FIRST PRINCIPLES OF

INSTRUCTION
By M. David Merrill
Presented by: Judy Black and Karen Staudacher
SECTION 1
REPRESENTATIVE INSTRUCTIONAL THEORIES
REVIEW OF REPRESENTATIVE INSTRUCTIONAL
THEORIES
Herbart
Vanderbilt Learning Center
McCarthy 4-MAT
Andre
Gardner
Nelson
Jonassen
Van Merrienboer
Schank
SECTION 2
First Principles of Instruction
TERMINOLOGY

Principle: a relationship that is always true under appropriate conditions
regardless of program or practice.

Practice: a specific instructional activity. Practices always implement or
fail to implement underlying principles whether principles are specified or
not.

Program: an approach consisting of a set of prescribed practices
PROPERTIES

1. Learning from a given program will be promoted in direct
proportion to its implementation of first principles.

2. First principles of instruction can be implement in any delivery
system or using any instructional architecture.

3. First principles of instruction are design oriented or prescriptive
rather than learning oriented or descriptive.
PHASES FOR EFFECTIVE INSTRUCTION


INTEGRATION

PROBLEM-CENTERED



DEMONSTRATION




ACTIVATION





APPLICATION




PRINCIPLE 1 PROBLEM-CENTERED
ENGAGED IN SOLVING REAL-WORLD PROBLEMS.
SHOW TASK TASK LEVEL
PROBLEM
PROGRESSION
PRINCIPLE 2 ACTIVATION
PREVIOUS EXPERIENCE IS ACTIVATED
Previous Experience
New Experience
Structure
PRINCIPLE 3 DEMONSTRATION
DEMONSTRATES WHAT IS TO BE LEARNED
Demonstration
Consistency
Learner Guidance
Relevant Media
PRINCIPLE 4 APPLICATION
REQUIRE TO USE NEW KNOWLEDGE OR SKILLTO SOLVE PROBLEM
PRACTICE
CONSISTENCY
DIMINISHING
COACHING
VARIED PROBLEMS
PRINCIPLE 5 INTEGRATION

INTEGRATE (TRANSFER) NEW KNOWLEDGE OR SKILL INTO EVERYDAY LIFE
Watch Me
Reflection
Creation
THANK YOU FOR BEING HERE

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