The Art of Crafting Engaging and Effective Instructor-Led Training (ILT) Programs using Instructional Models
ILT stands for Instructor-Led Training, which means that a real person, like a teacher or trainer, leads a class or lesson and teaches you something.
Imagine you are in a classroom with a teacher who is showing you how to do a science experiment. The teacher is explaining what to do and how to do it, and you are following along and doing the experiment yourself. That’s ILT! The teacher is leading the lesson and teaching you in real-time.
Another example could be a sports coach who is teaching you how to play soccer. The coach would demonstrate how to kick the ball and then guide you on how to do it correctly. That’s also ILT because the coach is leading the lesson and teaching you in person.
So, basically, ILT means learning from a teacher or trainer who is right in front of you and guiding you through the learning process.
Just like an artist paints a masterpiece on a canvas, an instructor creates an impactful learning experience in a classroom. However, like a canvas, an ILT program also requires a design and structure to be effective. This is where instructional models come into play. They act as a blueprint for crafting engaging and effective ILT programs that cater to the diverse learning needs of the learners. So, let’s dive into the art of using instructional models to create a masterpiece of an ILT program!
Instructional Models Used in Instructor-Led Training (ILT) Programs
There are various instructional models that can be used to create effective ILT programs. Some of the most commonly used instructional models include:
Section 1: ADDIE Model — Painting a Picture of Effective ILT Programs
The ADDIE model is like a palette of colors that an artist uses to create a painting. It includes 5 phases — Analysis, Design, Development, Implementation, and Evaluation. Each phase acts as a brushstroke in crafting an effective ILT program. By following this step-by-step approach, instructors can ensure that the ILT program is well-planned, engaging, and effective.
Section 2: Bloom’s Taxonomy — Adding Layers of Learning
Bloom’s Taxonomy is like a prism that refracts different levels of learning. It includes six levels — Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. By incorporating this model into an ILT program, instructors can cater to different types of learners and add layers of learning to the program.
Section 3: Gagne’s Nine Events of Instruction — Bringing the Program to Life
Gagne’s Nine Events of Instruction is like a script that brings a play to life. It includes nine instructional events that can help instructors design effective ILT programs. By following this model, instructors can make the program engaging, interactive, and memorable.
Section 4: Merrill’s First Principles of Instruction — Adding the Finishing Touches
Merrill’s First Principles of Instruction is like adding the finishing touches to a painting. It focuses on creating an environment that is conducive to learning. The five principles include activating prior experience, demonstrating the skills, applying the skills, integrating the skills, and providing feedback. By incorporating these principles into an ILT program, instructors can ensure that the learners not only learn but also retain and apply what they have learned.
Conclusion: The art of creating engaging and effective ILT programs is not just about imparting knowledge, but also about creating an experience that inspires and motivates learners. By using instructional models, instructors can create a masterpiece of an ILT program that not only meets the needs of the learners but also makes learning a joyous experience.
ADDIE Model — Painting a Picture of Effective ILT Programs
In education and training, there are different ways to teach people. Some methods use technology and computers, but there is still a lot of value in having a teacher in a classroom. One way that teachers plan and create their lessons is by using a model called ADDIE. This model helps teachers make sure their lessons are interesting and helpful for students. Let’s learn more about the ADDIE model and how it can make learning in the classroom better.
Understanding the ADDIE Model:
The ADDIE model is a plan that teachers follow when they want to design a lesson. It has five important parts: Analysis, Design, Development, Implementation, and Evaluation. Let’s take a closer look at each part to understand what it means.
Analysis:
During the analysis phase, the teacher collects information about the things students need to learn and the people who will be learning. This helps the teacher know what goals the lesson should have and what the students already know or don’t know.
Design:
In the design phase, the teacher makes a plan for the lesson. They decide what the students will learn, how they will learn it, and what materials they will use. The teacher also thinks about activities that will be fun and interesting for the students.
Development:
In the development phase, the teacher creates the lesson materials. They organize the information, create pictures or videos, and make sure everything is ready for the students to use. If they need any technology, like a computer or a projector, they make sure it works properly.
Implementation:
The implementation phase is when the teacher actually teaches the lesson to the students. They use different ways to teach, like talking, showing things, or doing activities together. The teacher tries to make the lesson fun and helpful for the students.
Evaluation:
Evaluation means checking how well the lesson worked. The teacher asks the students and other teachers for feedback to see if the lesson was good. This helps the teacher know what they did well and what they can improve for next time.
