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10 terms

WGU- IDC1- Gagne's Taxonomy of Learning Outcomes

Retrieved from: Instructional Development Timeline (1960) http://my-ecoach.com/project.php?id=12152&project_step=28465
STUDY
PLAY
Verbal Information-Example
Stating previously learned materials such as facts, concepts, principles, and procedures, e.g., listing the seven major symptoms of cancer
Verbal Information-Critical Learning Conditions
Draw attention to distinctive features by variations in print or speech.
Present information so that it can be made into chunks.
Provide a meaningful context for effective encoding of information.
Provide cues for effective recall and generalization of information
Intellectual Skills: Discriminations, Concrete Concepts, Defined Concepts, Rules, Higher Order Rules-Example
Discriminations: Distinguishing objects, features, or symbols, e.g., hearing different pitches played on a musical instrument

Concrete Concepts: Identifying classes of concrete objects, features, or events, e.g., picking out all the green M&Ms from the candy jar

Defined Concepts: classifying new examples of events or ideas by their definition, e.g., noting "she sells sea shells" as alliteration

Rules: Applying a single relationship to solve a class of problems, e.g., calculating the earned run averages (ERA) of 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
Intellectual Skills-Critical Learning Conditions
Call attention to distinctive features.
Stay within the limits of working memory.
Stimulate the recall of previously learned component skills.
Present verbal cues to the ordering or combination of component skills.
Schedule occasions for practice and spaced review.
Use a variety of contexts to promote transfer
Cognitive Strategies-Example
Employing personal ways to guide learning, thinking, acting, and feeling, e.g., devising a corporate plan to improve customer relations
Cognitive Strategies-Critical Learning Conditions
Describe or demonstrate the strategy.
Provide a variety of occasions for practice using the strategy.
Provide informative feedback as to the creativity or originality of the strategy or outcome
Attitudes-Example
Choosing personal actions based on internal states of understanding and feeling, e.g., deciding to exercise daily as a part of preventive health care
Attitudes-Critical Learning Conditions
Establish an expectancy of success associated with the desired attitude.
Assure student identification with an admired human model.
Arrange for communication or demonstration of choice of personal action.
Give feedback for successful performance; or allow observation of feedback in the human model.
Motor Skills-Example
Executing performances involving the use muscles, e.g., doing a triple somersault dive off the high board
Motor Skills-Critical Learning Conditions
Present verbal or other guidance to cue the executive subroutine.
Arrange repeated practice.
Furnish immediate feedback as to the accuracy of performance.
Encourage the use of mental practice.