| Theory Name: Gagne-Briggs Conditions for Learning
Authors: Gagne, Robert M., Briggs, Leslie J.
Associated Learning Theory
Cognitive Learning Theory
Model Description
The Gagne-Briggs model is a prescriptive model that describes not only
how to create instruction for all domains of learning, but how to determine
the content. This model has three phases: 1. detemine objectives, 2.
sequence, and 3. create the external events of learning.
Specification of Theory
(a) Goals and preconditions
1. Verbal information – the ability to state knowledge
2. Intellectual skills – the ability to problem solve using rules
3. Cognitive skills – the ability to problem solve by creating
rules
4. Attitudes
5. Motor Skills
(b) Principles
1. Different conditions are required for different learning outcomes.
2. For learning to occur, specific conditions must be present.
3. The specific operations required for learning differ based on outcomes.
(c) Conditions of learning
1. Internal Conditions: In this case, the learner must have the prerequisite
knowledge to learn new material. In most cases, this requires the ability
to recall the information.
2. External Conditions: This does not fit the definition of a condition;
however, the authors refer to prescribed instructional methods as external
conditions.
(d) Required media
None required, however, there are prescriptions for media
based desired outcome.
(e) Role of facilitator
Control the 9 external events of learning. Select the outcomes and content
based on learning hierarchies.
(f) Instructional strategies
I. Objectives: Determine the required learning outcomes for the learner.
Determine which type of learning outcome is required (see below).
II. Sequencing: Start with the terminal objective in mind in order to create
learner hierarchies. Learning hierarchies are content maps that describe the
prerequisites required for reaching the terminal objectives.
III. Create the external events of learning. Each type of learning outcome (see
below) requires a different type of process for each event. The sample provided
below is for intellectual skill learning (problem solving using rules); this
is the main type of learning that this theory applies to.
Instructional Event
1. Gain Attention
2. Inform learner of objective
3. Stimulate prerequisite recall
4. Present stimulus material
5. Provide learning guidance
6 Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer
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Sample based on Intellectual Skill Learning
Introduce change stimulus
Describe expected performance
Recall of supporting concepts and rules
Present examples of rule/concept
Use verbal cues for proper sequence
Have learner apply concepts/rule
Confirm correctness
Learner demonstrates application
Provide a variety of reviews
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(g) Assessment method
The assessment of learning is based on the learner demonstrating that
they can complete the terminal objective.
Formative Research & Application
(a) Tested context - Military Training
(b) Research method
(c) Research description
(d) Resources
Aronson, D.T., Briggs, L.J. (1983). Contributions of Gagne and Briggs
to a prescriptive model of instruction. In Reigeluth, C.M. (Ed.), Instructional-design
theories and: an overview if their current status. (pp. 75 – 100).
Hillsdale, NJ: Lawrence Erlbaum Associates, Publishing.
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