Painting a Picture of Effective ILT Programs:
When teachers use the ADDIE model, they can create lessons that are interesting and helpful for students.
Here are some benefits of using the ADDIE model:
Personalized Learning Experience: The analysis phase helps the teacher understand what the students need. This means the lesson can be customized to fit the students’ needs. When lessons are personalized, students are more engaged and the lesson is more useful for them.
Interactive and Collaborative Learning: The design phase focuses on creating activities where students can interact with each other and learn together. This makes the lesson more fun, helps students remember what they learned, and encourages them to share their ideas with others.
Clear Learning Objectives: The ADDIE model makes sure the lesson has clear goals. When students know what they are supposed to learn, they are more motivated to participate and learn actively.
Continuous Improvement: The evaluation phase helps the teacher see how well the lesson worked and what they can do better. This means the lessons can keep getting better and better over time, so students always have the best learning experience.
Conclusion:
Even though there are many digital learning options available, having a teacher in the classroom is still important. The ADDIE model helps teachers plan and create effective lessons. By following the steps of analysis, design, development, implementation, and evaluation, teachers can create lessons that are interesting, engaging, and help students learn better.
Bloom’s Taxonomy — Adding Layers of Learning
Bloom’s Taxonomy is a widely recognized framework in education that categorizes different levels of cognitive learning. It provides educators with a structured approach to designing instruction and engaging learners at various levels of complexity. By incorporating this model into an Instructor-Led Training (ILT) program, instructors can enhance the learning experience and cater to the diverse needs of learners.
Remembering:
The first level of Bloom’s Taxonomy is Remembering, which involves the ability to recall facts, information, or concepts. It is the foundational level where learners retrieve information from memory and recognize key details. Activities at this level include memorization, repetition, or identifying specific information. Remembering helps learners establish a base of knowledge and sets the stage for deeper understanding.
Understanding:
Moving beyond mere recall, the Understanding level focuses on comprehension and the ability to explain information in one’s own words. Learners demonstrate their understanding by interpreting concepts, providing examples, or summarizing key points. It requires learners to grasp the meaning and significance of the information they have acquired. Understanding allows learners to make connections and apply knowledge in different contexts.
Applying:
At the Applying level, learners are expected to use their knowledge and understanding in practical situations. They apply acquired concepts, principles, or skills to solve problems, carry out procedures, or address real-world scenarios. This level emphasizes the application of knowledge to new and unfamiliar contexts, fostering critical thinking and practical application of learned concepts.
Analyzing:
Analyzing is the level where learners break down complex information into smaller parts and examine their relationships. Learners identify patterns, make connections, and draw conclusions based on evidence. They analyze information, compare and contrast different elements, and explore relationships between concepts. Analyzing promotes critical thinking and the ability to understand the underlying structure and organization of information.
Evaluating:
At the Evaluating level, learners critically assess information and make judgments based on defined criteria. They evaluate arguments, evidence, or the validity of information. Evaluating requires learners to consider multiple perspectives, weigh evidence, and make informed decisions. It fosters critical thinking skills, enabling learners to form opinions and justify their viewpoints.
Creating:
The highest level of Bloom’s Taxonomy is Creating. At this level, learners go beyond comprehension and evaluation and engage in higher-order thinking by generating new ideas, products, or solutions. Creating involves originality and innovation, where learners design, construct, or produce something unique that showcases their mastery of the subject matter. It encourages learners to think creatively, solve complex problems, and apply their knowledge in novel ways.
By incorporating Bloom’s Taxonomy into an ILT program, instructors can design learning experiences that address different levels of cognitive complexity. This model helps instructors tailor their teaching strategies, instructional materials, and assessment methods to promote deeper learning and engagement.
Instructors can begin by introducing concepts at the Remembering level, ensuring learners have a solid foundation of knowledge. They can then progress to activities that promote understanding, such as discussions, concept mapping, or summarization exercises. Applying can be fostered through hands-on projects, simulations, or case studies, allowing learners to apply knowledge in practical contexts.
Analyzing can be encouraged through activities that require learners to examine data, solve complex problems, or conduct research. Evaluating can be fostered through debates, presentations, or critical analysis of information. Finally, instructors can provide opportunities for learners to demonstrate their creativity and innovation by engaging in projects that involve designing, creating, or inventing.
By incorporating Bloom’s Taxonomy, instructors can create a dynamic and comprehensive ILT program that caters to different types of learners. This approach promotes deeper learning, critical thinking, problem-solving, and creativity. It also empowers learners to become active participants in their own learning journey, enhancing their overall educational experience.
