What is Gagne’s hierarchy of learning?

In 1956, Robert M. Gagné, an American educational psychologist, established a framework for categorizing various learning styles based on how complicated the associated brain processes are. He categorized all eight fundamental categories into a hierarchy.

Gagné claims that “the higher levels of learning in this hierarchy build on the lower levels and need progressively higher degrees of prior knowledge.” While the top four orders tend to concentrate on the more cognitive parts of learning, the bottom four tend to emphasize the more behavioral aspects. “

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As a result of repeated practice, learning has been characterized as a generally substantial change in a behavioral tendency. It is important to distinguish between functioning, which is a visible condition of the organism, and learning, which is an estimated condition of the lifeform. Activities that include learning include stimuli, learners, and responses.

The Circumstances of Learning by Gagne is the most thorough explanation of his behavioral classifications. He identifies eight different learning styles in this section, starting with the simple forms and moving up to the complicated ones. While he regards these categories as learning categories, his main focus is on the efficiency and observable behavior that each of these categories produces.

what is Gagne’s Condition of Learning

According to this notion, there are many kinds or stages of learning. These divisions are important since each category necessitates a distinct approach to education. Gagne identifies linguistic knowledge, intellectual abilities, cognitive strategies, physical skills, and attitudes as the five main areas of learning. Certain internal and external variables are required for each form of learning. For instance, in order to acquire cognitive methods, learners must have the opportunity to practise coming up with novel solutions to problems; similarly, in order to learn attitudes, learners must be exposed to a reliable role model or convincing justification.

According to Gagne, the following cognitive learning activities can be arranged in a hierarchy of complexity: stimulus identification, response production, process adherence, use of terminology, discrimination, idea creation, rule application, and problem solving. The hierarchy’s main purpose is to show what has to be done before moving on to the next level of instruction. By performing a thorough analysis on a learning or training task, requirements are found. The structure of teaching is supported by learning hierarchies.

Characteristics of Gagne’s Theory of Learning

The basic characteristics of this theory are:

  • Getting noticed (reception).
  • educating students about the goal (expectancy).
  • encouraging the retention of earlier knowledge (retrieval).
  • Introducing the stimuli (selective perception).
  • Giving advice on learning (semantic encoding).
  • impressive performance (responding).
  • Offering criticism (reinforcement).
  • Evaluation of performance (retrieval).
  • Increasing acquisition and engagement (generalization).

These experiences should fulfill or give the prerequisites for learning, act as the foundation for creating education; and guide the choice of the right medium.

Principles of Gagne’s Theory of Learning

  • For various learning objectives, various types of training are needed.
  • The circumstances of learning are the manner in which educational events affect the trainee.
  • For every sort of learning result, there are different processes that make up the educational sessions.
  • Learning hierarchies specify the types of knowledge that must be acquired as well as the order of teaching.