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