Remember, Bloom’s Taxonomy is not a linear progression, and instructors can revisit and reinforce different levels as needed throughout the course. By leveraging this powerful framework, instructors can add layers of learning to their ILT program, fostering a rich and engaging educational experience for learners.
Furthermore, incorporating Bloom’s Taxonomy into an ILT program encourages instructors to create a learner-centered environment. By addressing different levels of learning, instructors can accommodate the diverse needs and learning preferences of their students. Some learners may excel at the Remembering and Understanding levels, while others may thrive in Analyzing, Evaluating, or Creating.
The taxonomy also provides a framework for designing assessments that align with the intended learning outcomes. Instead of relying solely on traditional exams or quizzes that assess recall, instructors can design assessments that require learners to apply their knowledge, analyze information, evaluate arguments, or create original works. This approach promotes higher-order thinking skills and allows learners to demonstrate a deeper understanding of the subject matter.
Moreover, the use of Bloom’s Taxonomy in an ILT program encourages active learning strategies. Rather than passively receiving information, learners are actively engaged in the learning process. Instructors can incorporate interactive discussions, group activities, problem-solving tasks, and hands-on experiences that prompt learners to actively participate and apply their knowledge in real-world scenarios.
Lastly, Bloom’s Taxonomy supports the development of essential 21st-century skills, such as critical thinking, creativity, collaboration, and communication. These skills are highly valued in the modern workforce and equip learners with the abilities necessary for success in their future careers.
In conclusion, incorporating Bloom’s Taxonomy into an ILT program adds depth and richness to the learning experience. By addressing different levels of learning, instructors can cater to diverse learners, promote higher-order thinking, and foster the development of essential skills. It empowers learners to become active participants in their own learning journey and prepares them for the challenges and opportunities of the 21st century. So, embrace Bloom’s Taxonomy and unlock the full potential of your ILT program.
Gagne’s Nine Events of Instruction — Bringing the Program to Life
Gagne’s Nine Events of Instruction is a widely recognized instructional design model created by Robert Gagne. It provides a framework for designing and delivering effective instruction in a way that engages learners, promotes active participation, and enhances learning outcomes. Just like a script brings a play to life, Gagne’s Nine Events of Instruction bring an instructional program to life by structuring the learning experience in a systematic and engaging manner.
1.Gain Attention: The first event is to capture the learners’ attention and create a sense of curiosity and interest. This can be done through various means such as presenting an intriguing question, using multimedia, telling a story, or sharing a surprising fact. The goal is to make learners mentally prepared and receptive to the upcoming learning experience.
2.Inform Learners of Objectives: In this event, the instructor clearly communicates the learning objectives to the learners. Learners should know what they are expected to achieve by the end of the instructional program. Clearly stating the objectives helps learners understand the purpose of the instruction and sets their expectations.
3.Stimulate Recall of Prior Knowledge: Prior knowledge serves as the foundation for new learning. In this event, learners are prompted to recall and activate their existing knowledge relevant to the topic. This can be done through a brief review or a pre-assessment activity. Activating prior knowledge prepares learners for the new information and helps them make connections between what they already know and the upcoming content.
4.Present the Content: This event involves delivering the instructional content in a logical and structured manner. The content should be organized, presented clearly, and broken down into manageable chunks. Various instructional methods can be employed, such as lectures, demonstrations, multimedia presentations, or interactive discussions. The goal is to provide learners with the necessary information and concepts to build their understanding.
5.Provide Learning Guidance: Learning guidance refers to providing support and assistance to learners as they acquire new knowledge and skills. This can be achieved through the use of examples, demonstrations, guided practice, or step-by-step instructions. Guidance helps learners grasp the content effectively and develop their skills with proper guidance and feedback.
6.Elicit Performance: This event focuses on providing learners with opportunities to actively apply their newly acquired knowledge or skills. Learners are encouraged to demonstrate their understanding and abilities through various activities, such as practice exercises, simulations, case studies, or group discussions. This hands-on experience helps solidify learning and allows learners to gain confidence in their abilities.
7.Provide Feedback: Feedback plays a crucial role in the learning process. In this event, instructors provide learners with timely and constructive feedback on their performance. Feedback can be in the form of corrective suggestions, praise for correct responses, or clarifications. It helps learners understand their strengths and areas for improvement, enabling them to make necessary adjustments and enhance their learning.
