Presentasi first Principles of Instructional by M David Merril

8/12/2019 Presentasi first Principles of Instructional by M David Merril

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Merrills first principles of

instruction: An experience in

teacherstraining

By Ivan Aguilar


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OUR LEARNING OBJECTIVE

The main objective of this presentation is

to describe and explain an example of how thefirst five principles put forward by David Merrillcan be used to create a simple plan for teachertraining in the area of language teaching.


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A PROBLEM

You have been appointed to train a new

faculty of teachers, what activities wouldyou do on each training session?


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SOME TRAINING MODELS

Workshop model.

Experiential learning model. Popular education. Constructivists learning environments.

Instructional design.*


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A LITTLE BACKGROUND

For the past several years the author has been reviewinginstructional design theories in an attempt to identify prescriptiveprinciples that are common to the various theories. Five first

principles are elaborated: (a) Learning is promoted when learners areengaged in solving real-world problems. (b) Learning is promoted

when existing knowledge is activated as a foundation for newknowledge. (c) Learning is promoted when new knowledge isdemonstrated to the learner. (d) Learning is promoted when newknowledge is applied by the learner. (e) Learning is promoted whennew knowledge is integrated into the learners world.


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INSTRUCTIONAL DESIGN

PROBLEM/

TASK

ACTIVATION

DEMONSTRATIONAPPLICATION

INTEGRATION


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PRINCIPLE 1: PROBLEM

Learning is promoted when learners are engagedin solving real-world problems.

Show taskTask level

I need to learn how to use an ATM. I wonderwhat the steps are?


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PRINCIPLE 2:ACTIVATION

Learning is promoted when existing knowledgeis activated as a foundation for new knowledge.

Previous experienceNew experience

StructureI have no previous experience. This is acompletely new experience, but I remember how

I learned to use a cash machine.


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PRINCIPLE 3:DEMONSTRATION

Learning is promoted when new knowledgeis demonstrated to the learner.

Demonstration consistency(information/portrayal)Learner guidance

Relevant media

Ill ask a friend to let me observe how he uses theATM. Ill pay attention to the adds on the banks TV


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PRINCIPLE 4:APPLICATION

Learning is promoted when new knowledgeis applied by the learner.

Practice consistencyDiminishing guidance

Ill try it myself, but I

ll ask a person fromthe bank to guide me while Im using the

ATM.


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PRINCIPLE 5:INTEGRATION

Learning is promoted when new knowledgeis integrated to the learners real world.

Watch meReflectionCreation

Now, Ill ask my friend to observe me while I usethe ATMIm able to do it on my own. This isvery useful.


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IMAGINE YOU WANT TO LEARN TO PLAY A MUSICAL

INSTRUMENT OR A NEW GAME: HOW WOULD YOU

APPLY THESE PRINCIPLES?

PROBLEM/

TASK

ACTIVATION

DEMONSTRATIONAPPLICATION

INTEGRATION


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USING THE PRINCIPLES

In this section she we present an example of theapplication of the first principles stated by Merrill.


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PROBLEM

PRINCIPLE TRAINING PLANLearning is promoted

when learners are engaged

in solving real-world

problems.

Task definition

To deal with discipline problems in the classroom

using verbal persuasive strategies.

Task Components

a. To describe episodes of indiscipline they facedb. To describe verbal strategies.

c. To identify the verbal strategiesd. To practice using verbal strategies.e. To explain how verbal strategies could be used toface the episodes described previously.


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ACTIVATION


when existing knowledge is

activated as a foundation

for new knowledge.

Ps describe in a written form an episode of classroomindiscipline.

Ps share their experiences with at least two othermembers and try to identify which one was the hardestto deal with.

Ps receive a copy with a blank concept map. The useof this strategy is briefly explained by the instructor.


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DEMONSTRATION


when new knowledge is

demonstrated to thelearner.

Using slides, the T explains the concept of persuasiveverbal. Ps also receive a short article to read and

complete the concept map.

Using slides, T presents samples of each verbalstrategy.

Ps are also asked to observe and name a set ofexamples of the verbal strategy.


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APPLICATION



applied by the learner.

Ps practice using the strategies in some role playingwith their classmates. Some participants present their

role plays to the class.


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INTEGRATION



integrated to the learners

real world.

Ps go back over their initial ideas and explain how theteacher could have reacted using the verbal strategies.

As a closure, Ps are asked to explain how they cancreatively apply their new learning.


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PARTICIPANTSFEEDBACK


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SOME CONCLUSIONS

Documents

Presentasi first Principles of Instructional by M David Merril