David Merrill’s Component Display Theory :: Teaching Education Essays

David Merrills Component boast Theory IntroductionDavid Merrills Component Display Theory is based primarily on the same assumptions as Robert Gagnes Events of Instruction. They both agree that different types of learning require different types of procedures for teaching as well as different types of assessment means. However, the component discover theory is primarily concerned with teaching individual concepts and arranges counseling to provide learner confine (Braxton, Bronico, and Looms, 1). What is the Component Display Theory?The component display theory is design strategy for designing instruction. It focuses on a single idea or clinical at a time. It is used mostly after a task analysis has been performed (Anglin, 1995). The component display theory provides a list of prescriptions for designing instruction for different kinds of instructional outcomes. The component display theory is a type of analysis that emphasizes on different components of instruction for differen t types of instructional goals. The component display theory is an attempt to create the best combination of instructional strategies to produce a particular learning outcome (Reigeluth, 1999).The component display theory is dissever into two parts content and performance. The content dimension is comprised of facts, concepts, procedures, and principles. The performance dimension is comprised of remembering, using, finding, and generalities. (Merrill, 1). The different dimensions of the component display theory are related in a matrix format. The component display theory is used to design an instructional strategy. The first step is to identify the performance level and content classification. This is accomplished by comparing the instructional objective with the content classification.The second step is to examine the primary presentation forms. The four primary presentation forms are rules, examples, recall and practice. Depending on the performance level desired and then content classification, a different performance presentation is preferred. This also includes determining the practice requirements. Rules expository presentation of a generalityExamples expository presentation of instancesRecall inquisitory generalityPractice inquisitory instance*Definition Source MerrillThe third step is to examine the substitute presentation forms. The secondary presentation forms include prerequisites, objectives, helps, mnemonics, and feedback. These outline specific considerations which enable students to acquire the concepts more than effectively (Anderton, Parry, Twitchell, 1990). They are also more elaborative and supply more information than the primary presentation forms.The three steps above provide a guideline for constructing an instructional design strategy. However, each step of this design impact will involve different variables and constraints depending on the type of instruction being designed.