Merrill's First Principles of Instruction

**First Principles:**

1. Learning is promoted when learners are engaged in **solving real-world problems [2]**
2. Learning is promoted when existing knowledge [and skill] is **activated as a foundation** for new knowledge [and skill]**[2]**
3. Learning is promoted when new knowledge is **demonstrated to** the learner**[2]**
4. Learning is promoted when new knowledge is **applied by** the learner**[2]**
5. Learning is promoted when new knowledge is **integrated into the learner’s world[2]**

1st Principle:

1. Show Task
	1. Learning is promoted when learners are shown the task they will be able to do or the problem they will be able to solve as a result of completing a module or course. Stating learning objectives at the start of a module or lesson is common practice, but too often these are usually some form of “the learner will be able to…” that are abstract, and often only understood *after* the instruction. Most theorists suggest that a specific demonstration of the whole task similar to those the learners will be able to do following instruction provides a better orientation to the material to follow than a list of abstract statements.[1]
2. Task Level
	1. Learning is promoted when learners are engaged at the problem or task level, not just the operation or action level. Too much traditional instruction is topic based, teaching prerequisites *before* introducing a real world task: “You won’t understand this now, but later it will be really important to you.”[1]

2nd Principle:

1. Previous Experience
	1. When learners think they already know some of the material, this knowledge can be activated by being given an opportunity to **demonstrate their knowledge**. This can be used to help direct students to the yet-to-be-learned new material, and result in more efficient instruction.[1]
2. Provide Experience
	1. Primary or elementary school teachers often understand this and spend a lot of time providing experiences upon which later learning can be built, but as learners mature high school teachers can sometimes feel that providing relevant experience prior to instruction is no longer necessary, despite students not having all the necessary tools in their **learning toolbox**.[1]
3. Structure
	1. If learners already have the mental model needed to engage with the knowledge presented, they should be encouraged to use it. If they do not, the instruction should be structured in such a way that *provides* the organisational schema for the new knowledge.[1]

3rd Principle:

1. Demonstration Consistency
	1. Learning is promoted when the demonstration is consistent with the learning goal: (a) examples and nonexamples for concepts, (b) demonstrations for procedures, (c) visualizations for processes, and (d) modeling for behavior.[2]
2. Learner Guidance
	1. Learning is promoted when learners are provided appropriate learner guidance including some of the following: (a) learners are directed to relevant information, (b) multiple representations are used for the demonstrations, or (c) multiple demonstrations are explicitly compared.[2]
3. Relevant Media
	1. Learning is promoted when media play a relevant instructional role and multiple forms of media do not compete for the attention of the learner.[2]

4th Principle:

1. Practice Consistency
	1. The practice and the post test need to share consistency with the learning objectives that are being taught.
2. Diminishing Coaching
	1. Learning is promoted when learners are guided in their problem solving by appropriate feedback and coaching. Early in learning students need a lot of support, but as the learning progresses this support should be gradually taken away with the eventual goal of students being able to complete activities on their own – slowly removing the training wheels.[1]
3. Varied Problems
	1. A single problem is insufficient for learning a new skill. Adequate practice must provide many opportunities for learners to use their new knowledge or skill for a variety of problems. **Divergent examples** are a necessary condition for effective instruction of new concepts.[1]

5th Principle

1. Watch Me
	1. Whenever learners acquire new skills, their first desire is to show a close friend or associate their newly acquired ability. Learning is the most motivating of all activities when the learner can observe his or her own progress.[2]
2. Reflection
	1. Learners need the opportunity to reflect on, defend, and share what they have learned if it is to become part of their available repertoire.[2]
3. Creation
	1. Modifying new knowledge to make it one’s own is where a learner moves beyond the instructional environment and takes the new knowledge and skill into the world beyond.[2]

References:

1. Greenwood, J. (2017). Merrill's First Principles of Instruciton.
2. Merrill, M. D. (2002). First principles of instruction. *Educational Technology Research and Development*, *5(3),* 43-59. doi:10.1007/bf02505024