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Attention is essential for getting information into the working memory and keeping it active there. Therefore, the first phase in the learning process requires that the learner focus attention on the learning activity.

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Once our attention has been activated, during the second phase of learning, we develop an anticipation (expectancy) that something desirable will happen as a result of the proposed learning process. The result is a motivation to engage in the subsequent phases of the learning process.

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During this phase we respond by retrieving and applying the information that has been previously stored in long-term memory. We must demonstrate through an active performance (like a test, a discussion, an assignment, etc) the degree to which the learning has taken place.

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During this phase we must focus attention on the essential features of the instructional presentation. Technically, we transfer information from a sensory register into our working memory (a process discussed in chapter 7). It is not always possible for teachers to ascertain by simple inspection where students are focusing attention; and as a learner we have often failed to learn because we didn't know exactly where to focus our attention.

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An important baseline theory that all teachers and instructors should understand. There are 8 essential steps in any learning process, and a breakdown at any one step can lead to poor (or no) learning taking place!
Add your notes, thoughts, videos, links, whatever to this Padlet to help the cause for learning more about learning!

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During the encoding phase we must transfer into long-term memory the information we understood during selective perception. We do this by relating it to information that is already stored there. This also tends to happen automatically (if it's successful).

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During the feedback phase we determine the degree to which our performance during the responding phase was satisfactory. This reinforces our learning and lets us know if we're on the right track. It also helps us loop back to previous phases if there is a problem.

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During this phase we practice recalling or applying the information we have learned in order to enhance retention of the information or to transfer it beyond its original context to a new application. That is, we have already demonstrated at least tentative mastery during the responding/feedback sequence; now our goal is to make sure we don't forget it. Retention and transfer must happen to help move that learning into long-term storage, which means practicing it, reviewing it, and finding new applications for the knowledge so that it has opportunity to sink in.

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We move information from long-term to working memory, combine it with new information, and then either immediately use the result or put it back in long-term memory. If the "right stuff" is not in our long-term memory or if we cannot almost automatically retrieve it to our working memory, we cannot receive new information effectively for the selective perception and encoding phases of the learning process.
To put it another way, when we learn something new, we almost always build upon previous knowledge.  There just isn't a way around this. Sometimes this happens automatically without us even having to think about it!

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We'll revisit this in chapter 7 but it helps to see it now

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How We Make Memories - Crash Course Psychology #13

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Some useful background

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Cognition - How Your Mind Can Amaze and Betray You: Crash Course Psychology #15

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Hint: he's kind of important to instructional design.

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Instructional Design Series: Episode 4- Dr. Robert M. Gagne'

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A brief overview of Gagne's contribution to instructional design. For more information visit epigogy.com or the infographics at anethicalisland.wordpress.com