Eliciting performance (responding)
Providing feedback (reinforcement)
Assessing performance (retrieval)
Enhancing retention and transfer (generalization).
Robert Gagn based his theory on the assumption of various types of learning outcomes and that particular conditions, whether internal or external, are required to stimulate each type. He assumes that learning events have a cumulative impact and require specific triggers to elicit the individual's foundation of knowledge.
From an application perspective, I can see that Gagn's theory has some limitations:
The content analysis focuses on the parts rather than the whole: As a result, students can pass the exams but may struggle to apply their information in a broader context.
It makes only a few recommendations to ensure knowledge acquisition: There is also no clear relationship between the organization of the course and the structuring of the contents.
Failing to combine the phases of instruction development: the outcome of each instruction event serves as the input for the next. It employs separate tools and expertise for each level, with no consideration given to how modifications made in one affect the development of the following phases.
Passively oriented Instruction: because it bases the educational process on information display rather than interaction. The learner does not have to exert much mental effort most of the time.
Although this is a generalization of the limitations I could identify, I observe several more specific disadvantages when applying the method. Adapting educational events to diverse sorts of school contexts could be difficult. Gagn's theory emphasizes that most lessons must follow the sequence of instructional events, also suggests that this order is not fixed, that it can be adjusted, and that not all events can be applied.
