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GAGNE THEORY
Robert Gagne of the theory has provided a large amount of instruction ideas for a lesson designers, trainers, and teachers. But is it really useful for all people all the time? As of this writing, I will assume the position of teacher educators (I am officially done for several years now), while examining the strengths and weaknesses of Gagne's theory of instruction. Driscoll (1994) Gagne of the theory breaks into three main areas - a taxonomy of learning outcomes, learning conditions, and activities of the instruction. I will focus on each of three regions for a while explaining the theory of instruction. After this brief introduction to the theory is complete, I will try to turn this theory "back to himself" while examining the strengths and weaknesses of the various assumptions.
Gagne's Theory of Instruction
As mentioned before Gagne from the theory of instruction is generally divided into three regions. The first of the areas that will discuss the taxonomy of learning outcomes. Gagne's Taxonomy of learning outcomes is somewhat similar to Bloom's taxonomies of cognitive, affective, and psychomotor outcome (some taxonomies proposed by Bloom, but actually filled by someone else). Bloom and Gagne both believe that it is important to bring down the man 'into the category of learning ability or domain. Gagne's taxonomy consists of five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Gagne, Briggs, and the bet (1992) explains that each category that leads to a different class of human performance.
Gagne is important for the idea of instruction is what he calls "conditions of learning." He breaks this down into internal and external conditions. Internal conditions before dealing with the ability to learn from the learner. Or in other words, learn to know what is before instruction. External conditions which deal with the stimuli (a pure behaviorist term) are presented to learners externally. For example, what instructions are given to students.
Gagne to tie together the theory of instruction, he formulated the nine events of instruction. If followed, this event aimed to promote the transfer of knowledge or information from perception through the memory stage. Gagne basic instruction to the events on cognitive information processing learning theory.
Gagne way of the theory in practice is as follows. First, the instructor determine the destination instruction. This goal must be to be one of the five domains of learning outcomes. Each goal must be expressed in terms of performance by using one of the standard verbs (ie state, discriminates, classifies, etc.) associated with a specific learning outcome. The instructor then uses a specific requirement to study the results of study to determine the conditions necessary for learning. And finally, the event instructions needed to improve internal learning processes selected and included in the plan. Which became the core of the event in order to plan or step-by-step instructions.



Strengths and Weaknesses of the Theory and of the Assumption
As a teacher educator who has worked Gagne from the theory into real life, I have a unique insight into the strengths and weaknesses of the theory and assumption. I will return my comments follow the structure of the three areas of theory as described by Driscoll (1994). I will check the domain of learning outcomes. Domain learning as a teacher who has helped me to better organize my thoughts and lessons instructional purposes. This becomes very useful for me as a teacher, because I'm always looking for good ways to add structure to my goal lesson plan. In addition, domain learning helped me to better understand the type of learning I see that is expected of students.
One of the most experienced weakness in the theory of Gagne has been taking me to the student goals, putting them into the category of true learning, and then make a goal using a standard Gagne verbs. I want to break this problem into two parts. First, because I started using the theory, it quickly became apparent that some goals are easier to classify into the categories of learning outcomes, but many are not easy to categorize. As a teacher, I spend a lot of time reading and learning from Gagne categories in an effort to better understand how a particular goal as in various categories. This is good in the sense that it forced me really understand what I want my students to do. However, on the other hand, he always caused me a lot of anxiety about whether I was fouling up the whole process of putting into one category objectives learning outcomes.
This second half has a weakness that must be done with the aim of creating standards Gagne verbs. After categorizing the experience with the goal to learn the correct result, I was faced with changing the performance target by using one of the standard verbs. This was always caring for me as a teacher because I feel like I could not force me to always be a target of the necessary theory. I believe that the purpose of writing down is very important, but the standard verbs are made to rigid process that I feel like I'm in filling vacant. I always feel like I do not have the creativity in writing the purpose - I felt pigeonholed. Along with this comes a sense of the fact that all goals must be written in terms of performance. It also makes me feel a little nervous because I felt that some of my main goals for students who can not be expressed in terms of performance. This goal is more oriented to process rather than product-oriented. He is always very difficult to put into this process using a standard term performance verbs.
Teacher as an educator I find that the conditions of learning proposed by Gagne is very useful. I see them as a guideline to follow. I did not bring them into the algorithmic nature but more heuristic. They seem to make sense logically and even I think they help me better structure my lesson plans and teaching. But again, although I have seen conditions like heuristics, I do not feel that I am enough of a robot carrying out orders. I always feel as if I'm driven by the conditions.
This discussion directly to the instructions. I feel that the events really the best instruction helped me as a teacher. Events gave me a chart that I can hang my lesson.

The event that I am not just by following the road map, but also a way to look at my lessons in a more holistic plan of nature. I can see how the lessons fit together to achieve the final goal.
This part of the theory of Gagne of the most rigid seems to me because you do not have to follow the other closely as part of the theory. For example, Gagne explained that most subjects had to follow the sequence of events of instruction, but the order is not absolute. While I appreciated the fact that it is less rigid than other parts of the theory, I always have one important question. If the events that follow the instructions cognitive learning process, then why not be advisable to change the order of events or leave the show out? This is not going to have a big impact of the learning process? Want to learn still going on?
This leads me to the top of Gagne's theory instructional learning basic theory of his. As a teacher at the beginning of my career was in love with the computer, cognitive information processing theory seems like a great explanation of the learning process (I'm not sure I still feel the same way). However, people who do not understand or agree with the theory of cognitive processing of information may not feel the same way. For the people, I believe that Gagne of the theory may not work well for them.
8 types hall gagne

1. Learning signal (learning signal) a spontaneous reaction can be associated with the simulation does not simulate the actual cause that response.
2. Learning simulations response: learn to give the appropriate response to the stimulation provided. Appropriate reaction given reinforcement (reinforcement) to form a specific behavior.
3. Interchain learning: learning to make motor movements that eventually formed their range of motion in a particular order.
4. Learning verbal (verbal association) study linking a word with an object in the form of objects or events and weave a number of words in the correct order.
5. Learning to distinguish (discrimination) to learn to react differently react to different stimuli that have in common stimulus similarity or resemblance.
6. Learning the concept (Concept Learning) learn to classify stimuli or objects placing objects in certain groups which form a concept (concept: meaning units representing a number of similarities memeliki objects cirri).
7. Learning theorem (rule learning) learning to generate rules / regulations of the concept of combining several concepts are put into sentences.
8. Learn to solve problems (problem solving) learning to combine several rules to solve problems, to form a higher rule. (higher order rule)