knowledge. Learners
store facts, names, or organized sets of information in memory. Example:
Memorizing historical dates.

Intellectual Skills

These are the rules and problem-solving abilities that help learners understand and
apply concepts. Intellectual skills enable classification, categorization, and reasoning.
Example: Solving math equations or logical puzzles.

Cognitive Strategies

These involve learning to learn—how students approach and control their thought
processes during problem-solving, decision-making, or learning new skills. Example:
A student using a note-taking strategy to improve retention.

Motor Skills

These refer to physical actions and coordination. Motor skills involve practicing and
refining movement sequences to achieve smooth and precise actions. Example:
Learning how to play a musical instrument or a sport.

Attitudes

This refers to how learners develop and maintain attitudes, values, and feelings
toward learning and behavior. These are internal states that influence personal
choices. Example: Developing a positive attitude towards teamwork or responsibility.

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Gagné’s Nine Events of Instruction

1. Gain attention: Use engaging techniques (e.g., a provocative question, video, or

demonstration) to capture learners' interest.
2. Inform learners of the objectives: Clearly explain what learners will achieve by
the end of the lesson.
3. Stimulate recall of prior knowledge: Help learners connect new information to
what they already know (e.g., review past lessons).
4. Present the content: Deliver information in a structured and digestible format (e.g.,
lectures, multimedia, or demonstrations).
5. Provide learning guidance: Use examples, analogies, or frameworks to support
understanding and prevent confusion.
6. Elicit performance (practice): Let learners apply the content through exercises,
discussions, or projects.
7. Provide feedback: Give timely feedback to correct errors and reinforce correct
responses.
8. Assess performance: Evaluate learners’ progress through quizzes, assessments,
or observations.
9. Enhance retention and transfer: Ensure learners can apply what they’ve learned
to new situations, using activities like role-playing or real-world applications.

How the Conditions of Learning (motivation, scaffolding, feedback)

Enhance Student Engagement and Retention

Motivation: Motivation is crucial for learners to stay engaged. Gagné emphasizes

starting lessons with activities that capture attention (e.g., asking intriguing questions,
presenting a challenge) to make learning purposeful and personally meaningful.
Scaffolding: Scaffolding helps students progress by breaking down learning into
manageable steps. Providing hints, prompts, or simpler problems first ensures learners
aren’t overwhelmed, gradually leading them to more complex concepts.
Feedback: Immediate and constructive feedback reinforces learning by addressing
mistakes or misconceptions in real-time, thus promoting retention. It allows learners to
reflect on their progress and make necessary adjustments.
Implementation in instructional activities:
- Use an attention-grabbing introduction to motivate the learners.
- Provide clear instructions with step-by-step guidance (scaffolding) during activities.
- Offer continuous, specific feedback after learners complete tasks or make decisions to
enhance understanding.

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 What I Have Learned

Directions: Fill in the blanks with the most appropriate terms based on Robert
Gagné's Conditions of Learning theory. Use the knowledge from the module to
complete the sentences accurately.

Robert Gagné's theory outlines five types of learning outcomes, including verbal
information and __________. His model emphasizes the importance of gaining
__________ to engage learners. After that, it is crucial to inform learners of the
__________ to clarify what they will learn. Stimulating __________ of prior
knowledge is necessary to connect new information with existing understanding.
Finally, providing __________ helps reinforce learning and improve performance.

What I Can Do

Instructions:

1. Think of a Learning Experience: Reflect on a recent learning experience,

either as a student or as a teacher. This could be a formal classroom setting,
a workshop, or a self-directed learning activity.

2. Identify Gagné’s Five Types of Learning Outcomes:

- Based on the learning experience you chose, identify how the following
outcomes were developed or targeted during the process:
- Verbal Information: What facts or information did you learn or teach?
- Intellectual Skills: Were you required to solve problems or apply rules?
- Cognitive Strategies: What strategies did you use to think through the
learning material?
- Motor Skills: Did you need to perform any physical actions? How did
practice improve your performance?
- Attitudes: Did this learning experience influence your attitudes, values,
or feelings?
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 Assessment

Direction: Identify the correct term or concept based on the description

provided. Write your answers in the space provided.

1. This type of learning outcome involves recalling facts, names, and organized sets
of information.

2. The initial step in Gagné’s Nine Events, where the teacher uses strategies to
capture learners' interest and focus.

3. This event involves telling learners what they are expected to learn by the end
of the lesson.

4. Learning outcomes that involve physical actions and coordination, often

practiced through repetition.

5. This term refers to techniques that support learners’ understanding and help
connect new knowledge to prior experiences.

6. The final event in Gagné’s Nine Events of Instruction, where learners are
encouraged to apply their knowledge to new situations.

7. These outcomes refer to problem-solving abilities and the application of rules to

reach conclusions.

8. This instructional strategy provides constructive responses to learners' actions

to correct mistakes and reinforce learning.

9. Outcomes that involve strategies for thinking and learning, where learners
develop ways to approach problems effectively.

10. This event involves giving learners opportunities to practice new skills or
knowledge, often through exercises or activities.

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 Answer Key

What I know: What I have

Learned:

1. C
2. C 1. attitudes
3. A 2. attention
4. B 3. objectives
5. B 4. recall
6. C 5. feedback
7. B
8. B
9. C
10. C

What I Can Do: Assessment:

1. Verbal Information
Answer may vary. 2. Gain Attention
3. Inform Learners of
Objectives
4. Motor Skills
5. Stimulate Recall of
Prior Learning
6. Enhance Retention
and Transfer
7. Intellectual Skills
8. Provide Feedback
9. Cognitive Strategies
10. Elicit Performance

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 References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning,

teaching, and assessing: A revision of Bloom's taxonomy of educational
objectives. Longman.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Pearson

Education, Inc.

Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th

ed.). Holt, Rinehart, and Winston.

Gagné, R. M., & Briggs, L. J. (1974). Principles of instructional design. Holt,

Rinehart, and Winston.

Gagné, R. M., Wager, W. W., Golas, K., & Keller, J. M. (2005). Principles of
instructional design (5th ed.). Wadsworth/Thomson Learning.

Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design

model. Educational Technology Research and Development, 42 (1), 35-37.
https://doi.org/10.1007/BF02299583

Keller, J. M. (1987). Development and use of the ARCS model of instructional

design. Journal of Instructional Development, 10 (3), 2-10.
https://doi.org/10.1007/BF02905611

Merrill, M. D. (2002). First principles of instruction. Educational Technology

Research and Development, 50 (3), 43-59. https://doi.org/10.1007/BF02505095

Reiser, R. A., & Dempsey, J. V. (2017). Trends and issues in instructional design
and technology (4th ed.). Pearson.

Smith, P. L., & Ragan, T. J. (2005). Instructional design. John Wiley & Sons.

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