The document describes using Merrill's first principles of instruction to design teacher training sessions. It outlines how each principle can be applied to a sample training plan on using verbal persuasive strategies to deal with classroom discipline problems. The principles are: 1) defining the problem as a real-world task, 2) activating prior knowledge, 3) demonstrating new strategies, 4) applying strategies through role plays, and 5) integrating the new knowledge into how teachers would respond to original discipline examples. Participant feedback and conclusions about applying the principles are also discussed.

1. MERRILL’S FIRST PRINCIPLES OF
INSTRUCTION: AN EXPERIENCE IN
TEACHERS’ TRAINING
By Ivan Aguilar

2. OUR LEARNING OBJECTIVE
The main objective of this presentation is
to describe and explain an example of how the
first five principles put forward by David Merrill
can be used to create a simple plan for teacher
training in the area of language teaching.

3. A PROBLEM
You have been appointed to train a new
faculty of teachers, what activities would
you do on each training session?

4. SOME TRAINING MODELS
• Workshop model.
• Experiential learning model.
• Popular education.
• Constructivists learning environments.
• Instructional design.*

5. A LITTLE BACKGROUND
“For the past several years the author has been reviewing
instructional design theories in an attempt to identify prescriptive
principles that are common to the various theories. Five first
principles are elaborated: (a) Learning is promoted when learners are
engaged in solving real-world problems. (b) Learning is promoted
when existing knowledge is activated as a foundation for new
knowledge. (c) Learning is promoted when new knowledge is
demonstrated to the learner. (d) Learning is promoted when new
knowledge is applied by the learner. (e) Learning is promoted when
new knowledge is integrated into the learner’s world.”

6. INSTRUCTIONAL DESIGN
PROBLEM/
TASK
INTEGRATION ACTIVATION
APPLICATION DEMONSTRATION

7. PRINCIPLE 1: PROBLEM
“Learning is promoted when learners are engaged
in solving real-world problems.”
• Show task
• Task level
I need to learn how to use an ATM. I wonder
what the steps are?

8. PRINCIPLE 2:ACTIVATION
“Learning is promoted when existing knowledge
is activated as a foundation for new knowledge.”
• Previous experience
• New experience
• Structure
I have no previous experience. This is a
completely new experience, but I remember how
I learned to use a cash machine.

9. PRINCIPLE 3:DEMONSTRATION
“Learning is promoted when new knowledge
is demonstrated to the learner.”
• Demonstration consistency
(information/portrayal)
• Learner guidance
• Relevant media
I’ll ask a friend to let me observe how he uses the
ATM. I’ll pay attention to the adds on the bank’s TV

10. PRINCIPLE 4:APPLICATION
“Learning is promoted when new knowledge
is applied by the learner.”
• Practice consistency
• Diminishing guidance
I’ll try it myself, but I’ll ask a person from
the bank to guide me while I’m using the
ATM.

11. PRINCIPLE 5:INTEGRATION
“Learning is promoted when new knowledge
is integrated to the learner’s real world.”
• Watch me
• Reflection
• Creation
Now, I’ll ask my friend to observe me while I use
the ATM…I’m able to do it on my own. This is
very useful.

12. IMAGINE YOU WANT TO LEARN TO PLAY A MUSICAL
INSTRUMENT OR A NEW GAME: HOW WOULD YOU
APPLY THESE PRINCIPLES?
PROBLEM/
TASK
INTEGRATION ACTIVATION
APPLICATION DEMONSTRATION

13. USING THE PRINCIPLES
In this section she we present an example of the
application of the first principles stated by Merrill.

14. PROBLEM
PRINCIPLE TRAINING PLAN
“Learning is promoted Task definition
when learners are engaged
in solving real-world To deal with discipline problems in the classroom
problems.” using verbal persuasive strategies.
Task Components
a. To describe episodes of indiscipline they faced
b. To describe verbal strategies.
c. To identify the verbal strategies
d. To practice using verbal strategies.
e. To explain how verbal strategies could be used to
face the episodes described previously.

15. ACTIVATION
PRINCIPLE TRAINING PLAN
“Learning is promoted Ps describe in a written form an episode of classroom
when existing knowledge is indiscipline.
activated as a foundation
for new knowledge.”
Ps share their experiences with at least two other
members and try to identify which one was the hardest
to deal with.
Ps receive a copy with a blank concept map. The use
of this strategy is briefly explained by the instructor.

16. DEMONSTRATION
PRINCIPLE TRAINING PLAN
“Learning is promoted Using slides, the T explains the concept of persuasive
when new knowledge is verbal. Ps also receive a short article to read and
demonstrated to the complete the concept map.
learner.”
Using slides, T presents samples of each verbal
strategy.
Ps are also asked to observe and name a set of
examples of the verbal strategy.

17. APPLICATION
PRINCIPLE TRAINING PLAN
“Learning is promoted Ps practice using the strategies in some role playing
when new knowledge is with their classmates. Some participants present their
applied by the learner.” role plays to the class.

18. INTEGRATION
PRINCIPLE TRAINING PLAN
“Learning is promoted Ps go back over their initial ideas and explain how the
when new knowledge is teacher could have reacted using the verbal strategies.
integrated to the learner’s
real world.”
As a closure, Ps are asked to explain how they can
creatively apply their new learning.

19. PARTICIPANTS’ FEEDBACK

20. SOME CONCLUSIONS