FIRST PRINCIPLES OF INSTRUCTION
At the article we can see that preliminart reported five first
principles. There are three properties of the principles. First one learning
from a given programe will help direct proportion to it’s implemantation of
first principles. Second one; their instruction can be implemented any system.
Third one; they are design orrented or prescriptive rather than learning
oriented or descriptive. Let’s look these principles;
The first principles relates to problem-centered instruction when
students are engaged in solving real-worlds problem, learning is promoted. With
this principle, students are engaged at the problem or task level and they
solve problem sor a progression. Most theorist would agree that solving a
single problem is not effective. First students should start with a less
complex problem. Thus students’ skill successfully increase until they are able
to solve complex problems.
Second principle is activation, learning is promoted when relevant
previous experience is activated. Learners are provided relevant experience
that can be used as a foundation fort he new knowledge, they are ancourage to
recall a structure that can be used to organize the new knowledge. Students
previous experience can be activated by an appropriate opportunity to
demonstrate what they already know. This activity helps students recall
previous experience or providing relevant experience.
Third principle is demonstration, this principle is showing about what is
to be learned rather than merely telling information. Providing with
appropriate learner guidance is also importsnt for demonstration. The learner
guidance including some of the following ; learners are director to relevant
information, multiple representations are used fort he demonstrations or
multiple demonstrations are explicitly compared. The other important thing is
media. Because multimedia compete for attention and therefor increase the
cognitive load fort he student.
Fourth principle is application , with this princiiple learners are
required to use their new knowledge or skill to solve problems. Affing proctice
to information and examples increases learning. Most instructional desing
theories advocate application of knowledge and skills as a necessary condition
for effective learning. At application phase, practise consistency, diminishing
coaching and varied problems are significant. All theories advocate some form
of feedback as anecessary condition for learning and making errors is a
consequence of problem solving.
Final principle is integration. At this phase, learners are given an
opportunity to publicly demonstrate their new knowledge or skill. They can
reflect on discuss and defend their new knowledge. Learners have integrated
instruction into their lives when they are able to demonstrate improvement in
skill to defend and modify their new knowledge to us in everyday life.
Creating, revising, editing, synthesizing and refocusing are important final
phases of a learning experience.
Finally there are different representative instructional theories like;
Star Legacy, 4-MAT, Instructional Episode, Multiple Approaches to
Understanding,Colloborative Problem Solving, Constructivist Learning
Environments, 4C/ID, Learning by Doing but this theories and models didn’t
reviewed different firts principles.