8.Assess Performance: Assessing learners’ performance helps instructors gauge the effectiveness of the instruction and evaluate learners’ mastery of the content. This event involves conducting formal assessments, such as quizzes, tests, projects, or presentations. Assessments provide a measure of learners’ progress and allow instructors to identify any gaps in understanding.
9.Enhance Retention and Transfer: The final event aims to promote long-term retention and transfer of knowledge and skills to real-world contexts. This can be done through activities that encourage learners to apply what they have learned in practical situations, engage in reflection, or create connections to their own experiences. Reinforcing learning and facilitating transfer ensures that learners can effectively use their newly acquired knowledge and skills beyond the instructional program.
By following Gagne’s Nine Events of Instruction, instructors can create engaging and effective instructional programs that maximize learning outcomes. Each event contributes to building a comprehensive and interactive learning experience, helping learners acquire and retain knowledge and skills in a meaningful way.
Example-1: Imagine you’re going to watch a play at a theater.The play has different parts that make it interesting and enjoyable. Gagne’s Nine Events of Instruction are like those different parts that make learning fun and exciting. Let’s go through each event step by step:
Step-1: Gain Attention: This is the first part of the play where the actors come on stage and do something really interesting or funny to catch your attention. In learning, it’s important for the teacher to start the lesson in a way that grabs your attention, like showing a cool video or telling a captivating story.
Step-2: Inform Learners of Objectives: Just like the actors in a play tell you what the story is about, your teacher should tell you what you’re going to learn in the lesson. They will explain what you should know or be able to do by the end of the lesson. This helps you understand why you’re learning and what you can expect from the lesson.
Step-3: Stimulate Recall of Prior Knowledge: Imagine you’re watching a play and the actors remind you of something that happened in a previous play. In learning, your teacher might ask you questions or talk about things you already know related to the lesson. This helps you remember what you already learned and get ready to learn new things.
Step-4: Present the Content: This is like the main part of the play where the actors perform and tell the story. In learning, your teacher will present the new information or teach you new skills. They might use videos, pictures, or explain things in a way that is easy for you to understand.
Step-5: Provide Learning Guidance: Just like the actors in a play guide you through the story, your teacher will guide you through the learning process. They might show you examples, give you step-by-step instructions, or help you practice what you’re learning. This makes it easier for you to understand and learn new things.
Step-6: Elicit Performance: In a play, actors perform and show their talent. In learning, you also get a chance to show what you’ve learned. Your teacher might give you exercises, activities, or discussions where you can practice using the new knowledge or skills you just learned.
Step-7: Provide Feedback: After the actors finish their performance in a play, they usually get feedback from the audience. Similarly, in learning, your teacher will give you feedback on how you’re doing. They will tell you what you did well and where you can improve. This helps you understand how you’re doing and how to get better.
Step-8: Assess Performance: Imagine the actors in a play getting a grade or a score based on their performance. In learning, your teacher might give you a quiz or a test to see how well you understood the lesson. It’s like a way of checking how much you’ve learned.
Step-9: Enhance Retention and Transfer: Finally, after watching a play, you might remember the story and talk about it with your friends. In learning, your teacher will help you remember what you learned and use it in real life. They might ask you to think about how you can use the new knowledge or skills in different situations.
So, Gagne’s Nine Events of Instruction are like the different parts of a play that make learning interesting and fun. Each part helps you understand, remember, and use what you learn in a better way. Just like a play, learning can be an exciting experience with the help of these nine events!
Example-2: Imagine you’re in a classroom, and your teacher wants to teach you about the solar system.
Step-1: Gain Attention: Imagine you’re in a classroom, and your teacher wants to teach you about the solar system. To grab your attention, your teacher might start the lesson by showing a video of astronauts floating in space or by asking an intriguing question like, “Did you know there are planets in our solar system made of gas?”
Step-2: Inform Learners of Objectives: After capturing your attention, your teacher will explain what you’re going to learn. They might say, “By the end of this lesson, you will be able to name the planets in our solar system and understand their characteristics.”
Step-3: Stimulate Recall of Prior Knowledge: To activate your prior knowledge, your teacher might ask, “What do you already know about the solar system?” You can share what you remember, such as “The sun is at the center of the solar system” or “Earth is one of the planets.”
Step-4: Present the Content: Now, your teacher will present the content about the solar system. They might use a big poster with pictures of the planets, explain their sizes, distances from the sun, and interesting facts about each planet. They might also show a video that takes you on a virtual tour of the solar system.
Step-5: Provide Learning Guidance: To help you understand the information better, your teacher might use models or objects to demonstrate the relative sizes of the planets. They might provide you with a worksheet where you can fill in the names of the planets or engage in a class discussion where you can ask questions and get explanations.
