Great Ideas from the Brain Sciences: Learning Objectives
By: Mirela C. C. Ramacciotti
Have you ever wondered how the concept of “learning objectives” and its spinoffs, like “competencies” came into our profession? We can thank Robert M. Gagné for that, and more:
Gagné, who was born in the USA in 1916 and passed away in 2002, was a psychologist who contributed two central ideas to the field of learning: cumulative learning and learning hierarchies. Cumulative learning means that we build knowledge by accumulating information, while learning hierarchies suggest that we learn things in a specific order, based on their relative relevance. That led to learning objectives. You may recognize the acronym SWBAT (Students Will Be Able To) which he first suggested as part of a common framework for defining learning objectives in language learning. This approach aims to design instruction that sets achievable goals for students, providing clarity about what they need to learn and so enabling progress.
Gagné’s approach emphasized the importance of internal conditions like prior knowledge, memory encoding, and transfer for effective learning. As an instructional psychologist, he believed that the design of instruction—the “how” of student learning—has a significant impact on learning outcomes. Gagné and his colleagues developed models that prescribe the kind and amount of support needed to achieve specific learning objectives. His instructional theory consists of research-based principles that connect instructional events to their effect on learning processes and outcomes.
Gagné’s instructional design model also outlines nine events that must be considered when designing effective instruction to achieve learning objectives: gaining attention, informing learners of the objective, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. This model accounts for individual variability in how students learn and emphasizes the importance of effective instructional conditions for all students, regardless of their learning capabilities.
More at:
Lesson Planning
Looking to make your lessons more impactful? The Singapore Management University’s lesson planning guide ties Gagné’s Nine Events of Instruction into a clear, actionable framework. Perfect for educators seeking practical advice, this resource connects theory to classroom practice, ensuring your students stay engaged and learning effectively.
Gagné’s Nine Events of Instruction
Looking for a teaching model that’s as adaptable as your lesson plans should be? Gagne’s Nine Events of Instruction offer a step-by-step guide to effective learning with enough flexibility to keep things fresh—perfect for online training!
Gagné’s Conditions of Learning
Teaching can feel like navigating a maze, but Gagne’s Nine Events of Instruction offer a map to guide the way. This webpage from Dakota State University goes beyond the basics, diving into real-world applications and tips for integrating the Nine Events into your teaching.
Mirela C. C. Ramacciotti is presently engaged as an external lecturer on the topic of Mind, Brain, and Education at the Graduate Level Course with the Psychology Department at the University of São Paulo. She holds a PhD in Neuroscience and Behavior and another in Human Communication Disorders.