Transcript B. F. Skinner - Instructional Technology & Learning Sciences

Robert Mills Gagné
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 Second level
 Third level
 Fourth level
 Fifth level

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 Second level
 Third level
 Fourth level
 Fifth level

Overview
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A theory of instructional design:
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styles outcomes
• Taxonomy
of text
learning
 Second level
• Internal and external conditions of
 Third level
learning
 Fourth level
• Nine events of instruction
 Fifth level
• Learning hierarchies
• Instructional (learning) objectives
•
A Definition of Learning
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Learning is the mechanism by which
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an individual becomes a
 Second level
competently functioning member of
 Third level
society
 Fourth level
Instruction is the arrangement of
 Fifth level
conditions of learning to promote
attainment of some goal
Learning Outcome
Categories
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A formal and unique class of human
performance that occurs through learning
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• Applies to a widely diverse set of human
 Second level
activities
 Third
level
• Requires different instructional treatments,
prerequisites
 Fourth
level and processing requirements by
the learner
 Fifth level
• Factors affecting the learning of each category
should generalize to tasks within but not across
categories
•
Categories of learning
outcomes
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1. Verbal information
 acquisition
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styles
of declarative
knowledge
2.
skills (next slide)
 Intellectual
Second level
interacting with the environment using symbols
 Third level
3. Motor skills
 the
Fourth
level of mechanical operations/behaviors
production
4.
 Attitudes
Fifth level
capabilities that influence an individual’s choice about
the kinds of actions to take
5. Cognitive strategies
metacognition / strategic knowledge
Intellectual Skills: A
hierarchy
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•
Discriminations
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ability
distinguish
one feature
an object from another
• Second
Concretelevel
Concepts
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•
learning to identify examples of objects, object qualities or
 Third
level
relations
• Fourth
Defined level
Concepts
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•
learning to identify concepts by definition

• Fifth
Ruleslevel
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•
•
make it possible for us to do something, using symbols, and to
respond to a class of things with a class of performances
Higher-Order Rules
•
a complex rule made up of simpler rules
Gagné’s
Principle
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Arranging
the appropriate
 Second
level for learning
conditions
 Third level
 Fourth level
ONE
ONE
 Fifth level
OBJECTIVE
STRATEGY

Internal Conditions of
Learning
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essential prerequisites
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• particular skills that become an integral
 Second level
part of new learning
 Third
level prerequisites
• supportive
 Fourth
level
• capabilities
that facilitate learning,
of the type of outcome
 Fifth regardless
level
•
Learning Hierarchies
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Essential prerequisites can be diagrammed
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as learning hierarchy
 Second level
• Indicates what competencies must be
 acquired
Third level
Fourth level
• Results
from task analysis, working
 backward
Fifth level from terminal objective to known
(entry) skill
• Basis for sequencing instruction
•

Example: learning
hierarchy
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Demonstrate finding the
average of a
series of text
2 to 9 styles
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2-digit integers
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 Second level
Demonstrate
 Third
level
dividing 2 and 3 digit
integers by a single
 Fourth
level
digit integer
 Fifth level
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Demonstrate
mutiplying
single-digit
integers
Demonstrate
subtracting
2-digit
integers
Demonstrate
counting from
1 to 9
Demonstrate
adding 2 to 9
2-digit
integers
External Conditions of
Learning
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External events are those events outside
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the
that activate
and support the
 Second
levelprocesses of learning. The
internal
appropriate
provision of external events
 Third
level
is
the
framework
for
planning
 Fourth level
instruction.
 Fifth level
Nine Events of
Instruction
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1. Gain
Attention
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2. Inform learner of objectives
 Second
level recall
3. Stimulate
4. Present
 Third
level stimulus material
5. Provide guidance
 Fourth
level
6. Elicit
performance
7. Provide
 Fifth
level feedback

8. Assess performance
9. Enhance retention and transfer
Examples
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Nine Events of Instruction:
Example:
1. Gaining attention
Instructor flip lights on and off
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Instructor
tells students what they will study
3. Stimulating
recall oflevel
prerequisites
Review yesterday’s work
 Second
4. Presenting the stimulus material
Text and other media in order to meet
 Third level
desired outcome
5. Providing learning guidance
Show an example of a problem
 Fourth level
6. Eliciting the performance
Ask students to solve 10 questions
 Fifth level
7. Providing feedback
Reinforcement and error correction of

2. Informing
learner of the objective
material learned
8. Assessing the performance
Students perform new skill, take tests,
construct portfolio
9. Enhancing retention and transfer
Able to generalize and transfer skills to
new problems or situations
Preparing Instructional
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“Once an instructor decides he will teach his students
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something, several kinds of activities are necessary on
part if he
is to succeed. He must first decide upon
his
Second
level
the goals he intends to reach at the end of his course or
program.
Third level
He must then select procedures, content, and
are relevant to the objectives; cause the
methods
Fourththat
level
student to interact with the appropriate subject matter in
accordance
Fifth level
with principles of learning; and, finally
measure or evaluate the student's performance according
to the objectives or goals originally selected.” (Mager, p.
1)
Reasons for
Instructional
Objectives
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• Purposeful Education
 Second level
• Organizing
Content
 Third
level
 Fourth level
• Preparing Assessment
 Fifth level

•
Evaluation
Providing feedback
&
Performance Objectives
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• situation
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• learned
 Second
level capability verb - LCV
 Third
level
• object
 Fourth
level
• action
verb
 Fifth level
• tools, constraints, special

conditions
Example objective for an
intellectual
skill
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Click
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[situation]
antext
illustration
triangles,
 Second
level two the same and one
different,
the
student
[verb]
 Third level
discriminates [object] the figure that is
 Fourth level
different [action] by pointing to it.
 Fifth level

Writing specific
Clickinstructional
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1.Click
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Describe
what
you want
to be doing
when demonstrating achievement and indicate
 Second level
how you will know they are doing it
2.Third
level identify and name the behavioral
In describing,
act thatlevel
indicates achievement, define the
 Fourth
conditions under which the behavior is to occur,
 Fifth
state level
the criteria of acceptable performance
3. Write a separate objective for each learning
performance