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Verbal information can be classified as names, facts, principles, and generalizations.

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*Naming objects, people, or events
*Naming the state capitals
*Stating rules and regulations

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* 5 sub-categories:
-Discriminations - the ability to distinguish one feature of an object or symbol from another
-Concrete Concepts - the ability to identify a class of objects by pointing out one or more examples
-Defined Concepts - the ability to provide examples of a concept to show its definition
-Rules - a learned skill of the learner
-Higher-Order Rules - the ability to combine learning rules into more complex rules for problem solving

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-The ways a learner manages the processes of learning, remembering, and thinking

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-An internal state the affects the choices an individual makes toward an object, person, or event

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*Precise, smooth, accurate bodily movements that demonstrate a high degree of internal organization

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*The ability to be able to articulate in a meaningful way the learning which took place

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*Distinguishing objects by shape
*Applying spelling rules to an entire class of words
*Speaking a foreign language

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*The ability to form a mental model to solve a problem

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*An attitude toward littering determines how an individual disposes of their trash

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Robert Gagne was an educational psychologist whose work focused on intentional or purposeful learning. His learning theory stresses the two following principles:
The first principle is that "there are many different kinds of learning, each with its own conditions for learning" (Wager, n.d., p. 2). The second principle is that learning is a process of taking, filtering, encoding, and storing information for later retrieval under the appropriate conditions" (Gagne, n.d., p. 2).

Gagne believed that a theory of instruction should "attempt to relate the external events of instruction to the outcomes of learning by showing how these events [support or enhance] internal learning processes" (Gagne conditions of learning theory, n.d., p. 4).

The events of instruction are as follows:
*Gaining attention
*Informing Learners of Objectives
*Stimulating Recall of Prior Learning
*Presenting the Stimulus
*Providing Learning Guidance
*Eliciting Performance
*Providing Feedback
*Assessing Performance
*Enhancing Retention and Transfer

According to Gagne, these events are designed to achieve the five different learning outcomes: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes. These outcomes do not have a specific order and are not subject specific (Gagne, n.d.).

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1) How do the Nine Events of Instruction impact the five learning outcomes?

2)What are the five learning outcomes and how do they relate to student/learner achievement?

2) How does progression factor into Gagne's Theory of Instruction?

3) How do the five sub-categories of intellectual abilities relate to one another?

4) How do motor skills support learning outcomes?

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Gagne's conditions of learning theory. (n.d.). https://eiclsresearch.wordpress.com/types-of-styles/learning-styles/gagne-robert/gagnes-conditions-of-learning-theory/

Gagne's five learned capabilities. (n.d.). https://mason.gmu.edu/~ndabbagh/cehdclass/Resources/IDKB/gagnetax.htm

Robert Gagne. (n.d.). https://eiclsresearch.wordpress.com/types-of-styles/learning-styles/gagne-robert/

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*Learning to write
*Playing a musical instrument
*Playing sports

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*Smooth, precise, and accurately timed execution of movements

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*Evidenced by an individual's choice of actions

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*Evidenced by providing instances of defining concepts through the use of examples
Evidenced by problem-solving using higher order rules

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*Having the ability to create something new