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Essentials of Instructional Design: Merrill's First Principles of Instruction

The document discusses Merrill's First Principles of Instruction, emphasizing how effective learning involves engagement with real-world problems and the activation of prior knowledge. It outlines various instructional strategies such as problem-centered learning, demonstration, application, and integration, which promote meaningful learning experiences. Furthermore, it highlights the importance of feedback and guidance in the learning process, showcasing how these principles can be applied in teaching practices.

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Educational Technology• Instructional Design•Effective Lesson Planning•
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These slides provide an outline of the presentation which includes biography, theoretical background, first principles of instruction, applications, comments, and summary.

This slide details the biography of a theorist, mentioning their birthdate, education background, and academic achievements.

These slides introduce various theories in instructional design, including Component Display Theory, Instructional Transaction Theory, and First Principles of Instruction.

These slides reiterate key themes around biography, theoretical background, principles, applications, feedback, and summary related to the theorist's instructional design.

These slides reiterate key themes around biography, theoretical background, principles, applications, feedback, and summary related to the theorist's instructional design.

These slides emphasize problem-centered learning, outlining how engagement in solving real-world problems promotes learning.

These slides stress the importance of activating existing knowledge to build a foundation for new learning experiences.

These slides discuss the role of demonstration in learning, stressing consistent demonstrations aligned with learning goals.

These slides highlight the application of newly acquired knowledge, focusing on practice consistency and solving problems.

These slides discuss how learners can integrate new knowledge into real-life scenarios, encouraging demonstration, reflection, and creation.

These slides reiterate key themes around biography, theoretical background, principles, applications, feedback, and summary related to the theorist's instructional design.

These slides emphasize problem-centered learning, outlining how engagement in solving real-world problems promotes learning.

These slides emphasize problem-centered learning, outlining how engagement in solving real-world problems promotes learning.

These slides stress the importance of activating existing knowledge to build a foundation for new learning experiences.

These slides discuss the role of demonstration in learning, stressing consistent demonstrations aligned with learning goals.

These slides highlight the application of newly acquired knowledge, focusing on practice consistency and solving problems.

These slides discuss how learners can integrate new knowledge into real-life scenarios, encouraging demonstration, reflection, and creation.

These slides detail lesson objectives related to problem solving, knowledge activation, demonstration, application, and integration in learning.

These slides emphasize problem-centered learning, outlining how engagement in solving real-world problems promotes learning.

These slides stress the importance of activating existing knowledge to build a foundation for new learning experiences.These slides highlight the application of newly acquired knowledge, focusing on practice consistency and solving problems.

These slides stress the importance of activating existing knowledge to build a foundation for new learning experiences.

These slides reiterate key themes around biography, theoretical background, principles, applications, feedback, and summary related to the theorist's instructional design.

These slides discuss how learners can integrate new knowledge into real-life scenarios, encouraging demonstration, reflection, and creation.

These slides reiterate key themes around biography, theoretical background, principles, applications, feedback, and summary related to the theorist's instructional design.

These slides detail lesson objectives related to problem solving, knowledge activation, demonstration, application, and integration in learning.

The final slides conclude the presentation and invite feedback regarding the first principles of instruction.

