MERRILL’S PRINCIPLES OF INSTRUCTION

REQUIRED

PREVIOUS EXPERIENCE

ENGAGED

INSTRUCTION DEMONSTRATES

SHOW TASK

TASK LEVEL

PROBLEM PROGRESSION

PREVIOUS EXPERIENCE

PROVIDE EXPERIENCE

STRUCTURE

DEMONSTRATION CONSISTENCY

LEARNER GUIDANCE

RELEVANT MEDIA

PRACTICE CONSISTENCY

DIMINISHING COACHING

VARIED PROBLEMS

ENCOURAGED

WATCH ME

INTEGRATION

CREATION

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

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

engaged at the problem or task level, not just the operation or action level

learners already know some of the material, this knowledge can be activated by being given an opportunity to demonstrate their knowledge

new learning is foreign to the learner’s previous experience, they can feel overwhelmed

stimulating mental models that can be modified or tuned to help learners incorporate new knowledge into what they already know

good (and bad) examples of concepts

demonstrations of procedures

visualisations of processes

modeling of behaviours

being directed to relevant information

seeing multiple representations of the task

multiple demonstrations compared

Gratuitous illustrations little or none

study guide

homework

helping them constantly but slowly let them on their own

provide many opportunities for learners to use their new knowledge or skill for a variety of problems

allowing the learners to demonstrate their new knowledge or skill

create, invent and explore new and personal ways to use their new knowledge or skill

creating personal adaptations of the new knowledge and skill