scholarly journals Considering How to Use First Principles of Instruction and Video Technologies to Support Teachers’ Professional Learning in Mathematics Education

2021 ◽  
Vol 21 (68) ◽  
Author(s):  
Drew Polly ◽  
Art Recesso ◽  
Michael J. Hannafin
Keyword(s):  
Mathematics Education ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
First Principles ◽  
Learning Experiences ◽  
First Principles Of Instruction ◽  
Research And Practice ◽  
Learner Centered ◽  
Principles Of Instruction

Los principales principios de instrucción de Merrill proporcionan un marco para el diseño de instrucción centrada en el alumno. En este artículo examinamos cómo esos Principios de Instrucción proporcionan un marco para examinar formas efectivas de aprovechar el uso de tecnologías de video para mejorar el diseño e implementar el aprendizaje profesional para los profesores de matemáticas. Sintetizamos los Primeros Principios de la Instrucción, el ciclo de lecciones Launch-Explore-Discuss en matemáticas (Polly, 2017b; Tools4NCTeachers, s.f.), y los principios del aprendizaje profesional centrado en el alumno (Polly y Hannafin, 2010). Luego describimos viñetas sobre cómo las tecnologías de video pueden mejorar las experiencias de aprendizaje profesional que se alinean con los Primeros Principios de Instrucción y el aprendizaje profesional centrado en el alumno. Cerramos con implicaciones y recomendaciones para la investigación y la práctica para futuros esfuerzos. Merrill’s First Principles of Instruction provide a framework for the design of learner-centered instruction. In this article we examine how those Principles of Instruction provide a framework to examine effective ways to leverage the use of video technologies to enhance the design and implement professional learning for mathematics teachers. We synthesize the First Principles of Instruction, the Launch-Explore-Discuss lesson cycle in mathematics (Polly, 2017b; Tools4NCTeachers, n.d.), and principles of learner-centered professional learning (Polly & Hannafin, 2010). We then describe vignettes about how video technologies can enhance professional learning experiences that align to the First Principles of Instruction and learner-centered professional learning. We close with implications and recommendations for research and practice for future endeavors.

Designing an Accelerated Graduate Evaluation Course Using the First Principles of Instruction and Interactive Media

2019 ◽  
Vol 48 (4) ◽  
pp. 493-517
Author(s):  
Joel Gardner ◽  
Matt Barclay ◽  
Younghee Kong ◽  
Carolyn LeVally
Keyword(s):  
First Principles ◽  
Teaching And Learning ◽  
Interactive Media ◽  
Master's Program ◽  
First Principles Of Instruction ◽  
Performance Technology ◽  
Technology Students ◽  
Course Redesign ◽  
And Performance ◽  
Principles Of Instruction

Evaluation skills are complex and require careful design to teach effectively. In our master’s program in Instructional Design and Performance Technology, students experienced unnecessary difficulty in our evaluation course. To facilitate students’ success, we redesigned the course using interactive media and the first principles of instruction, a comprehensive, research-based approach to creating quality teaching and learning. This article describes the obstacles identified in the initial evaluation course and how we worked to reduce their impact using interactive media and the first principles of instruction in the course redesign. We share course redesign results and make recommendations for designing evaluation courses.

scholarly journals Assessment of Indonesian Higher Education Students’ Critical Thinking Based on Merrill’s First Principles of Instruction

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Endang Mastuti Rahayu ◽  
W. Bandjarjani
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Action Research ◽  
First Principles ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Principles Of Instruction ◽  
Classroom Action Research ◽  
Principles Of Instruction

Studies in Indonesian Higher Education students’critical thinking skills, have shown that they still need reinforcement. Hereby, Merrill’s First Principles of Instruction offers steps of activities to facilitate this. This article reports the results of a case study on the assessment of Indonesian Higher Education students’critical thinking skills in each step of Merrill’s First Principles of Instruction (Problem, Actication, Demonstration, Application, and Integration) during Classroom Action Research Course for students of batch 2017 of English Language Education Department. Through descriptive qualitative analysis of assessment rubric of critical thinking, it was found that the assessments given in each step of Merrill’s First Principles of Instruction could trigger the students’ critical thinking skills assisting them to manage to formulate proposal for conducting Classroom Action Research. This provides insights to craft assessment in line with Merrill’s First Principles of Instruction as to promote students’ critical thinking skills. Therefore, it could be suggested for other researchers to conduct similar research using more careful and detailed criteria of critical thinking rubric when implementing Merrill’s First Principles of Instruction.

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