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Gagne's Conditions of Learning Theory
1.  Basic Assumptions:
    -There are many different types of learning.
    -Different instruction is required for different learning outcomes.
    -Events of learning operate on the learner in ways that constitute the conditions of learning (Gredler, 2001).

2.  Components of the Theory:
    -The five types of learning are; verbal infomation, intellectual skills, cognitive strategies, motor skills, and attitudes (Gredler, 2001).
    -Learning hierarchies provide a basis for the sequencing of instruction.
    -A task analysis must be done prior to instruction in order to identify prerequisites that must be learned in order to facilitate learning at each level.

3.  Instructional Assumptions:
    -Instruction does not produce learning, it supports it.
    -Instructional decisions must take into consideration the skills to be learned.
    -Instruction must be; geared toward the individual, both immediate and long-range, systematic and organized, and informed by knowledge of how people learn.

4.  Components of Instruction and Instructional Strategies:
    -The following nine events, with specific examples in parenthesis, are a guideline for instruction; attending (gaining learners attention through a question), expectancy (informing learner of daily objective), retrieval (linking learning to prior learning through discusion), selective perception of stimulus features (presenting the distinct steps of a mathematical formula), semantic encoding (student processing of a mnemonic device), retrieval and responding (performance of a mathematical problem), reinforcement (teacher's praise of learner), cueing retrieval (a summative test), generalizing (learner uses new skill as a step in solving a more complex problem) (Gagne, 1977a).
    -The events of instruction are divided into three phases; preparation of learning, acquisition and performance, and transfer of learning.

5.  Other Educational Issues:
    -Learner readiness, motivation, and differences must be a consideration of instruction.  These may be overcome by providing tutoring, small group instruction, and incentives for motivation.
    -Learners must take part in problem solving of novel problems in order to learn through discovery (Gredler, 2001).
    -All social context decisions should be made based upon their impact upon instruction.