M. David Merrill wrote a very intriguing article regarding the “four phases of learning” (Merrill, 2002). I found this article really resonated with my teaching style and what I try to bring into my classroom for my students. Through this article, Merrill focuses on problem-centered instruction. Problem-centered instruction is not a new theory, this is a concept that has been around for decades. Merrill cites, “much of the current work in cognitive psychology has shown that students learn better when engaged in solving problems” (Mayer, 1992a, p. 45). In fact, when I was a University student, I found that this type of instruction helped me understand the content better and put the content into use. By learning through a problem, I felt I was better equipped to handle problems and implement the teachings.
I was recently hired to teach Business Finance courses at a University and had to switch my mindset from student to teacher. I spent a lot of time reading about different teaching philosophies as I was quite nervous to teach my first class ever. Not only was it my first time teaching, I was teaching a full course load of four courses. Nervous was an understatement. So I took to the internet and brought in a few different teaching and learning theories from educators and professionals that I admired. For example, the idea of mastery from Salman Khan. I have setup my classes so that the basic content is mastered before we move on the more complex questions or real-life questions. The theories from the different educators and professionals that I brought together in order to create my instructional design process closely align to Merrill’s four phases: “… (a) activation of prior experience, (b) demonstration of skills, (c) application of skills, and (d) integration of these skills into real-world activities” (Merrill, 2002, p. 44). Merrill goes on to elaborate that problem-centered instruction along with four other phases of effective instruction: activation, demonstration, application, and integration, are the focus of the theories stressed by Merrill (Merrill, 2002, p. 44).
Activation “learning is promoted when relevant previous experience is activated” (Merrill, 2002, p. 46). The activation phase is shown in my teachings during the beginning of class when we do a class review session on the chapter that the class has read and taken study notes on. Demonstration “learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned” (Merrill, 2002, p. 47). This phase occurs right after activation with a quiz. The quiz provides examples and allows my students to put their learning into use. Application “learning is promoted when learners are required to use their new knowledge or skill to solve problems” (Merrill, 2002, p. 49). The application phase is put into practice when we, as a class, begin working through simple problems to recall their reading and put it into use with some basic level practice. Problem-centered “learning is promoted when learners are engaged in solving real-world problems” (Merrill, 2002, p. 45). I find this is best to incorporate into my teaching closer to the end of each class. Student feedback shows that they find the case problems, which are based off of real-life events, to be really helpful with their course learning and development. The integration and problem-centered phases correlate as both are put into practice through completing real life cases or situations. Integration “learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life” (Merrill, 2002, p. 50). The integration phase occurs when students go to complete their homework after class; they are able to put their learnings into further practice and then provide a reflection on the chapter through an online discussion group.
We are one month in, coming up to the first set of midterms and so far so good. Students are responding positively to the instructional design format and finding that they are getting a good grasp on the content through the different levels of learning that take place within one class.
References:
Merrill, M.D. ETR&D (2002) 50: 43. https://doi-org.ezproxy.royalroads.ca/10.1007/BF02505024
Mayer, R.E. (1992a). Thinking, problem solving, cognition (2nd Ed.). New York: W.H. Freeman.
Hi Leigha! Reading your methodology and rationale behind your teaching reminded me of when I use to teach! It’s very clear that you give opportunities for your students to learn in a safe and engaging environment, which is really important. It’s also really great to hear that you’re doing this at the university level. Often professors teach using lecture style and don’t really incorporate instructional strategies to engage their students.
Are you the only one teaching Business Finance courses? I found that getting together with other professors/instructors was really useful when I first got into teaching. We were able to share resources, strategies and offer support too!
Thank you Eunice!
I’m trying đŸ™‚ It’s all new to me, so I’m giving it my best shot!
Yes, I am only teaching Business Finance. I’m working on a new way of teaching this type of material. I actually went to the University where I am teaching now and with the major shift in how the CPA is working, I wanted to work to change the way we teach in Universities to try and have these two correlate. I’m hoping to engage with our Teaching Excellence Centre and have input on my instructional design once this semester is over. I’m then hoping, we can moving all Business Finance course to a similar type of design format. đŸ™‚