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BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION COMMENTS SUMMARY
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION COMMENTS SUMMARY
• born on March 27, 1937 • earned a Bachelor of Arts in secondary education from Brigham Young University. • earned an MA and a Ph.D from the University of Illinois in 1964.
• Instructional Design and Technology:
• Instructional Design and Technology: A. The Component Display Theory
• Instructional Design and Technology: A. The Component Display Theory B. Instructional Transaction Theory
• Instructional Design and Technology: A. The Component Display Theory B. Instructional Transaction Theory C. First Principles of Instruction
• Instructional Design and Technology: A. The Component Display Theory B. Instructional Transaction Theory C. First Principles of Instruction
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
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BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems.
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems. SHOW TASK:
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems. SHOW TASK: Learning is promoted when learners are shown the task that they will be able to do or the problem they will be able to solve as a result of completing a module or course.
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems. TASK LEVEL:
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems. TASK LEVEL: Learning is promoted when learners are engaged at the problem or task level, not just the operation or action level.
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems. PROBLEM PROGRESSION:
PROBLEM-CENTERED Learning is promoted when learners are engaged in solving real-world problems. PROBLEM PROGRESSION: Learning is promoted when learners solve a progression of problems that are explicitly compared to one another.
ACTIVATION Learning is promoted when relevant previous experience is activated.
ACTIVATION Learning is promoted when relevant previous experience is activated. PREVIOUS EXPERIENCE:
ACTIVATION Learning is promoted when relevant previous experience is activated. PREVIOUS EXPERIENCE: Learning is promoted when learners are directed to recall, relate, describe, or apply knowledge from relevant past experience that can be used as a foundation for the new knowledge.
ACTIVATION Learning is promoted when relevant previous experience is activated. NEW EXPERIENCE:
ACTIVATION Learning is promoted when relevant previous experience is activated. NEW EXPERIENCE: Learning is promoted when learners are provided relevant experience that can be used as a foundation for the new knowledge.
ACTIVATION Learning is promoted when relevant previous experience is activated. STRUCTURE:
ACTIVATION Learning is promoted when relevant previous experience is activated. STRUCTURE: Learning is promoted when learners are provided or encouraged to recall a structure that can be used to organize the new knowledge.
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned.
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. DEMONSTRATION CONSISTENCY:
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. DEMONSTRATION CONSISTENCY: Learning is promoted when the demonstration is consistent with the learning goal:
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. DEMONSTRATION CONSISTENCY: Learning is promoted when the demonstration is consistent with the learning goal: (a) examples and non-examples for concepts
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. DEMONSTRATION CONSISTENCY: Learning is promoted when the demonstration is consistent with the learning goal: (b) demonstrations for procedures
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. DEMONSTRATION CONSISTENCY: Learning is promoted when the demonstration is consistent with the learning goal: (c) visualizations for processes
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. DEMONSTRATION CONSISTENCY: Learning is promoted when the demonstration is consistent with the learning goal: (d) modeling for behavior
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. LEARNER GUIDANCE:
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. LEARNER GUIDANCE: Learning is promoted when learners are provided appropriate learner guidance including some of the following:
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. LEARNER GUIDANCE: Learning is promoted when learners are provided appropriate learner guidance including some of the following: (a) learners are directed to relevant information
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. LEARNER GUIDANCE: Learning is promoted when learners are provided appropriate learner guidance including some of the following: (b) multiple representations are used for the demonstrations
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. LEARNER GUIDANCE: Learning is promoted when learners are provided appropriate learner guidance including some of the following: (c) multiple demonstrations are explicitly compared
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. RELEVANT MEDIA:
DEMONSTRATION Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned. RELEVANT MEDIA: Learning is promoted when media play a relevant instructional role and multiple forms of media do not compete for the attention of the learner.
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems.
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY:
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives:
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives: (a) information-about practice—recall or recognize information
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives: (b) parts-of practice—locate, and name or describe each part
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives: (c) kinds-of practice— identify new examples of each kind
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives: (d) how to practice—do the procedure
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives: (e) what-happens practice—predict a consequence of a process given conditions
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. PRACTICE CONSISTENCY: Learning is promoted when the application (practice) and the posttest are consistent with the stated or implied objectives: (e) what-happens practice—find faulted conditions given an unexpected consequence
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. DIMINISHING COACHING:
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. DIMINISHING COACHING: Learning is promoted when learners are guided in their problem solving by appropriate feedback and coaching, including error detection and correction, and when this coaching is gradually withdrawn.
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. VARIED PROBLEMS:
APPLICATION Learning is promoted when learners are required to use their new knowledge or skill to solve problems. VARIED PROBLEMS: Learning is promoted when learners are required to solve a sequence of varied problems.
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life.
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. WATCH ME:
