Here is a slide presentation for your classes in Educational Technology or Technology for Teaching and Learning. In the first part of the course where you will cover about instructional design, its is important for the pre-service teacher to be oriented of Merrill's First Principles of Instruction. This slide presentation also contains application of the principles as well as a sample lesson plan. Thank you. Enjoy!

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4. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
COMMENTS
SUMMARY

5. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
COMMENTS
SUMMARY

6. • born on March 27, 1937
• earned a Bachelor of Arts
in secondary education
from Brigham Young
University.
• earned an MA and a Ph.D
from the University of
Illinois in 1964.

7. • Instructional Design and
Technology:

8. • Instructional Design and
Technology:
A. The Component Display
Theory

9. • Instructional Design and
Technology:
A. The Component Display
Theory
B. Instructional Transaction
Theory

10. • Instructional Design and
Technology:
A. The Component Display
Theory
B. Instructional Transaction
Theory
C. First Principles of
Instruction

11. • Instructional Design and
Technology:
A. The Component Display
Theory
B. Instructional Transaction
Theory
C. First Principles of
Instruction

12. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

13. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

18. 

19. 

28. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

29. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

32. PROBLEM-CENTERED
Learning is promoted when learners are
engaged in solving real-world problems.

33. PROBLEM-CENTERED
Learning is promoted when learners are engaged in solving real-world problems.
SHOW TASK:

34. PROBLEM-CENTERED
Learning is promoted when learners are engaged in solving real-world problems.
SHOW TASK:
Learning is promoted when learners are shown the task
that they will be able to do or the problem they will be able
to solve as a result of completing a module or course.

35. PROBLEM-CENTERED
Learning is promoted when learners are engaged in solving real-world problems.
TASK LEVEL:

36. PROBLEM-CENTERED
Learning is promoted when learners are engaged in solving real-world problems.
TASK LEVEL:
Learning is promoted when learners are engaged at the
problem or task level, not just the operation or action level.

37. PROBLEM-CENTERED
Learning is promoted when learners are engaged in solving real-world problems.
PROBLEM PROGRESSION:

38. PROBLEM-CENTERED
Learning is promoted when learners are engaged in solving real-world problems.
PROBLEM PROGRESSION:
Learning is promoted when learners solve a progression
of problems that are explicitly compared to one another.

40. ACTIVATION
Learning is promoted when relevant
previous experience is activated.

41. ACTIVATION
Learning is promoted when relevant previous experience is activated.
PREVIOUS EXPERIENCE:

42. ACTIVATION
Learning is promoted when relevant previous experience is activated.
PREVIOUS EXPERIENCE:
Learning is promoted when learners are directed to recall,
relate, describe, or apply knowledge from relevant past
experience that can be used as a foundation for the new
knowledge.

43. ACTIVATION
Learning is promoted when relevant previous experience is activated.
NEW EXPERIENCE:

44. ACTIVATION
Learning is promoted when relevant previous experience is activated.
NEW EXPERIENCE:
Learning is promoted when learners are provided relevant
experience that can be used as a foundation for the new
knowledge.

45. ACTIVATION
Learning is promoted when relevant previous experience is activated.
STRUCTURE:

46. ACTIVATION
Learning is promoted when relevant previous experience is activated.
STRUCTURE:
Learning is promoted when learners are provided or
encouraged to recall a structure that can be used to
organize the new knowledge.

48. DEMONSTRATION
Learning is promoted when the instruction
demonstrates what is to be learned rather
than merely telling information about what
is to be learned.

49. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
DEMONSTRATION CONSISTENCY:

50. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
DEMONSTRATION CONSISTENCY:
Learning is promoted when the demonstration is
consistent with the learning goal:

51. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
DEMONSTRATION CONSISTENCY:
Learning is promoted when the demonstration is
consistent with the learning goal:
(a) examples and non-examples for concepts

52. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
DEMONSTRATION CONSISTENCY:
Learning is promoted when the demonstration is
consistent with the learning goal:
(b) demonstrations for procedures

53. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
DEMONSTRATION CONSISTENCY:
Learning is promoted when the demonstration is
consistent with the learning goal:
(c) visualizations for processes

54. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
DEMONSTRATION CONSISTENCY:
Learning is promoted when the demonstration is
consistent with the learning goal:
(d) modeling for behavior

55. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
LEARNER GUIDANCE:

56. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
LEARNER GUIDANCE:
Learning is promoted when learners are provided
appropriate learner guidance including some of
the following:

57. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
LEARNER GUIDANCE:
Learning is promoted when learners are provided
appropriate learner guidance including some of
the following:
(a) learners are directed to relevant information

58. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
LEARNER GUIDANCE:
Learning is promoted when learners are provided
appropriate learner guidance including some of
the following:
(b) multiple representations are used for the
demonstrations

59. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
LEARNER GUIDANCE:
Learning is promoted when learners are provided
appropriate learner guidance including some of
the following:
(c) multiple demonstrations are explicitly
compared

60. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
RELEVANT MEDIA:

61. DEMONSTRATION
Learning is promoted when the instruction demonstrates what is to be learned rather
than merely telling information about what is to be learned.
RELEVANT MEDIA:
Learning is promoted when media play a relevant
instructional role and multiple forms of media do
not compete for the attention of the learner.

63. APPLICATION
Learning is promoted when learners are
required to use their new knowledge or skill to
solve problems.

64. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:

65. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:

66. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:
(a) information-about practice—recall or recognize
information

67. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:
(b) parts-of practice—locate, and name or describe
each part

68. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:
(c) kinds-of practice— identify new examples of
each kind

69. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:
(d) how to practice—do the procedure

70. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:
(e) what-happens practice—predict a consequence
of a process given conditions

71. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
PRACTICE CONSISTENCY:
Learning is promoted when the application
(practice) and the posttest are consistent with the
stated or implied objectives:
(e) what-happens practice—find faulted conditions
given an unexpected consequence

72. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
DIMINISHING COACHING:

73. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
DIMINISHING COACHING:
Learning is promoted when learners are guided in
their problem solving by appropriate feedback and
coaching, including error detection and correction,
and when this coaching is gradually withdrawn.

74. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
VARIED PROBLEMS:

75. APPLICATION
Learning is promoted when learners are required to use their new knowledge or skill
to solve problems.
VARIED PROBLEMS:
Learning is promoted when learners are required to
solve a sequence of varied problems.

77. INTEGRATION
Learning is promoted when learners are
encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.

78. INTEGRATION
Learning is promoted when learners are encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.
WATCH ME:

79. INTEGRATION
Learning is promoted when learners are encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.
WATCH ME:
Learning is promoted when learners are given an
opportunity to publicly demonstrate their new
knowledge or skill.

80. INTEGRATION
Learning is promoted when learners are encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.
REFLECTION:

81. INTEGRATION
Learning is promoted when learners are encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.
REFLECTION:
Learning is promoted when learners can reflect on,
discuss, and defend their new knowledge or skill.

82. INTEGRATION
Learning is promoted when learners are encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.
CREATION:

83. INTEGRATION
Learning is promoted when learners are encouraged to integrate (transfer) the new
knowledge or skill into their everyday life.
CREATION:
Learning is promoted when learners can create,
invent, and explore new and personal ways to use
their new knowledge or skill.

84. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

85. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

86. PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION

87. PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION
How to write a Business Letter –
Letter of Application

88. PROBLEM
Problem - centered

89. PROBLEM
Problem - centered
ShowTask
Task Level
Problem Progression

90. PROBLEM
Problem - centered
ShowTask
Task Level
Problem Progression
“I need to find a job, but first I need to learn
how to write an application letter. I don’t know
how.”

91. activation
ACTIVATION

92. activation
ACTIVATION
Previous experience
New experience
Structure

93. activation
ACTIVATION
Previous experience
New experience
Structure
“I have not written a letter before. Now, I have to
memorize the steps in writing an application letter. I
remember writing sentences before which may help me.”

94. demonstration
DEMONSTRATION

95. demonstration
DEMONSTRATION
Demonstration consistency (information/portrayal)
Learner guidance
Relevant media

96. demonstration
DEMONSTRATION
Demonstration consistency (information/portrayal)
Learner guidance
Relevant media
“I will ask someone to let me observe him/her while he/she is writing an
application letter. I will also look into the internet or YouTube videos for
instructions.”

97. application
APPLICATION

98. application
APPLICATION
Practice consistency
Diminishing guidance
Varied problems

99. application
APPLICATION
Practice consistency
Diminishing guidance
Varied problems
“Now I will write my application letter, but I will still ask people
who were already in my target company to guide me in my
writing.”

100. integration
INTEGRATION

101. integration
INTEGRATION
Watch me
Reflection
Creation

102. integration
INTEGRATION
Watch me
Reflection
Creation
“Now I ask a person from that company to observe me while I
write my application letter. Eventually, I can do this on my own.
I can use these new skills I learned in the future.”