Step-6: Elicit Performance: After learning about the solar system, your teacher might divide you into groups and ask each group to create a model of the solar system using balloons and small balls. You’ll have to place the balls at different distances from the balloon representing the sun to show the planets’ positions. This activity allows you to apply what you’ve learned and showcase your understanding.
Step-7: Provide Feedback: Once you and your group have completed your model, your teacher will walk around and provide feedback. They might say, “Great job! Your model shows the correct order of the planets, but remember that Jupiter is the largest planet, so you could make its ball bigger.”
Step-8:Assess Performance: To assess your understanding, your teacher might give you a short quiz with questions like, “Which planet is known as the ‘Red Planet’?” or “Which planet is closest to the sun?” This helps your teacher see how well you grasped the content and identify any areas that need further clarification.
Step-9:Enhance Retention and Transfer: To help you remember what you learned and apply it outside the classroom, your teacher might ask you to create a poster about the solar system at home. You can include facts about each planet, draw pictures, and display it in your room or share it with your family. This activity reinforces what you learned and allows you to transfer your knowledge to real-life situations.
So, in this example, Gagne’s Nine Events of Instruction were used to teach you about the solar system. Each event played a role in making the lesson engaging and effective, from capturing your attention with exciting visuals to assessing your performance and enhancing your retention of the information.
Example-3: Let’s dive into a detailed explanation of each of Gagne’s Nine Events of Instruction using an example of learning how to ride a bicycle.
Step-1: Gain Attention: Imagine you’re in a park, and your parent or guardian wants to teach you how to ride a bicycle. They begin by showing you a colorful bicycle with streamers on the handlebars and explaining how much fun it is to ride a bike and explore the outdoors.
Step-2: Inform Learners of Objectives: Your parent or guardian tells you that the objective of the lesson is to learn how to balance on the bicycle, pedal smoothly, and steer safely. They emphasize that by the end of the lesson, you will be able to ride a bicycle independently.
Step-3: Stimulate Recall of Prior Knowledge: They ask you if you remember anything about bicycles or if you have seen anyone riding a bicycle before. You recall seeing other kids riding bikes in the park and mention that you know bicycles have two wheels and pedals.
Step-4: Present the Content: Now, your parent or guardian presents the content of the lesson. They start by explaining the different parts of the bicycle, such as the handlebars, seat, pedals, and brakes. They demonstrate how to sit on the bicycle, hold the handlebars, and place your feet on the pedals.
Step-5: Provide Learning Guidance: Your parent or guardian guides you through the process step by step. They show you how to use your feet to push off from the ground, find your balance, and start pedaling. They also demonstrate how to use the brakes to stop the bike safely and how to steer by turning the handlebars.
Step-6: Elicit Performance: Now it’s your turn to practice! Your parent or guardian supports you as you get on the bicycle and start pedaling. They hold onto the back of the seat to provide stability and ensure your safety. They gradually let go as you gain confidence and balance, allowing you to ride on your own.
Step-7: Provide Feedback: As you ride the bicycle, your parent or guardian gives you feedback on your progress. They might say, “Great job! You’re pedaling smoothly and keeping your balance. Remember to look ahead and steer gently when you want to change direction.” They provide positive reinforcement and constructive advice to help you improve.
Step-8: Assess Performance: Your parent or guardian sets up a small course with cones or markers and asks you to navigate through it. They observe your performance, noting how well you maintain balance, steer, and use the brakes. This assessment helps them determine your proficiency and identify areas where you may need more practice.
Step-9: Enhance Retention and Transfer: After the lesson, your parent or guardian encourages you to practice riding the bicycle regularly. They take you on bike rides in the park, providing opportunities for you to apply what you’ve learned and further develop your skills. This repetition and real-world application help solidify your ability to ride a bicycle.
In this example, Gagne’s Nine Events of Instruction were employed to teach you how to ride a bicycle. Each event was designed to engage you, provide clear objectives, activate prior knowledge, present the content, guide your learning, allow you to practice, provide feedback, assess your performance, and facilitate retention and transfer of the skill. By following these events, the learning experience becomes structured, interactive, and effective.
Merrill’s First Principles of Instruction — Adding the Finishing Touches
Merrill’s First Principles of Instruction is a framework provides a systematic approach to designing effective instruction by incorporating cognitive science principles. It consists of five principles that guide the instructional design process.
1.Learning is facilitated when learners are engaged in solving real-world problems.
