Gagne’s Hierarchical Approach

Gagne’s Hierarchical Approach

Introduction

Robert Gagne, the famous American psychologist put forward a theory of learning and instruction incorporating a behaviouristic, eclectic approach to the psychology of learning and teaching. He is specially known for his famous writings. ‘The conditions of learning ‘and Instructional Technology Foundations’. Gagne defined learning as a change in human capacity which can be retained and which is not simply ascribable to the process of growth.

Gagne’s Hierarchical Approach

Gagne’s theory of learning and instruction, emphasized that different internal and external conditions or events are necessary for each type or level of learning. According to him there are eight type of learning arranged in a hierarchical order beginning with the simple form and ending with a complex form. According to him learning of any new capacity requires the prior learning to the subordinate capabilities that are involved in the new capability. For example, Learning of higher order theory requires one’s prior learning of simple theory or theories on which it is based. Gagne considered such a progression of learning as learning hierarchy. The different types of Learning included in the hierarchy are.

• Problem solving
• Principle learning
• Concept learning
• Multiple Discrimination learning
• Verbal association
• Chain learning
• Stimulus – Response learning
• Signal learning

Signal learning

Here the individual learns to make a diffuse response ( general emotional response) to a signal or stimulus. Eg. An infant smiles at the sight of its mother.

Stimulus – Response learning

It involves the building up of connection between a stimulus and a response. Here the learner is learning to make precise movement of the muscle in response to specific stimulus. Eg. A child says pappa at the right of his father. This verbal response involves precise movements of lips and tongue.

Chain learning

This consists in connecting a series of previously learned stimulus Response connection in a sequence. Eg. A child learns to (a) begin writing his name with a capital letter (b) connect the other letters of his name. Virtually all the learning takes place in formal education is verbal learning.

Verbal association

This is a sub variety of chaining that occurs when the stimuli and responses in chain learning consists of words. Eg. A child learn the Malayalam equivalent of English words.

Multiple Discrimination learning.

In this type of learning the learner acquires the ability to distinguish two set of stimuli or situations so as to make the response appropriate to each number of the set. Eg. The child learns to distinguish between his mother and his aunt.

Concept learning

In this, the learner acquires a capacity to respond to stimuli, that a class of objects share in common. Here generalization in this classes and discrimination between classes are learned by identifying abstract characteristics like colur shape, position etc. Eg. The child learns the concept bird. He distinguishes a bird from a mammal.

Principle learning

This involve the acquiring of knowledge and understanding of a relationship between concepts. Eg. A child earns the principle, metal expand on heating.

Problem solving   

This comes at the highest stage in the hierarchy of learning process. It involves the application of principle that have already learned in order to achieve some goal. Eg. A boy proves theorems in geometry.

Educational implication

1.   The teaching Learning activities should be so arranged that it should go in accordance with the mental abilities of the learner at the each level of learning hierarchy.

2. Learning of a higher order theory requires one’s prior learning on simple theories on which it is based, teachers can analyse any significant learning acquired by a learner in to a progression of subordinate learning.

3. Due weightage should be given to the leaning hierarchy while framing curriculum. Different areas of curriculum will have different hierarchical arrangement of instructional objectives.

4. Gagne’s event of instruction should be used and plan lessons using each kind of instructional software (deill, tutorial, simulation).