First Principles of Instruction, created by M. David Merrill,[1] Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories.[2] First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.[3] These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains.

http://www.academia.edu/3538706/Gardner_J._2010_._Applying_Merrills_first_p...

First Principles of Instruction, created by M. David Merrill,[1] Professor Emeritus at Utah State University, is an instructional theory based on a broad review of many instructional models and theories.[2] First Principles of Instruction are created with the goal of establishing a set of principles upon which all instructional theories and models are in general agreement, and several authors acknowledge the fundamental nature of these principles.[3] These principles can be used to assist teachers, trainers and instructional designers in developing research-based instructional materials in a manner that is likely to produce positive student learning gains.

http://www.academia.edu/3538706/Gardner_J._2010_._Applying_Merrills_first_p...

Task/Problem-Centered - 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 real-world 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.

First Principles of Instruction is similar to other task-centered instructional theories (e.g. Van Merriënboer’s Four Component Instructional Design Model [6]) in that it 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. First Principles is different that problem-based-learning, however, in that it provides more guidance and demonstration to students which is reduced as students gain expertise.