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First Principles of InstructionFirst Principles of InstructionM. David MerrillEmeritus Professor Utah State [email protected]://mdavidmerrill.com
See my bookFirst Principles of Instruction Pfeiffer, 2013
04/19/23 1
Click Picture for Narration
Menu
MotivationMotivation
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The greatest motivation comes from learning!
Typical Instructional SequenceTypical Instructional Sequence
Topic 1Topic 1
Topic 2Topic 2
Topic 3Topic 3
Topic 4Topic 4
Presentation Practice or Test Final Project
Start Animation10/18/2013 4
Instructional Design 101Instructional Design 101
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TELLTELL ASKASK
Instructional Events
A TELL ASK sequence is the least effective instructional strategy. However, it is the most common sequence of learning events.
Typical Instructional SequenceTypical Instructional Sequence
Topic 1Topic 1
Topic 2Topic 2
Topic 3Topic 3
Topic 4Topic 4
Presentation Practice or Test Final Project
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TELL TELL TELLASK ASK
A Little HistoryA Little History
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What makes instruction effective, efficient and engaging?
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Integration Activation
DemonstrationApplication
Problem
First Principles of Instruction First Principles of Instruction
Principle: a relationship that is always true under appropriate conditions, regardless of the methods or models used to implement the principle.
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Demonstration
SHOW! Learning is promoted when learners observe a demonstration of the skills to be learned.
First Principles of Instruction -- DemonstrationFirst Principles of Instruction -- Demonstration
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DemonstrationApplication
DO! Learning is promoted when learners engage in application of their newly acquired knowledge or skill.
First Principles of Instruction -- ApplicationFirst Principles of Instruction -- Application
Instructional Design 101Instructional Design 101
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TELLTELL SHOWSHOW DODOASKASK
Instructional Events
A TELL SHOW sequence if more effective.
A TELL-SHOW-DO sequence is even more effective.
Typical Instructional SequenceTypical Instructional Sequence
Topic 1Topic 1
Topic 2Topic 2
Topic 3Topic 3
Topic 4Topic 4
Presentation Practice or Test Final Project
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SHOWTELL SHOWDO DO
How to Revise Existing InstructionHow to Revise Existing Instruction
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Topic TELL ASK SHOW DO
Topic 1
Topic 2
Topic 3
1. List the detailed topics in your course.2. Check Tell information: complete, accurate?3. Is there Show for each topic? If no, add demonstration.4. Is there DO* for each topic? If no, add application.
Steps to improve instruction:
Typical Instructional SequenceTypical Instructional Sequence
Topic 1Topic 1
Topic 2Topic 2
Topic 3Topic 3
Topic 4Topic 4
Presentation Practice or Test Final Project
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ContextContext: “You won’t understand this now but later it will be very important to you.”
Another problem with this sequence:
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Integration Activation
DemonstrationApplication
Problem
Problem Solving! Learning is promoted when learners are engaged in a problem-centered strategy involving a progression of whole real-world tasks.
First Principles of Instruction -- Problem-CenteredFirst Principles of Instruction -- Problem-Centered
Problem-Centered Instructional SequenceProblem-Centered Instructional Sequence
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1. Show a new whole problem.2. Tell the component skills specific to the problem.3. Show the component skills for the problem.
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6
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Learners are able to complete a new problem
without further assistance,
1
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4. Show another whole problem.5. Do: apply previously learned component skills to this problem.6. Tell and Show additional elements of the component skills.7. Another problem show additional skill elements.8. Repeat do, tell, show cycle for subsequent problems.
Next
Skill 1
Skill 2
Skill 3
Skill 4
Skill 5
Entrepreneur – Problem ProgressionEntrepreneur – Problem Progression
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Product Service Retail Restaurant Own
1. Identify opportunity
2. Define Idea
3. Identify resources
4. Acquire resources
5. Start Business
6. Manage Business
Click on tabs to see different businesses. Click on image to close.
URL
http://www.mdavidmerrill.com/entrepreneur/main.swf
Present an instance of the problem – Present an instance of the problem – a task scenario.a task scenario.
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Present the informationPresent the information
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Demonstrate the application of the information Demonstrate the application of the information
Present a new instance of the problem.Present a new instance of the problem.
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Have learners apply the information Have learners apply the information in the new instance of the problem.in the new instance of the problem.
ConclusionConclusion
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Motivation is an outcome, not a cause!What promotes engagement? Effective Learning!How to we promote effective, efficient, and engaging learning?
Integration Activation
DemonstrationDemonstrationApplicationApplication
ProblemProblem
First Principles of Instruction
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Thank YouThank You
Ask me a question.Ask me a question.
First Principles of Instruction -- ActivationFirst Principles of Instruction -- Activation
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Activation
What do you know? Learning is promoted when learners activate a mental model of their prior knowledge as a foundation for new skills.
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Activation
Demonstration
SHOW! Learning is promoted when learners observe a demonstration of the skills to be learned.
First Principles of Instruction -- DemonstrationFirst Principles of Instruction -- Demonstration
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Activation
DemonstrationApplication
DO! Learning is promoted when learners engage in application of their newly acquired knowledge or skill.
First Principles of Instruction -- ApplicationFirst Principles of Instruction -- Application
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Integration Activation
DemonstrationApplication
WATCH ME! Integration is promoted when learners share, reflect on, and defend their work by peer-collaboration and peer-critique.
First Principles of Instruction -- IntegrationFirst Principles of Instruction -- Integration
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Integration Activation
DemonstrationApplication
Problem
Problem Solving! Learning is promoted when learners are engaged in a problem-centered strategy involving a progression of whole real-world tasks.
First Principles of Instruction -- Problem-CenteredFirst Principles of Instruction -- Problem-Centered
