First principles of instruction: a cycle of activation, demonstration, application, and integration in the context of real-world tasks¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article builds on previously identified first principles of instruction, which "describe a cycle of instructional phases consisting of activation, demonstration, application, and integration all in the context of real world problems or tasks." These phases are best implemented around whole tasks, and the paper's task-centered strategy is presented as a systematic way to realize them, emphasizing demonstration (worked examples) and application at both the component and whole-task levels.

Design Implications¶

Context¶

Requirements¶

• Effective strategies for whole tasks require consistent demonstration and application at both the individual component level and the whole task level.

Constraints¶

Target Learners¶

• novice learners in a content area

Target Learning Objectives¶

• acquiring component knowledge and skill integrated into complete real-world performance

Claims¶

• In one trial, task-centered Entrepreneur course students analyzed a new business as well as completed business majors [+W]
• Learning varied tasks of the same type enables transfer to unencountered tasks of that type [+W]

Related Theories¶

• First Principles of Instruction
• Merrill's First Principles of Instruction: four phases revolving around a problem
• Pebble-in-the-Pond instructional design: a content-first, task-centered development model
• Merrill's first five principles of instruction as the framework for quality teaching and learning

Examples¶

• Task-centered strategy pattern: tell/show/do distributed across whole tasks rather than taught topic by topic

Key Sources¶

• M. David Merrill. (2007). A Task-Centered Instructional Strategy. Journal of Research on Technology in Education, 40(1), 5–22. https://eric.ed.gov/?id=EJ826059