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. WATCH ME: Learning is promoted when learners are given an opportunity to publicly demonstrate their new knowledge or skill.
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. REFLECTION:
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. REFLECTION: Learning is promoted when learners can reflect on, discuss, and defend their new knowledge or skill.
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. CREATION:
INTEGRATION Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life. CREATION: Learning is promoted when learners can create, invent, and explore new and personal ways to use their new knowledge or skill.
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION
PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION How to write a Business Letter – Letter of Application
PROBLEM Problem - centered
PROBLEM Problem - centered ShowTask Task Level Problem Progression
PROBLEM Problem - centered ShowTask Task Level Problem Progression “I need to find a job, but first I need to learn how to write an application letter. I don’t know how.”
activation ACTIVATION
activation ACTIVATION Previous experience New experience Structure
activation ACTIVATION Previous experience New experience Structure “I have not written a letter before. Now, I have to memorize the steps in writing an application letter. I remember writing sentences before which may help me.”
demonstration DEMONSTRATION
demonstration DEMONSTRATION Demonstration consistency (information/portrayal) Learner guidance Relevant media
demonstration DEMONSTRATION Demonstration consistency (information/portrayal) Learner guidance Relevant media “I will ask someone to let me observe him/her while he/she is writing an application letter. I will also look into the internet or YouTube videos for instructions.”
application APPLICATION
application APPLICATION Practice consistency Diminishing guidance Varied problems
application APPLICATION Practice consistency Diminishing guidance Varied problems “Now I will write my application letter, but I will still ask people who were already in my target company to guide me in my writing.”
integration INTEGRATION
integration INTEGRATION Watch me Reflection Creation
integration INTEGRATION Watch me Reflection Creation “Now I ask a person from that company to observe me while I write my application letter. Eventually, I can do this on my own. I can use these new skills I learned in the future.”
PROBLEM The First Principles of Instruction can help you learn a new task, skill, or talent
APPLYING THE FIRST PRINCIPLES OF INSTRUCTION IN DESIGNING A PERFORMANCE TASK
PROBLEM
PROBLEM Learning is promoted when learners are engaged in solving real-world problems
PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Topic/Subject: Land and Water Forms Task Name: Taking Care of The Environment Objectives: 1.Recall some things they have done in taking care of their surroundings
PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Topic/Subject: Land and Water Forms Task Name: Taking Care of The Environment Objectives: 2. Present common problems the environment is facing
PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Topic/Subject: Land and Water Forms Task Name: Taking Care of The Environment Objectives: 3. Enumerate ways in preventing land and water pollution
PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Topic/Subject: Land and Water Forms Task Name: Taking Care of The Environment Objectives: 4. Watch people take care of the environment, given various Multimedia
PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Topic/Subject: Land and Water Forms Task Name: Taking Care of The Environment Objectives: 5. Role play various methods in preventing these pollutions
PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Topic/Subject: Land and Water Forms Task Name: Taking Care of The Environment Objectives: 6. Choose which ways of preventing land and water pollution fits in each of their community
ACTIVATION
ACTIVATION Learning is promoted when existing knowledge is activated as a foundation for new knowledge.
ACTIVATION Learning is promoted when existing knowledge is activated as a foundation for new knowledge. Lesson Development: 1.The students are asked to recall examples of a problem related to the environment. 2.The students are asked to share these with a partner and choose which one is the most challenging to deal with.
DEMONSTRATION
DEMONSTRATION Learning is promoted when new knowledge is demonstrated to the learner.
DEMONSTRATION Learning is promoted when new knowledge is demonstrated to the learner. Lesson Development: 3. The teacher will present common problems the environment is currently facing through a slide presentation.
DEMONSTRATION Learning is promoted when new knowledge is demonstrated to the learner. Lesson Development: 4. The teacher will give various examples of methods in taking care of the environment through information sheets.
APPLICATION
APPLICATION Learning is promoted when new knowledge is applied by the learner.
APPLICATION Learning is promoted when new knowledge is applied by the learner. Lesson Development: 5. The students will be asked by the teacher to practice these methods through a role-playing.
INTEGRATION
INTEGRATION Learning is promoted when new knowledge is integrated to the learner’s real world.
INTEGRATION Learning is promoted when new knowledge is integrated to the learner’s real world. Lesson Development: 6. The students are asked to make comparisons of their methods with the new information presented.
INTEGRATION Lesson Development: 7. The teacher will ask them how could they have taken cared of their surroundings using the presented methods. Learning is promoted when new knowledge is integrated to the learner’s real world.
INTEGRATION Lesson Development: 8. The teacher will ask the students how can they creatively apply their new learning in their life. Learning is promoted when new knowledge is integrated to the learner’s real world.
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
GIVE YOUR FEEDBACK REGARDING MERRILL’S FIRST PRINCIPLEs OF INSTRUCTION
GUIDE QUESTIONS 1.In a sentence or two, what can you say about Merrill’s First Principles of Instructions? 2.How can you apply his principles in your future classes? 3.What do you think are the advantages and disadvantages in using his principles?
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
BIOGRAPHY THEORETICAL BACKGROUND FIRST PRINCIPLES OF INSTRUCTION APPLICATION feedback SUMMARY
lesson SUMMARY
PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION
PROBLEM Learning is promoted when learners are engaged in solving real-world problems
Learning is promoted when existing knowledge is activated as a foundation for new knowledge ACTIVATION
Learning is promoted when new knowledge is demonstrated to the learner DEMONSTRATION
Learning is promoted when new knowledge is applied by the learner APPLICATION
Learning is promoted when new knowledge is integrated to the learner’s real world INTEGRATION
PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION
THANK YOU NAMASTE
• • • •
• • • •

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