Each category requires different methods in order for the particular skill set to be learned.
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
In addition, the theory outlines
Gagné’s Nine Events of Instruction provide the framework or guidelines with which to prepare and deliver instructional content. Course goals and learning objectives should be created before implementing the nine events. These objectives must then be categorized into one of the five domains of learning outcomes. Each of the objectives must be stated in performance terms using one of the standard verbs (i.e. states, discriminates, classifies, etc.) associated with the particular learning outcome. The instructor then uses the conditions of learning for the particular learning outcome to determine the conditions necessary for learning. And finally, the events of instruction necessary to promote the internal process of learning are chosen and put into the lesson plan.