MERRILL’S

PRINCIPLE OF
INSTRUCTIONS

REPORTER: DAN HANZEN B. AVERGONZADO

DAVID MERRILL
• M. David Merrill is an education researcher
specializing in instructional design and
technology.
• In his study of instructional design theories and
models, educational researcher David Merrill
identified and focused on these five
principles: problem-centric, activation,
demonstration, application, and integration.
WHAT IS INSTRUCTIONAL DESIGN?

Instructional Design is the process of using our knowledge of how people learn
to guide our choices of instructional sequences and strategies to meet the needs
of the learners and desired learning outcomes.
PROBLEM CENTRIC

Merrill said, “Truly effective learning experiences are rooted in problem-

solving.” Problem-solving learning experiences are a practical use of a
learner’s time and money. Many instructional designers believe problem-
centered programs are a more ethical design choice because they’re of more
value to the learner. Learners relate to the subject because it’s a relevant
problem that captures their interest and engages their curiosity.
ACTIVATION

• First, activate the learner’s existing knowledge on the topic or their memory
of an experience related to the topic. Relate new information to that existing
knowledge or memory. Help them make connections and build new
knowledge upon what they already know.
• If they have no relevant prior experience or knowledge, help them get a basic
understanding before introducing more complex ideas.
DEMONSTRATION

Merrill said, “Educators must show vs. tell.” At this phase, learners are watching, not yet
doing. The learner must observe the process and see how it works in real life. Depending on
the topic, you can use videos, real-life demonstrations, infographics, and/or role playing to:
•    Demonstrate new information, such as steps and procedures.
•    Show a process in a real or simulated situation.
•    Point out conditions, risks, possibilities, and consequences.
•    Show scenarios of progressing complexity.
.
APPLICATION

Merrill believed answering multiple-choice, short-answer, or matching

questions which rely only on a learners’ memory isn’t sufficient for the
application aspect of learning. He believed learners should actually do what
they’re learning in the context of a real-world problem.
• Help learners apply new knowledge and learn from any mistakes. Provide
guidance at the start, if needed, and then gradually reduce support.
Example: RETREIVAL PRACTICE
INTEGRATION

Finally, the learner must transfer and integrate the new knowledge into their life. Help the
learner define how they will apply their new knowledge at work. Give them opportunities to:
•    Reflect on the new knowledge and discuss or write about how they will use it at work.
•    Try out the new practice/skill at work and report back.
•    Collaborate with peers on a task or solve a problem together using what they’ve learned.
•    Teach someone else what they’ve learned.
REFERENCES:

• https://www.wbtsystems.com/learning-hub/blogs/merrills-principles-of-instructi
on#:~:text=In%20his%20study%20of%20instructional,demonstration%2C%20a
pplication%2C%20and%20integration
.

• https://
www.wbtsystems.com/learning-hub/blogs/learning-science-retrieval-practice

• https://instructionaldesign.com.au/merrills-instructional-design-principles/