PDP Resource
Merrill, David M. (2009) First principles of instruction. In C. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design theories and models: building a common knowledge base (vol III) (pp. 41-57) New York: Routledge
Description
In this essay Merrill has reviewed Instructional Design, theories models and research and identified 5 first principles of Instruction.
In order for the principle to be included it had to
· Promote effective, engaging learning
· Supported by research
· Be general so it applies to any delivery system
Essay outlines each principle and how it can be used. The principles are
Demonstration
Application
Task centred
Activation
Integration
Merrill suggests that learners are not effective in constructing frameworks that they can use to organise their newly acquired skills – if they are left on their own they will use inefficient organisational schemes the four phase cycle provide learners with a well-connected knowledge structure
Activation Phase
Instruction should provide an organising structure based on what the students already know. This structure should be used to facilitate new knowledge during the remainder of the cycle
Demonstration Phase
Guidance should help learners relate new material to the structure provided during the activation phase
Application phase
Coaching should help students to facilitate the use of the newly acquired skill to complete new tasks
Integration phase
Reflection should encourage learners to summarise what they have learnt and examine how new knowledge relates to what they previously knew
Merrill notes that in many of the courses critiqued there was no activation or integration phases so there was no guidance or coaching. He suggests that the quality of the instruction will improve with every principle that is included and the performance of tasks successfully improved when each of the first principles were implemented in turn
Why chosen
· Simplicity of the principles
o Principles when listed seem obvious but yet in the work critiqued at least one principle is missing
· The principles may be applied to all training interventions
o This is an important aspect ensuring that all training interventions are effective
How do my professional decisions compare to what the principles suggest
· Integration has been the principle omitted most
o I think I have used most of the principles but have probably left integration out or tried to include integration into the activation phase
o Not allowing learners to discuss how they will apply the knowledge - reflection or where they see the knowledge being used
o Facilitating public demonstration of skill as soon as possible this would have increased confidence and boosted transfer of learning
· Activation
o Principle applied in my teaching to a degree
o More likely used by my telling students where items fit. More emphasises needed on what students know and where they think it fits in
· Demonstration
o In each principle author suggests how learning can be achieved
o For example demonstration more ways of demonstration than just the teacher doing the demo
o Author suggests peer demo to enhance learning something I haven’t used but will
· Collaborative learning
o All principles use some form of collaborative learning – I can see the value of this now but have not used it before
The Challenge
· Challenge is now to ensure that all the principles are included
o In the order that he suggests the most absent principles are Activation at beginning and Integration at the end of the cycle.
o It seems to indicate that the training takes place without thought of where you are coming from or where you will go after it is complete.
o Indicates that the principles are encouraging a more holistic approach. Not just when training takes place but taking on board where you are coming from and ensuring that the appropriate conditions are available on return to work to facilitate quick integration
January 2012
