Merrill's First Principles of Instruction: four phases revolving around a problem¶

Theory · All theories
Evidence · no claims cited

Description¶

The digest presents Merrill's (2002) First Principles of Instruction as the most recent comprehensive framework for designing lessons aimed primarily at cognitive learning, springing from an eclectic perspective that explicitly assimilates prescriptions from a broad array of instructional theories. It proposes four phases to the instructional process: "(1) activation of prior experience, (2) demonstration of skills, (3) application of skills, and (4) integration of these skills into real-world activities"—with all four phases revolving around a problem, as shown in Figure 1.

Design Implications¶

Context¶

Requirements¶

• All four phases must revolve around a problem, per the framework's structure shown in Figure 1

Constraints¶

• The digest states the framework is aimed primarily at cognitive learning, and that time will tell whether it will supplant Gagne's model

Target Learners¶

• learners in lessons designed for cognitive-domain outcomes

Target Learning Objectives¶

• activation, demonstration, application, and integration of skills around real-world problems

Claims¶

Related Theories¶

• Gagne's nine Events of Instruction as a lesson-design schema
• First Principles of Instruction
• TEFA-T: a teaching factory learning model structured around a nine-step troubleshooting syntax
• First principles of instruction: a cycle of activation, demonstration, application, and integration in the context of real-world tasks
• Merrill's first five principles of instruction as the framework for quality teaching and learning

Examples¶

• Merrill's First Principles of Instruction
• Problem-centered instruction with task-level engagement and problem progression

Key Sources¶

• Molenda, Michael. (2002). A New Framework for Teaching in the Cognitive Domain. ERIC Digest. https://eric.ed.gov/?id=ED470983