A Matrix for Learning
modified Content-Performance
APPLY
REMEMBER
FACTS CONCEPTS
Figure 1 – The Content-Performance Matrix
Introduction
Educators have always thought
that if we better understand learn-
ing, we can do a better job of
teaching. For nearly 50 years,
many experts have proposed dif-
ferent ways to structure knowledge
(what we learn.) This Concept
Card builds primarily on the work
of Benjamin Bloom, Robert Gagne
and David Merrill in providing a
simple learning framework that
teachers can use to design more
effective instructional strategies.
This Concept Card provides the
foundation for the following five
Skill Cards that follow:
Teach Facts
Teach Concepts
Teach Procedures
Teach Processes
Teach Principles
Bloom’s Taxonomy
Beginning in the 1950’s with the
work of Benjamin Bloom, educa-
tors have developed many models
(or taxonomies) to describe the
domains of learning. Bloom’s
famous taxonomy grouped all
learning into the following catego-
ries:
• Cognitive – intellectual
• Affective - attitudinal
•Psychomotor - physical
This achievement finally made it
possible for teachers to more
© Developed by Dr. John Collum
Concept Card
PROCEDURES PROCESSES PRINCIPLES
clearly distinguish between the
teaching of multiplying two num-
bers together (cognitive) and the
teaching of gymnastics (psycho-
motor.)
Gagne’s Conditions of
Learning
In 1965, Robert Gagne published
his Conditions of Learning. This
classic work presented a more pre-
scriptive taxonomy—he not only
expanded the categories of learn-
ing to five, he added to each, a
description of the conditions re-
quired for learning that category.
His work was the first attempt in
linking the “What” is being taught
to “How” it is best taught.
Merrill’s Content-
Performance Matrix
For the past decade, David Merrill
has continued the quest for a “bet-
ter” learning taxonomy. Working
heavily in the field of computer-
assisted instruction (CAI) and
computer-based training (CBT),
Merrill came to realize that learn-
ing is best delivered and acquired
in small chunks and that the better
we understand those chunks—the
better we can design the computer
package to teach them. Merrill
developed a “Content-Performance
Matrix” to help instructional de-
signers more clearly identify what
they were trying to teach in order
to help them teach it better. A
Matrix is shown in Figure 1.
The key to understanding the ma-
trix is realizing that the two main
ingredients of instruction are:
• The content
• The performance out-
come
Merrill defines the content of any
learning as:
• Facts
• Concepts
• Procedures
• Processes
• Principles
Merrill furthermore describes the
possible performance outcome of
any learning as either:
• Remember (or find), or
• Application
When these two ingredients are
placed opposite of each other, the
Content-Performance Matrix (Fig-
ure 1) is created.
Remember outcomes
Performance outcomes at the re-
member level require very little
mental processing. Basically you
ask the trainee to recall a fact or
state from memory a definition or
list of commands needed for an
operation. The trainee must first
memorize the fact or list. Of
course, being able to list a set of
commands does not mean that the
trainee is actually able to perform
those commands. While “remem-
ber” outcomes are often important,
most training programs must go
further.
Find – a remember option
The successful worker of tomor-
row will be a person who may not
know the answer, but will be able
to find the answer quickly. More
and more, business and industry
demands workers who are able to
access information to find answers
and solutions to new problems.
Teachers today must decide if it is
important for a trainee to memo-
rize (remember) facts or be able to
find them quickly when needed.
 Either (or both) can be taught, but
how they are taught is quite differ-
ent. For example, must a manager
trainee be able to list from memory
the companies 10 guidelines for
customer complaints OR know
where to quickly find them when
needed? Usually, the later choice
is best. There are many industries
today that provide workers with
electronic support systems that
contain the many facts, processes
and procedures required of the
worker. As “just-in-time” inven-
tory changed modern manufactur-
ing, “just-in-time” information is
rapidly transforming how workers
work.
Apply outcomes
The biggest part of any training
program consists of “application”
outcomes. By “apply” we mean
that the information will be used
by the trainee the same way it will
later be used in industry. Using
the example above, the trainee
would be faced with a customer
complaint and be required to solve
the problem within the 10 guide-
lines provided by the company.
The matrix and training
What makes the matrix a powerful
tool for teachers and training de-
signers is that it matches teaching
methodology with the content and
desired performance outcome. If
you must teach a process at the
apply level, the matrix will rec-
ommend specific activities for the
teaching process. These activities
can form the basis for classroom or
workshop instruction, or for com-
puter-assisted instruction.
Example outcomes
The matrix below lists example
outcomes (or learning objectives)
for each part of the matrix. Each
of these blocks on the Content-
Performance Matrix will be further
explained in the series of Skill
Cards that follow.
Conclusion
The Content-Performance Matrix
of David Merrill can help us de-
velop more efficient and effective
training designs. It asks of us two
things—one, be clear about our
content. Are we trying to teach a
fact, concept, procedure, process
or principle? Next, be clear about
our desired outcome. Must our
trainee simply remember (or find)
the information we provide, or
must he/she be able to apply the
information in a realistic job set-
ting? Or are both important? If we
can be clear about these two items,
Merrill can show us the best way
to achieve the outcome.

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APPLY

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Remember Remember Remember Remember Remember

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REMEMBER

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site.

FACTS CONCEPTS PROCEDURES PROCESSES PRINCIPLES

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