Robert Gagne Lesson Plan
Robert Gagne Lesson Plan
Robert Gagne Lesson Plan
Robert Gagne
(1916-2002)
Education
Career Highlights
Discriminations:
Distinguishing objects,
features, or symbols,
e.g., hearing different
pitches played on a
musical instrument
Concrete Concepts:
Identifying classes of
1. Call attention to
concrete objects,
distinctive features.
features, or events, e.g.,
2. Stay within the limits
picking out all the green
of working memory.
M&Ms from the candy
3. Stimulate the recall
jar
of previously
Defined Concepts:
learned component
Intellectual Skills: classifying new
skills.
Discriminations, examples of events or
4. Present verbal cues
Concrete Concepts, ideas by their definition,
to the ordering or
Defined Concepts, e.g., noting "she sells
combination of
Rules, Higher sea shells" as
component skills.
Order Rules alliteration
5. Schedule occasions
Rules: Applying a single
for practice and
relationship to solve a
spaced review.
class of problems, e.g.,
6. Use a variety of
calculating the earned
contexts to promote
run averages (ERA) of
transfer.
the Atlanta Braves
Higher Order Rules:
Applying a new
combination of rules to
solve a complex
problem, e.g.,
generating a balanced
budget for a state
organization
1. Describe or
Employing personal demonstrate the
ways to guide learning, strategy.
thinking, acting, and 2. Provide a variety of
Cognitive
feeling, e.g., devising a occasions for
Strategies
corporate plan to practice using the
improve customer strategy.
relations 3. Provide informative
feedback as to the
creativity or
originality of the
strategy or outcome.
1. Establish an
expectancy of
success associated
with the desired
attitude.
2. Assure student
identification with an
Choosing personal
admired human
actions based on
model.
internal states of
3. Arrange for
understanding and
Attitudes communication or
feeling, e.g., deciding to
demonstration of
exercise daily as a part
choice of personal
of preventive health
action.
care
4. Give feedback for
successful
performance; or
allow observation of
feedback in the
human model.
1. Present verbal or
other guidance to
cue the executive
subroutine.
Executing performances 2. Arrange repeated
involving the use practice.
Motor Skills muscles, e.g., doing a 3. Furnish immediate
triple somersault dive feedback as to the
off the high board accuracy of
performance.
4. Encourage the use
of mental practice.
Information from: Driscoll, M.(1991) Psychology of Learning for Instruction. Allyn and
Bacon.
Gagne’s idea is tied to Skinner’s idea of sequenced learning events as displayed in his
Nine Events of Instruction. The table below shows Gagne’s events of instruction and an
example lesson that follows it.
Sources
Conditions of Learning: Gagne
http://tip.psychology.org/gagne.html