Loberiano, Gerald N.

BSEd-Math 3rd Year

LESSON 15: MERRIL’S PRINCIPLES OF INSTRUCTION

ENGAGE

Can you still recall the learning principles you have studied in your The Child and
Adolescent Learners and Learning Principles course? Match the name of the principle in
the left column with its description in the right column.

Column A Column B

E Principle of participation  Learners improve performance when

D Principle of repetition their mistakes are not only corrected
C Principle of relevance but they are provided reinforcement
B Principle of transference for learning.
A Principle of feedback  B. Learning is better when learners can
apply the knowledge and skills learned
in new situations.
 C. Learners are motivated to study
when lessons are meaningful and can be
used to help them solve a current
problem.
 D. Learning is improved if learners are
provided with the opportunity to
practice skills.
 E. Learners improve performance if
the learning activities are more
experiential than informational.
 F. Learners are motivated when many
senses are involved in the learning
process
EVALUATE

Answer the following questions briefly but substantively

1. What is the goal of Merrill’s principle of instruction?

Merrill's principles of instruction is an instructional theory based on a broad review
of many instructional models and theories. It is created with the goal of establishing a set
of principles upon which all instructional theories and models are in general agreement, and
several authors acknowledge the fundamental nature of these principles. These principles
can be used to assist teachers, trainers and instructional designers in developing research-
based instructional materials in a manner that is likely to produce positive student learning
gains.

2. What are the five phases of components of Merrill’s principles of instruction?

The five phases of Merrill's principles of instruction are problem-centered,
activation, demonstration, application and integration.

3. How can we use this model in this model in the teaching-learning process?
This theory is useful to educators when the instruction is in need of a change. At
times, schools must implement a positive change in response to the level of success their
students are having. It is important that teachers realize students need more than just
lecture and assessment. Thus, this theory can be effective for educators who wish to
embrace the positive aspects of inquiry, exploration, and success of their students. This
approach will result in the students learning, doing, and implementing a lesson topic into their
everyday lives.

4. How is Merrill’s principles of instruction diiferent from problem-based learning?

Merrill's Principles of Instruction differs from problem-based approach because it
include more demonstrations and support in order to gradually build knowledge and
experience on the learners. For example, online learners are able to receive the help and
feedback they need until they develop their skills and expand their knowledge base
sufficiently.
 EXTEND

Make a schematic diagram comparing the Merrill’s principles of instruction with the
other instructional design (ID) models discussed in the previous lessons. Compare and
contrast it with the ASSURE model or the ADDIE model

MERRILL’S PRINCIPLES
OF INSTRUCTION

This is a task-centered This have five phases which It suggests that effective
approach that focuses on are are problem-centered, learning are rooted in
different ways learning can activation, demonstration, problem-solving
be facilitated application and integration.

Both are designed to give Both focused on student

meaningful instructions to leaners achievement and teacher
in a way that will make learning development
easier for them

ASSURE MODEL

Prepares educators/teachers Evaluates learners based on

to plan, devise and carry out
lesson plan that needs media
This have six stages namely; what learning styles work
Analyse learner, State learning best for them
objectives, Select media,
methods and materials, Require
learner and Evaluate
 Surf the internet on Reigeluth’s Elaboration Theory and Keller’s ARCS theory.
Compare and contrast the two theories with Merrill’s Principles of Instruction using a Venn
diagram or any comparison matrix.

Reigeluth’s Elaboration Keller’s ARCS theory

Theory

The Elaboration theory The ARCS model describes

relies upon idea that strategies for stimulating
Both models aims
instruction should be to create
and sustaining motivation
offered to learners in performance based, towards learning as well as a
interactive and
increasing order of systematic process of
innovated episodes
difficulty to fully of guided learning motivation design for
understand various instruction
All of these are used
concepts to design and develop
effective and
efficient teaching-
They differs in learning process Perceived as problem-
terms of strategies solving approaches to
and tools that learning that instructional
enable learners to designers can use to
actively engage in develop more engaging
the learning process activities

The Merrill’s Principles of Instruction

is an instructional theory based on a
broad review of many instructional
models and theories. It is used to
assist teachers, trainers and
instructional designers in developing
research-based instructional materials
in a manner that is likely to produce
positive student learning gains.

Merrill’s Principles of
Instruction
 Using the K-12 curriculum Guide along your field of specialization, choose a
competency. Make a learning plan incorporating the five phases of Merrill’s principles of
instruction. Describe in every phase how you will conduct the teaching of the competency.

LESSON PLAN USING MERRILL’S PRINCIPLES OF INSTRUCTION

Subject: Mathematics Year level: Grade 8

Topic: Quadratic Inequalities Date: TBA

PRINCIPLE 1: PROBLEM-CENTERED

In this lesson, the learner should be able to investigate thoroughly

mathematical relationships in various situations, formulate real-life problems involving
quadratic equations, quadratic inequalities, and other rational algebraic equations and solve
them using a variety of strategies. The teacher will provide first a set of problems to test
their knowledge and abilities in solving quadratic equations and inequalities before starting
the discussion.

PRINCIPLE 2: ACTIVATION

After the activity, the teacher will be able to assess if the students have already
existing knowledge/experience or not. If most of them have already a little amount of
knowledge about quadratic inequalities, the teacher will provide new information about the
topic by showing more examples and using related videos to strengthen the acquisition of
new concepts and skills.

PRINCIPLE 3: DEMONSTRATION

The teacher will discuss new concepts and will teach students to practice new skills
in this lesson. The teacher will explain that quadratic inequality is one that can be written
in one of the following standard forms: ; ;
and . The teacher will provide examples and demonstrate the steps of
solving quadratic inequalities as well as will show video tutorials from Youtube to give
learners a more elaborate and vivid understanding of the lesson.

PRINCIPLE 4: APPLICATION

The teacher will give problems that reflect real-world situations where the concept
of quadratic inequalities can be applied. Students are divided into groups to apply what
they’ve learned through a case method.

Example: Write the correct inequality to be used on the following problem

Mr. Villegas has a vacant lot in his backyard. He wants to make as many

rectangular garden as posible such that the length of each garden is 2 meters longer than

its width. He also wants the length of the garden with the smallest área to be 3 meter.

PRINCIPLE 5: INTEGRATION

The students should now possess the knowledge and ability to integrate what
they’ve learned from the lesson about quadratic inequalities. They can creatively formulate
solutions in solving tasks in real-world situations or develop innovative ways that leads to
real-world benefits.