Merrill's first principles of instruction




Today I want to talk about one of my favourite tools. Something that I came across more than a decade ago. Something equally true for a sage on stage teacher as it is for a behind the scenes instructional designer. Something so simple yet so profound.
I am talking about Merrill’s first principles of instruction.

David Merrill developed Merrill’s first principles and published them in an article back in 2002. The original article can be found here.

These are various principles that are aimed at integrating and embedding the learning.
Merrill's first principles of instruction

Activate – In simple terms this principle is about linking the information presented to a learner to their pre-existing knowledge and experiences. For example, if the subject matter is about budgeting than asking the learner to think about their monthly budget would activate their knowledge and experience about budgeting in general. Then these general experiences and knowledge can be gradually made more and more specific and linked to the subject matter at hand. This activation can be done by citing examples/telling stories, having a simple conversation and carrying out simulations.

Demonstration – This principle, as the name implies, is about demonstrating the task to the learner by showing them an example of how the task is to be done. This can be achieved by showing videos, doing simulations or live demonstration. Example – showing learners how to make a dish.

Application – This principle states that learners learn best by applying their skills and knowledge to solve real world problems. This gives them hands on experience in resolving real world (or a very close approximation of them if done in a contained environment) problems, gets them to think about the situation and develop insights and as a result confidence about dealing with those problems. Case studies and conflict resolution role plays and simulations are some good ways to achieve this.

Integration – This principle builds upon what they have achieved with the application principle and further strengthens it. After applying their skills learners are asked to discuss, reflect, debate regarding their experience and record their insights gained during application and reflection/discussion/debate stage. This needs to be done within a reasonable amount of time of them having done the application. This helps them to embed their experience along with their insights.

I have personally found these principles very useful (and logical) and have no doubt that if used properly they can provide your learners with lasting skills, knowledge and experiences.








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