This principle emphasizes the importance of providing learners with authentic and meaningful tasks that reflect real-world challenges. By presenting learners with problems to solve, they become actively engaged in the learning process. This engagement enhances their motivation, helps them connect new information to prior knowledge, and promotes the transfer of learning to real-life situations.
To add the finishing touches, instructional designers should ensure that the problems or tasks presented to learners are relevant, challenging, and aligned with the desired learning outcomes. They should consider the learners’ backgrounds, interests, and skill levels to create problem-solving scenarios that are meaningful and engaging.
2.Learning is facilitated when existing knowledge is activated as a foundation for new knowledge.
This principle highlights the importance of building upon learners’ existing knowledge and experiences. When learners can connect new information to what they already know, it enhances their understanding and retention of the new concepts. Instructional designers can activate prior knowledge by using pre-assessments, advance organizers, or by explicitly connecting new content to relevant and familiar experiences.
To add the finishing touches, instructional designers should carefully analyze the target audience’s prior knowledge and consider how to effectively activate it. They can design activities or exercises that require learners to recall and apply their existing knowledge in the context of the new content. By doing so, they create a strong foundation for the acquisition of new knowledge and skills.
3.Learning is facilitated when new knowledge is demonstrated to the learner.
This principle emphasizes the importance of providing learners with clear demonstrations of the new knowledge or skills they are expected to acquire. Instructional designers should focus on creating explicit examples, models, or demonstrations that showcase the correct application of the desired knowledge or skills. Demonstrations can take various forms, such as videos, simulations, case studies, or step-by-step instructions.
To add the finishing touches, instructional designers should ensure that the demonstrations are carefully crafted, accurate, and accessible to the learners. They should consider using a variety of media and formats to cater to different learning preferences and provide multiple examples that showcase the desired knowledge or skills from different perspectives.
4.Learning is facilitated when new knowledge is applied by the learner.
This principle emphasizes the importance of providing learners with opportunities to practice and apply the newly acquired knowledge or skills. Active engagement in applying the knowledge leads to deeper understanding and improved retention. Instructional designers should design authentic and relevant practice activities that allow learners to actively use and manipulate the new knowledge or skills in different contexts.
To add the finishing touches, instructional designers should ensure that the practice activities are aligned with the learning objectives and provide appropriate levels of challenge. They should provide feedback and guidance during the practice phase to help learners refine their understanding and correct any misconceptions. Additionally, designers should consider incorporating opportunities for collaborative or social learning to promote peer interaction and knowledge sharing.
5.Learning is facilitated when new knowledge is integrated into the learner’s daily life.
This principle focuses on promoting the transfer of learning from the instructional context to real-life situations. Instructional designers should help learners see the practical applications and relevance of the acquired knowledge in their daily lives. They can achieve this by providing opportunities for reflection, encouraging learners to make connections between the new knowledge and their own experiences, and providing guidance on how to transfer the knowledge to different contexts.
To add the finishing touches, instructional designers should create opportunities for learners to reflect on their learning and consider how they can apply the knowledge or skills in their personal or professional lives. They can design activities that require learners to transfer the knowledge to different scenarios or create opportunities for learners to discuss and share their experiences with others.
In conclusion, Merrill’s First Principles of Instruction provide a comprehensive framework for designing effective instruction. By incorporating these principles and adding the finishing touches, instructional designers can create engaging, meaningful, and impactful learning experiences that promote deep understanding, retention, and the transfer of knowledge to real-world contexts.
Example-1
How to ride a bicycle?
1.Solve real-world problems:
In this principle, the learner is engaged in solving a real-world problem of learning how to ride a bicycle. They are faced with the challenge of balancing, pedaling, and steering the bike to move forward. By providing them with this authentic task, they become motivated to learn and actively participate in the learning process.
2.Build on existing knowledge:
Before attempting to ride a bicycle, learners may have some prior knowledge or experiences related to balancing or moving on wheels. The instructional designer can activate this prior knowledge by reminding learners of their experiences with tricycles or scooters, which serve as a foundation for understanding the concept of balancing on a bicycle.
3.Show how it’s done:
To demonstrate riding a bicycle, the instructional designer can provide clear examples or models. They can use visual aids, videos, or even a live demonstration to showcase the correct technique of balancing, pedaling, and steering. By observing these demonstrations, learners get a clear understanding of how to apply the knowledge in practice.
