In “First Principles of Instruction”, Merrill illustrates how various instructional theories commonly incorporate five basic principles of instructional design; that learning is promoted when it is problem centered, integrated, activated, applied, and demonstrated (2002). In trying to understand these principles and how they are applicable to my current workplace, I considered the instructional model that is widely encouraged and disseminated at the post-secondary institution where I teach; the BOPPPS model. The BOPPPS model is an instructional design tool meant to help novice instructors who have little or no foundational knowledge in instructional design, to more easily create or build quality lesson plans for their courses.
The name of this instructional model, BOPPPS, is an acronym for the various phases of the model; the Bridge-In, Objective, Pre-assessment, Participatory, Post Assessment and Summary phases. Upon analyzing the various phases of this model, it becomes clear that the model does, or at least has the capacity to incorporate the basic principles of instructional design as described by Merrill. The Bridge-in and Objective phases are used to draw in and engage a learner, and articulate the main outcomes of a given lesson. These phases dictate that the instructor should let the learner know what they will be learning, why they should want to learn it, and why it might be meaningful for them to do so. Here, the learners may be asked to recall, or reflect on past lessons so the instructor can connect the learning objectives to those past lessons in order to make it relevant. The instructors can also frame the learning outcome in an authentic, real-world context as a problem that requires a solution. Being able to solve the problem, is what will motivate the learner to acquire the skills to do so. Surveying the class to identify areas of existing knowledge or skills relevant to the topic is what’s done in the Pre-assessment phase, which can help the learners to link the new knowledge they will learn to existing schema and constructs already in their repertoire. These phases are in keeping with the basic instructional principles that learning is promoted when it is problem-centered, when existing knowledge is activated as a foundation for new knowledge, and when it is integrated into the learner’s frame-of reference (Merrill, 2002).
The Participatory phase of BOPPPS, is where the instructor selects which specific methods they will use to actually impart the new knowledge to the learner. This is where the principle, that learning is promoted when the new knowledge is demonstrated to learner, can be (and often is) showcased. BOPPPS doesn’t limit the participatory phase to one activity, but rather allows for and encourages multiples means of representation or portrayal of a new concept or skill. This is in keeping with aspects of the demonstration principle; that presentation of information alone is often not an effective means of instruction. (Merrill, 2002). When the learner is provided an opportunity to practice, or return demonstrate the skill within this participatory phase, or even into the Post-assessment phase, the instructor can check for learning and reconnect the learning back to the learning objective. The learner may be challenged to employ the new knowledge or skill in order to solve the original problem or address the learning outcome. This illustrates the principles that learning is promoted when new knowledge is applied, when it can be integrated into a real-world context, as well as further supporting the principle that learning occurs when it is problem-centered. Integration can be further bolstered in the Summary phase. Here, the learners can be invited to expand upon their learning, to take their new knowledge with them into their own lives and explore the applicability of the new knowledge or skill in different, and authentic contexts.
Like Merrill, I make no claims that these basic principles exhaustively, nor absolutely explain the rationale or basis for this particular instructional model. However, reflecting on how Merrill’s first principles are, or can be integrated into the BOPPPS model, does provide me with a renewed perspective on how to employ the BOPPPS model to develop more effective lessons in my work.
References
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. doi:10.1007/BF02505024
September 21, 2019 at 6:53 pm
Hello Laren, thankyou for sharing a very insightful and instructive blog. I am a fan of Merrill’s (2002) First Instruction of Principles and BOPPPS teaching mode. It is considered to be an effective teaching method to maximize the realization of “student-centered, teacher-centered” education concept.
Carrying out the BOPPPS teaching mode in the course of cross-cultural communication makes a beneficial attempt on the cultivation of cross-cultural communicative competence.
As you know no single theory fits every scenario or learners for that matter. Studies show effective teaching design has troubled educational experts and practitioners for a long time. However, the teacher-centered teaching process often ignores another teaching subject – acceptance effect of students. I am curious if were able to find some data and details on this particular challenge. Also, how this challenge affects your environment of Academic teaching?
References
C. J. Tan, H. F. Zhou, Y. Liu, and L. L. Jia, “Instructional skills training based on Canada model,” Computer Education, vol. 4, pp. 47-50, December 2014
Cuo Jun, Cheng Shanghai, Pan Xinzheng. Research on the Application of BOPPPS Teaching Model based on Blue Moo Cloud Class in Teaching [J]. Science Technology and Economics, 2018,26 (13): 94-95.
J. Allan, “Learning outcomes in higher education,” Studies in Higher Education, vol. 1, pp. 93-108, January 1996.
September 22, 2019 at 4:12 pm
Hi Tehreem,
Thanks for the comment. I have not yet read about the acceptance effect that you mentioned, so I couldn’t speculate on the affect it has on my work environment. Sounds very interesting though! I’ll do some further reading and see what I come up with.
September 23, 2019 at 8:53 am
Hi, Laren. I enjoyed reading your post as I have used the BOPPPS model for many years. I agree that it aligns well with Merrill’s first principles, as you have described. I was introduced to BOPPPS in the Instructional Skills Workshop (ISW) and Facilitator Development Workshop (FDW) back in 2005. Although learners, teaching methods and technology have changed significantly since that time, I still primarily use this model and am glad to see it still in use in a Canadian institution and in fields beyond my own (English language acquisition).
I found it interesting that neither Merrill’s principles nor BOPPPS includes motivation as a specific instructional proposition. I agree with Merrill’s statement that the “glitz, animation, multimedia, and games [used as motivational elements in instruction] for the most part… have a temporary effect on motivation” (p. 50) and that “the real motivation for learners is learning” (Ibid). As a teacher of English as a Foreign Language (EFL), I find this to be true. No amount of glitz in my lessons provides lasting motivation for my students to learn. As nursing is so different from language acquisition, I’m curious as to whether you’ve observed the same.