Bloom and Gagne's Instructional Theories

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Learning Theories: A Comparative Analysis of
Bloom’s Taxonomy and Gagné’s Conditions of Learning

Abstract
This paper explores how Bloom’s Taxonomy and Gagné’s Conditions of Learning are used in the development of a lesson plan. First, the paper describes the learners for whom the lesson is prepared. Secondly, it will describe the learning environment. Lastly, it will describe the activities and elements of the lesson.

Learning Theories: A Comparative Analysis of
Bloom’s Taxonomy and Gagné’s Conditions of Learning
Reigeluth defined instructional theory as, “identifying methods that will best provide conditions under which learning goals will most likely be attained” (Driscoll, 2005). Instructional theorists have long debated what conditions stimulate and motivate learning. Two of the originators of learning theories are Robert Gagné and Benjamin Bloom.  Gagné believed that conditions of learning must be in place prior to instruction. Moreover, Bloom views learning as a hierarchical progression where instructors develop goals and outcomes in their instructional design to engage the student.  Each theorist has common and contrasting views about how learning occurs. In addition, both are credited for laying the foundation for instructional design.  Bloom and Gagné

Learning theories are thought to help specify the link between what is learned and the conditions under which the learning occurs and infer that learning goes on all the time (Keesee, n.d.). Gagné published his theories in “The Conditions of Learning” in 1965. Since that time, the theory evolved significantly from one that was extensively behavioral to one that is now predominantly cognitive in nature (Driscoll, 2005). There are five major categories of learning outcomes in Gagné’s taxonomy: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Bloom, around the same time, was among the first to accept the opinion that humans’ learned abilities...
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