FIRST PRINCIPLE FOR A MODERN PHILOSOPHY OF EDUCATION

CHAPTER-1
INTRODUCTION
First Principles of Instruction created by Merrill David is an instructional theory based on
a broad review of many instructional models and theories. They are created with the goal of
establishing a set of principles upon which all instructional theories and models are in general
agreement and this principle can be used to assist teachers, trainers and instructional materials
in a manner that is likely to produce positive student learning gains.

RATONALE
First Principles of instruction uses a real-world problem or task as a vehicle for instruction.
Students view demonstrations of real-world problem solving examples, are given opportunities
to solve real-world problems and are given feedback on their application. Students are taught
new knowledge and information within the context of the real-world task or problem, which
provides a context in which the knowledge is obtained.

DEFINITION OF TERMS
First Principles of Instruction- are described as a set of interrelated principles which,
when properly applied in an instructional product or setting, will increase student learning.
The demonstration principle- Learning is promoted when learners observe a demonstration
The application principle- Learning is promoted when learners apply the new knowledge
The activation principle- Learning is promoted when learners activate prior knowledge or
experience
The integration principle:- Learning is promoted when learners integrate their new
knowledge into their everyday world.
The task-centered principle- Learning is promoted when learners engage in a taskcentered instructional strategy

RESEARCH QUESTIONS
How can I base my instruction on real-world problems or tasks?
How do I activate my students prior knowledge?

CHAPTER- II
THEORITICAL FRAMEWORK
Principles are often included in instructional theory, which offers explicit guidance on how
to better help people learn and develop, Merrill emphasizes that instructional design theory
should address what actions to take and how and why we should take those particular actions.
Task/Problem- Cantered - Students learn more when the instruction is centered on
relevant real-world tasks or problems, including a series of tasks or problems that progress from
simple to complex.
Activation - Students learn more when they are directed to recall prior knowledge, to
recall a structure for organizing that knowledge, or are given a structure for organizing new
knowledge. This activation can also include a foundational learning experience upon which new
learning can be based.
Demonstration - Students learn more when new knowledge is demonstrated to them in
the context of real-world tasks or problems. The knowledge that is demonstrated is both
informational and skill-based. Demonstration is enhanced when it adheres to research-based
principles of e-learning.
Application - Students learn more when they perform real-world tasks or solve realworld problems and receive feedback on and appropriate guidance during that application.
Integration - Students learn more when they are encouraged to integrate their new
knowledge into their life through reflection, discussion, debate, and/or presentation of new
knowledge.
These principles can be used in a Task or Problem-Cantered cycle of instruction beginning with
Activation and continuing through Demonstration, Application, and Integration.
A principle describes a relationship that is always true under appropriate conditions,
regardless of program or practice (Merrill, 2002).
Principles are different from methods which are ways to facilitate learning For
methods to effectively bring about student learning, they must be based on principles that
describe a true relationship.(Reigiluth )
Principles are often included in instructional theory, which offers explicit guidance
on how to better help people learn and develop that instructional design theory should address
what actions to take and how and why we should take those particular actions (Merrill )
In presenting First Principles of Instruction, Merrill provides very powerful l l instructional
methods based on five foundational principles of instruction.

This four-phase process guide instructional designers and educators to bundle their
teaching and learning activities in a way that improves student learning and that makes it easy
to incorporate new methods within that process. The process begins with activation of students
prior learning, followed by demonstration of new knowledge, student application of knowledge,
and student integration of knowledge, all based on the real-world problem or task
CHAPTER-III
ANALYSIS PER RESEARCH QUESTIONS
The diverse ways that First Principles of Instruction are used in these theories and
cases is refreshing, and one can recognize the abundant theoretical and anecdotal support for
First Principles of Instruction in the articles cited. By understanding the purpose of the principle
and using it in a way that matches design style and personal preference, instructional designers
can apply these principles in natural, meaningful ways.
How can I base my instruction on real-world problems or tasks?
Real-world experience is the bedrock of all learning The goal of the instruction should be to
have students solve problems so have students do performances that matter in the real world
Make sure the problems are authentic meaningful and motivating to the students. The
challenges should be easy at first but be increasingly difficult as you move through the
materials

Make sure your problems and tasks safely allow the practice of skills and sub skills and try to
make them physical, tangible activities
How do I activate my students prior knowledge?
Have your students relate or recall what they already know about the subject. Try to choose
subjects the students will relate and build on your students relevant prior knowledge. Allow your
students to look ahead and preview what they will learn. Let them see the problem(s) to be
solved and the subjects they will learn.
Also, show them the process they will go through to solve these problems. Try to make the
structure of the information and knowledge obvious by using a model to organize instructional
materials
Give your students a foundation to build new knowledge on. Give them a good reason for
engaging in the problem Tell stories, give them statistics, and provide hands-on activities upon
which to build new knowledge.
CHAPTER-IV
PHILOSOPHICAL IMPACT TO THEORY AND PRACTICE
First Principles and student satisfaction perceived and actual performance in the class. several
authors show how these principles have been applied in educational and corporate settings .
The diverse ways that First Principles of Instruction are used in these theories and cases is
refreshing, and one can recognize the abundant theoretical and anecdotal support for First
Principles of Instruction in the articles cited. By understanding the purpose of the principle and
using it in a way that matches design style and personal preference, instructional designers can
apply these principles in natural, meaningful ways.
REFERENCE
Merrill, M. D. . First principles of instruction. Educational Technology Research and
Development
First principles of instruction: a synthesis. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and
Issues in Instructional Design and Technology, 2nd Edition (Vol. 2, pp. 62-71). Upper Saddle
River, NJ: Merrill/Prentice Hall.
Frick, T., Chadha, R., Watson, C., Wang, Y. Theory-based course evaluation: Nine Scales for
measuring teaching and learning quality.
First Principles of Instruction. International Journal of Instructional Technology and Distance
Learning
Thomson job impact study: The next generation of learning [electronic version]. Gardner, Joel.
Testing the Efficacy of Merrills First Principles of Instruction in Improving Student
Performances.