4.Practice and apply:
After the demonstration, learners need opportunities to practice riding a bicycle themselves. This can involve guided practice sessions where they start with training wheels or have someone hold the bike while they get a feel for the motion. As they gain confidence, they can gradually practice riding without assistance. The practice allows learners to actively apply the knowledge they acquired during the demonstration, helping them develop their skills.
5.Connect to daily life:
To connect the learning to daily life, the instructional designer can emphasize the benefits and practical applications of riding a bicycle. They can discuss how cycling can be a means of transportation, a form of exercise, or a recreational activity. By highlighting the relevance of riding a bicycle in various contexts, learners can understand the value and transferability of their new skill.
By incorporating these principles and adding the finishing touches, the instructional designer ensures that the learner is engaged in solving the real-world problem of riding a bicycle, building on their existing knowledge, demonstrating the correct technique, providing opportunities for practice, and connecting the skill to their daily life experiences. This comprehensive approach facilitates effective learning and skill development.
Example-2:
How to bake a cake?
1.Solve real-world problems:
Imagine a learner who wants to learn how to bake a cake for a special occasion. The real-world problem they are facing is how to successfully prepare a delicious cake from scratch. By providing them with this authentic task, the learner becomes engaged and motivated to learn the necessary steps and techniques.
2.Build on existing knowledge:
The learner may have some prior knowledge about basic cooking techniques or may have observed others baking in the past. The instructional designer can activate this existing knowledge by asking the learner to recall their experiences with cooking, such as mixing ingredients or following a recipe. This connection helps the learner understand that baking a cake builds upon their existing cooking skills.
3.Show how it’s done:
The instructional designer can provide clear demonstrations of each step involved in baking a cake. They might present videos, illustrations, or step-by-step instructions that showcase the correct techniques for measuring ingredients, mixing the batter, and baking the cake. By visually demonstrating the process, the learner gains a clear understanding of each stage.
4.Practice and apply:
To reinforce learning, the learner needs opportunities to practice and apply their skills.They can start by following a simplified recipe with step-by-step instructions and guidance. The instructional designer can provide practice exercises, such as measuring ingredients or mixing the batter, to ensure the learner gains hands-on experience. Through practice, the learner becomes more comfortable with the process and gains confidence in their abilities.
5.Connect to daily life:
The instructional designer can emphasize the practical applications of baking a cake in the learner’s daily life. They can discuss how baking can be a way to celebrate special occasions, share joy with family and friends, or even pursue a hobby or potential business opportunity. By highlighting the relevance of cake baking, the learner sees the value and can connect the skill to their personal experiences.
By following Merrill’s First Principles of Instruction, the instructional designer ensures that the learner is engaged in solving the real-world problem of baking a cake, building upon their existing knowledge, demonstrating the correct techniques, providing opportunities for practice, and connecting the skill to their daily life. This comprehensive approach facilitates effective learning and skill development, enabling the learner to successfully bake a delicious cake.
Example-3: example of learning how to play the guitar:
1.Solve real-world problems:
In this example, the learner’s real-world problem is learning how to play the guitar. They want to be able to strum chords, play melodies,and eventually perform songs.By presenting the learner with this authentic task, they become motivated to learn and engage in the learning process.
2.Build on existing knowledge:
The learner may have some prior knowledge or experience with music, such as understanding basic rhythms or recognizing different musical notes. The instructional designer can activate this existing knowledge by relating guitar playing to the learner’s previous musical experiences. For example, they can explain how guitar chords and notes correspond to musical concepts the learner is already familiar with.
3.Show how it’s done:
To demonstrate guitar playing, the instructional designer can provide clear examples and models. This can be done through video tutorials, audio recordings, or live demonstrations. The demonstrations should cover various techniques, such as finger placement, strumming patterns, and chord progressions. By observing these demonstrations, the learner gains a visual and auditory understanding of how to play the guitar.
4.Practice and apply:
After the demonstrations, the learner needs opportunities to practice playing the guitar themselves. This can involve guided practice sessions where they start with basic chords and gradually progress to more complex patterns and songs. The instructional designer can provide exercises and practice materials, along with feedback and guidance, to help the learner refine their skills. Regular practice allows the learner to apply the knowledge and techniques they have acquired.
5.Connect to daily life:
To connect guitar playing to daily life, the instructional designer can emphasize the practical applications and benefits of playing the guitar. They can discuss how it can be a form of self-expression, a means of relaxation, or even a social activity when playing with others. By highlighting the relevance of guitar playing in different contexts, the learner sees the value and can connect the skill to their personal experiences.
