Merrills first principles of instruction: An experience in teachers training

By Ivan Aguilar

OUR LEARNING OBJECTIVE

The main objective of this presentation is to describe and explain an example of how the first five principles put forward by David Merrill can be used to create a simple plan for teacher training in the area of language teaching.

A PROBLEM
You have been appointed to train a new faculty of teachers, what activities would you do on each training session?

SOME TRAINING MODELS

Workshop model. Experiential learning model. Popular education. Constructivists learning environments. Instructional design.*

A LITTLE BACKGROUND
For the past several years the author has been reviewing instructional design theories in an attempt to identify prescriptive principles that are common to the various theories. Five first principles are elaborated: (a) Learning is promoted when learners are engaged in solving real-world problems. (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (c) Learning is promoted when new knowledge is demonstrated to the learner. (d) Learning is promoted when new knowledge is applied by the learner. (e) Learning is promoted when new knowledge is integrated into the learners world.

INSTRUCTIONAL DESIGN
PROBLEM/ TASK

INTEGRATION

ACTIVATION

APPLICATION

DEMONSTRATION

PRINCIPLE 1: PROBLEM Learning is promoted when learners are engaged in solving real-world problems. Show task Task level I need to learn how to use an ATM. I wonder what the steps are?

PRINCIPLE 2:ACTIVATION
Learning is promoted when existing knowledge is activated as a foundation for new knowledge. Previous experience New experience Structure
I have no previous experience. This is a completely new experience, but I remember how I learned to use a cash machine.

PRINCIPLE 3:DEMONSTRATION

Learning is promoted when new knowledge is demonstrated to the learner. Demonstration consistency (information/portrayal) Learner guidance Relevant media
Ill ask a friend to let me observe how he uses the ATM. Ill pay attention to the adds on the banks TV

PRINCIPLE 4:APPLICATION

Learning is promoted when new knowledge is applied by the learner. Practice consistency Diminishing guidance
Ill try it myself, but Ill ask a person from the bank to guide me while Im using the ATM.

PRINCIPLE 5:INTEGRATION

Learning is promoted when new knowledge is integrated to the learners real world. Watch me Reflection Creation
Now, Ill ask my friend to observe me while I use the ATMIm able to do it on my own. This is very useful.

IMAGINE YOU WANT TO LEARN TO PLAY A MUSICAL INSTRUMENT OR A NEW GAME: HOW WOULD YOU APPLY THESE PRINCIPLES?
PROBLEM/ TASK

INTEGRATION

ACTIVATION

APPLICATION

DEMONSTRATION

USING THE PRINCIPLES

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

PROBLEM
PRINCIPLE Learning is promoted when learners are engaged in solving real-world problems. TRAINING PLAN Task definition
To deal with discipline problems in the classroom using verbal persuasive strategies. Task Components a. To describe episodes of indiscipline they faced b. To describe verbal strategies. c. To identify the verbal strategies d. To practice using verbal strategies. e. To explain how verbal strategies could be used to face the episodes described previously.

ACTIVATION
PRINCIPLE TRAINING PLAN Learning is promoted Ps describe in a written form an episode of classroom when existing knowledge is indiscipline. activated as a foundation for new knowledge. Ps share their experiences with at least two other members and try to identify which one was the hardest to deal with. Ps receive a copy with a blank concept map. The use of this strategy is briefly explained by the instructor.

DEMONSTRATION
PRINCIPLE Learning is promoted when new knowledge is demonstrated to the learner. TRAINING PLAN Using slides, the T explains the concept of persuasive verbal. Ps also receive a short article to read and complete the concept map. Using slides, T presents samples of each verbal strategy. Ps are also asked to observe and name a set of examples of the verbal strategy.

APPLICATION
PRINCIPLE Learning is promoted when new knowledge is applied by the learner. TRAINING PLAN Ps practice using the strategies in some role playing with their classmates. Some participants present their role plays to the class.

INTEGRATION
PRINCIPLE Learning is promoted when new knowledge is integrated to the learners real world. TRAINING PLAN Ps go back over their initial ideas and explain how the teacher could have reacted using the verbal strategies. As a closure, Ps are asked to explain how they can creatively apply their new learning.

PARTICIPANTS FEEDBACK

SOME CONCLUSIONS