First Principles of Instruction M. David Merrill Emeritus Professor Utah State University See my book First Principles of Instruction Pfeiffer, /8/ Click Picture for Narration

MenuMenu 9/8/ Motivation Activation Demonstration Application Integration Problem-Centered Traditional Curriculum Problem-Centered Curriculum Entrepreneur Course Conclusion Ask me a question Tell Ask Sequence Show Do Sequence First Principles of Instruction A little History How to Revise

MenuMotivation 9/8/ The greatest motivation comes from learning!

Typical Instructional Sequence Topic 1 Topic 2 Topic 3 Topic 4 PresentationPractice or TestFinal Project Start Animation 10/18/2013 4

Instructional Design /18/ TELL ASK Instructional Events A TELL ASK sequence is the least effective instructional strategy. However, it is the most common sequence of learning events.

Typical Instructional Sequence Topic 1 Topic 2 Topic 3 Topic 4 PresentationPractice or TestFinal Project 10/18/ TELL ASK

A Little History 10/18/ What makes instruction effective, efficient and engaging?

10/18/ IntegrationActivation DemonstrationApplication Problem 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.

10/18/ Demonstration SHOW! Learning is promoted when learners observe a demonstration of the skills to be learned. First Principles of Instruction -- Demonstration

10/18/ Demonstration Application DO! Learning is promoted when learners engage in application of their newly acquired knowledge or skill. First Principles of Instruction -- Application

Instructional Design /18/ TELL SHOW DO ASK Instructional Events A TELL SHOW sequence if more effective. A TELL-SHOW-DO sequence is even more effective.

Typical Instructional Sequence Topic 1 Topic 2 Topic 3 Topic 4 PresentationPractice or TestFinal Project 10/18/ SHOW TELL SHOW DO

How to Revise Existing Instruction 10/18/ TopicTELLASKSHOWDO 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 Sequence Topic 1 Topic 2 Topic 3 Topic 4 PresentationPractice or TestFinal Project 10/18/ Context Context: “You won’t understand this now but later it will be very important to you.” Another problem with this sequence:

10/18/ IntegrationActivation 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-Centered

10/18/ IntegrationActivation 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 -- Integration

Typical Instructional Sequence Topic 1 Topic 2 Topic 3 Topic 4 PresentationPractice or TestFinal Project No Animation 10/18/ Mnu

Problem-Centered Instructional Sequence 10/18/ Show a new whole problem. 2. Tell the component skills specific to the problem. 3. Show the component skills for the problem Learners are able to complete a new problem without further assistance, 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

Problem-Centered Instructional Sequence 10/18/ Show a new whole problem. 2. Tell the component skills specific to the problem. 3. Show the component skills for the problem. Component Skill 1 Component Skill 2 Component Skill 3 Component Skill 4 Component Skill Learners are able to complete a new problem without further assistance, Show another whole problem. 5. Do: have learners apply previously learned component skills to this problem. 6. Tell and Show additional elements of the component skills. 7. Show these additional elements. 8. Repeat do, tell, show cycle for subsequent problems.

Entrepreneur – Problem Progression 20 ProductServiceRetailRestaurantOwn 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 main.swf

Present an instance of the problem – a task scenario. 21

Present the information 22 Demonstrate the application of the information

Present a new instance of the problem. 23

24 Have learners apply the information in the new instance of the problem.

Conclusion 10/18/ Motivation is an outcome, not a cause! What promotes engagement? Effective Learning! How to we promote effective, efficient, and engaging learning? IntegrationActivation DemonstrationApplication Problem First Principles of Instruction

10/18/ Thank You Ask me a question.

First Principles of Instruction -- Activation 9/8/ Activation What do you know? Learning is promoted when learners activate a mental model of their prior knowledge as a foundation for new skills.

10/18/ Activation Demonstration SHOW! Learning is promoted when learners observe a demonstration of the skills to be learned. First Principles of Instruction -- Demonstration

10/18/ Activation DemonstrationApplication DO! Learning is promoted when learners engage in application of their newly acquired knowledge or skill. First Principles of Instruction -- Application

10/18/ IntegrationActivation 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 -- Integration

10/18/ IntegrationActivation 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-Centered

Problem-Centered Instructional Sequence 10/18/ Show a new whole problem. 2. Tell the component skills specific to the problem. 3. Show the component skills for the problem. Component Skill 1 Component Skill 2 Component Skill 3 Component Skill 4 Component Skill Learners are able to complete a new problem without further assistance, Show another whole problem. 5. Do: have learners apply previously learned component skills to this problem. 6. Tell and Show additional elements of the component skills. 7. Show these additional elements. 8. Repeat do, tell, show cycle for subsequent problems. Next