By incorporating these principles and adding the finishing touches, the instructional designer ensures that the learner is engaged in solving the real-world problem of playing the guitar, building upon their existing musical knowledge, demonstrating correct techniques, providing opportunities for practice, and connecting the skill to their daily life. This comprehensive approach facilitates effective learning and skill development, enabling the learner to become proficient in playing the guitar.
Example-4:How to swim?
1.Solve real-world problems:
In this example, the learner’s real-world problem is learning how to swim. They want to be able to navigate through the water, stay afloat, and move efficiently. By presenting the learner with this authentic task, they become motivated to learn and engage in the learning process.
2.Build on existing knowledge:
The learner may have some prior knowledge or experience with water, such as understanding basic water safety rules or having some familiarity with being in the water. The instructional designer can activate this existing knowledge by reminding the learner of their experiences with water activities, such as bathing or playing in a pool. This connection helps the learner feel more comfortable and confident in the water.
3.Show how it’s done:
To demonstrate swimming, the instructional designer can provide clear examples and models. This can be done through videos, illustrations, or in-person demonstrations. The demonstrations should cover various techniques, such as proper body positioning, kicking, and arm movements. By observing these demonstrations, the learner gains a visual understanding of how to swim and can mimic the correct techniques.
4.Practice and apply:
After the demonstrations, the learner needs opportunities to practice swimming themselves. This can involve guided practice sessions in a safe and controlled environment, such as a swimming pool with a qualified instructor. The instructional designer can provide exercises and drills to help the learner practice specific skills, such as floating, kicking, and coordinated movements. Regular practice allows the learner to apply the knowledge and techniques they have acquired and build their swimming abilities.
5.Connect to daily life:
To connect swimming to daily life, the instructional designer can emphasize the practical applications and benefits of swimming. They can discuss how swimming can be a form of exercise, a recreational activity, or even a valuable life-saving skill. By highlighting the relevance of swimming in different contexts, such as water safety or leisure activities, the learner sees the value and can connect the skill to their personal experiences.
By incorporating these principles and adding the finishing touches, the instructional designer ensures that the learner is engaged in solving the real-world problem of swimming, building upon their existing knowledge and experiences, demonstrating correct techniques, providing opportunities for practice, and connecting the skill to their daily life. This comprehensive approach facilitates effective learning and skill development, enabling the learner to become confident and proficient in swimming.
Example-5:how to use a spreadsheet software like Microsoft Excel:
1.Solve real-world problems:
In this example, the learner’s real-world problem is learning how to effectively use a spreadsheet software for data analysis and organization. They want to be able to create formulas, format data, and generate meaningful insights. By presenting the learner with this authentic task, they become motivated to learn and engage in the learning process.
2.Build on existing knowledge:
The learner may have some prior knowledge or experience with basic computer skills, such as navigating through software interfaces or understanding file management. The instructional designer can activate this existing knowledge by relating spreadsheet software to the learner’s previous computer experiences. For example, they can explain how a spreadsheet is similar to a table or how formatting cells is similar to formatting text in a word processor.
3.Show how it’s done:
To demonstrate the usage of a spreadsheet software, the instructional designer can provide clear examples and models. This can be done through video tutorials, screen recordings, or step-by-step instructions with screenshots. The demonstrations should cover various functionalities, such as creating formulas, sorting data, and creating charts. By observing these demonstrations, the learner gains a visual understanding of how to use the software and can follow along with the demonstrated tasks.
4.Practice and apply:
After the demonstrations, the learner needs opportunities to practice using the spreadsheet software themselves. This can involve guided practice exercises or hands-on activities where the learner can actively work with the software and apply the techniques they learned. The instructional designer can provide practice datasets, problem-solving scenarios, and feedback to help the learner refine their skills. Regular practice allows the learner to apply the knowledge and techniques they have acquired and become proficient in using the spreadsheet software.
5.Connect to daily life:
To connect the usage of a spreadsheet software to daily life, the instructional designer can emphasize the practical applications and benefits. They can discuss how spreadsheets can be used for personal budgeting, business analysis, or data management. By highlighting the relevance of spreadsheet software in various contexts, the learner sees the value and can connect the skill to their personal or professional experiences.
By incorporating these principles and adding the finishing touches, the instructional designer ensures that the learner is engaged in solving the real-world problem of using a spreadsheet software, building upon their existing knowledge, demonstrating correct techniques, providing opportunities for practice, and connecting the skill to their daily life. This comprehensive approach facilitates effective learning and skill development, enabling the learner to become proficient in using a spreadsheet software for data analysis and organization.