103. PROBLEM
The First Principles
of Instruction can
help you learn a new
task, skill, or talent

104. APPLYING THE FIRST PRINCIPLES
OF INSTRUCTION IN DESIGNING A
PERFORMANCE TASK

105. PROBLEM

106. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems

107. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems.
Topic/Subject: Land and Water
Forms
Task Name: Taking Care of The
Environment
Objectives:
1.Recall some things they have done
in taking care of their surroundings

108. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems.
Topic/Subject: Land and Water
Forms
Task Name: Taking Care of The
Environment
Objectives:
2. Present common problems the
environment is facing

109. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems.
Topic/Subject: Land and Water
Forms
Task Name: Taking Care of The
Environment
Objectives:
3. Enumerate ways in preventing
land and water pollution

110. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems.
Topic/Subject: Land and Water Forms
Task Name: Taking Care of The
Environment
Objectives:
4. Watch people take care of the
environment, given various Multimedia

111. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems.
Topic/Subject: Land and Water Forms
Task Name: Taking Care of The
Environment
Objectives:
5. Role play various methods in
preventing these pollutions

112. PROBLEM
Learning is
promoted when
learners are
engaged in
solving real-world
problems.
Topic/Subject: Land and Water Forms
Task Name: Taking Care of The
Environment
Objectives:
6. Choose which ways of preventing
land and water pollution fits in each of
their community

113. ACTIVATION

114. ACTIVATION
Learning is
promoted when
existing knowledge
is activated as a
foundation
for new
knowledge.

115. ACTIVATION
Learning is
promoted when
existing knowledge
is activated as a
foundation
for new
knowledge.
Lesson Development:
1.The students are asked to
recall examples of a problem
related to the environment.
2.The students are asked to
share these with a partner and
choose which one is the most
challenging to deal with.

116. DEMONSTRATION

117. DEMONSTRATION
Learning is
promoted when
new knowledge is
demonstrated to
the learner.

118. DEMONSTRATION
Learning is
promoted when
new knowledge is
demonstrated to
the learner.
Lesson Development:
3. The teacher will present
common problems the
environment is currently facing
through a slide presentation.

119. DEMONSTRATION
Learning is
promoted when
new knowledge is
demonstrated to
the learner.
Lesson Development:
4. The teacher will give various
examples of methods in taking
care of the environment through
information sheets.

120. APPLICATION

121. APPLICATION
Learning is
promoted
when new
knowledge is
applied by the
learner.

122. APPLICATION
Learning is
promoted
when new
knowledge is
applied by the
learner.
Lesson Development:
5. The students will be asked by
the teacher to practice these
methods through a role-playing.

123. INTEGRATION

124. INTEGRATION
Learning is
promoted
when new
knowledge is
integrated to the
learner’s
real world.

125. INTEGRATION
Learning is
promoted
when new
knowledge is
integrated to the
learner’s
real world.
Lesson Development:
6. The students are asked to
make comparisons of their
methods with the new information
presented.

126. INTEGRATION
Lesson Development:
7. The teacher will ask them how
could they have taken cared of
their surroundings using the
presented methods.
Learning is
promoted
when new
knowledge is
integrated to the
learner’s
real world.

127. INTEGRATION
Lesson Development:
8. The teacher will ask the
students how can they creatively
apply their new learning in their
life.
Learning is
promoted
when new
knowledge is
integrated to the
learner’s
real world.

128. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

129. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

130. GIVE YOUR FEEDBACK
REGARDING MERRILL’S FIRST
PRINCIPLEs OF INSTRUCTION

131. GUIDE QUESTIONS
1.In a sentence or two, what can you say about
Merrill’s First Principles of Instructions?
2.How can you apply his principles in your future
classes?
3.What do you think are the advantages and
disadvantages in using his principles?

132. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

133. BIOGRAPHY
THEORETICAL
BACKGROUND
FIRST PRINCIPLES
OF INSTRUCTION
APPLICATION
feedback
SUMMARY

134. lesson
SUMMARY

135. PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION

136. PROBLEM
Learning is promoted when learners are
engaged in solving real-world problems

137. Learning is promoted when existing
knowledge is activated as a foundation for
new knowledge
ACTIVATION

138. Learning is promoted when new knowledge is
demonstrated to the learner
DEMONSTRATION

139. Learning is promoted when new knowledge is
applied by the learner
APPLICATION

140. Learning is promoted when new knowledge is
integrated to the learner’s real world
INTEGRATION

141. PROBLEM ACTIVATION DEMONSTRATION APPLICATION INTEGRATION

142. THANK YOU
NAMASTE

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