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MERRILL’S PRINCIPLES OF INSTRUCTION - Coggle Diagram
MERRILL’S PRINCIPLES OF INSTRUCTION
REQUIRED
PRACTICE CONSISTENCY
study guide
homework
DIMINISHING COACHING
helping them constantly but slowly let them on their own
VARIED PROBLEMS
provide many opportunities for learners to use their new knowledge or skill for a variety of problems
PREVIOUS EXPERIENCE
PREVIOUS EXPERIENCE
learners already know some of the material, this knowledge can be activated by being given an opportunity to demonstrate their knowledge
PROVIDE EXPERIENCE
new learning is foreign to the learner’s previous experience, they can feel overwhelmed
STRUCTURE
stimulating mental models that can be modified or tuned to help learners incorporate new knowledge into what they already know
ENGAGED
SHOW TASK
they will be able to do the problem or they will be able to solve the problem as a result of completing a module or course
TASK LEVEL
engaged at the problem or task level, not just the operation or action level
PROBLEM PROGRESSION
solve a progression of problems that are explicitly compared to one another. A single problem, or giving little or no guidance (sink-or-swim) is not effective
INSTRUCTION DEMONSTRATES
DEMONSTRATION CONSISTENCY
good (and bad) examples of concepts
demonstrations of procedures
visualisations of processes
modeling of behaviours
LEARNER GUIDANCE
being directed to relevant information
seeing multiple representations of the task
multiple demonstrations compared
RELEVANT MEDIA
Gratuitous illustrations little or none
ENCOURAGED
WATCH ME
allowing the learners to demonstrate their new knowledge or skill
INTEGRATION
creating personal adaptations of the new knowledge and skill
CREATION
create, invent and explore new and personal ways to use their new knowledge or skill