Component Display Theory

http://comp.uark.edu/~brooks/component.html

Component Display Theory

Riegeluth's associate M.D. Merrill's Component Display Theory deals primarily with the micro elements of instruction (single ideas and methods for teaching them). It is designed to work in conjunction with Riegeluth's theory, dealing with forms of content that elaboration does not lend itself to. The theory classifies learning into two dimensions. The first is content, which consists of facts, concepts, procedures and principles. The second is performance, made up of remembering, using and generalities (or find). The theory classifies learning using these dimensions. Content ranges from facts, which are the most basic forms of content, to principles. Performance is classified with remembering as being the simplest form of performance, to finding (generalities) the most advanced. In addition, the theory identifies four primary presentation forms: rules, examples, recall and practice, as well as secondary forms such as prerequisites, objectives, helps and feedback among others. By forming a matrix using content and performance, the instructor determines which elements on the matrix are the goals for the learner. To comprehend this matrix more completely it becomes necessary to define the elements of learning. Content is the actual information to be learned. The four types of content in component display theory are 1) Facts, which are arbitrarily associated pieces of information. Some examples are names, dates, and events. 2) Concepts are symbols, events and objects that share characteristics and are identified by the same name. Concepts make up a large portion of language and understanding them is integral to communication. 3) Procedures are a set of ordered steps, sequenced to solve a problem or accomplish a goal. 4) Principles work through either cause-and-effect or correlational relationships. They explain or predict why something happens in a particular way. Performance is the manner in which the student applies content. The three types of performance are: 1) Remember, in which the student is require to search and recall from memory a particular item of information, 2) Use, which requires the student to directly apply the information to a specific case and 3) Find (Generalizations), in which the student uses the information to derive a new abstraction (concepts, principles, etc...). The matrix is set up to discover what level of performance is needed for each area of content. For each of the categories in the matrix, it can be assumed, in component display theory, that there is a combination of the primary and secondary presentation forms listed above that will provide the most successful and efficient acquisition of skills and knowledge available. The underlying cognitive principles (and component display is, like elaboration, a cognitive theory in the Gagne' sense) as postulated by Merrill for his theory, regard the performance categories (remember, use, find) as directly related to associative and algorithmic memory structures. Associative works as a hierarchical network structure, while algorithmic consists of schema or rules. The use and find categories in regards to algorithmic memory differ in how schema is used; in the case of use, it merely processes input, whereas in find, Learner control is another feature of component display theory that brings into play the categories (components) in the matrix. As the theory is primarily designed for use by groups of students, it becomes necessary to point out that each student will not require every prescribed component. The components are provided so that a wide variety of learners may participate. Each learner will need the components which specifically work for them to achieve the goals of instruction. A sample component display structure follows based on a lesson on equilateral triangles. The necessary components in this case would be: Objective- defining an equilateral triangle (find, use), Generality- definition (attributes and relationships), Instance- Examples (present attributes, representations), Generality Practice- state definition, Instant practice- classify (attributes present), Feedback- correct generalities/ instances, Elaborations-

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Component Display Theory

http://comp.uark.edu/~brooks/component.html

helps, prerequisites, context. This would be the minimum list of components for this subject, according to the theory. Notice that the provided components are designed to organize the lesson so that all the needed elements of the matrix are dealt with. The theory also relies upon some principles that are aimed at facilitating learning more effectively. The principles are: 1)All three primary performance forms (remember, use, find) should be present in the lesson so that instruction may be as effective as possible. 2) Primary forms may be presented by strategies based on explanatory or inquisitor strategies in learning. 3)The sequence of the primary forms is secondary to the need for them to all be present. 4) Students control number of instances and/or practice items they receive. This theory is highly prescriptive and geared to teach those skills listed as categories, in specific the ones listed in the content portion of the matrix. While it can provide components for individual learners, it works best as a prescription for a larger group(s) in which various components can appeal to various students. Ultimately, the theory will guide the design and development of the learning activities in conjunction with the students' needs. Objectives are the key here as with any theory of learning and these objectives are designed in component display as the ABCD format/model (Audience, Behavior, Condition, and Degree). Clearly, the emphasis on the detailed components of a lesson, brings us back to the micro level of instruction and the specific elements therein or the presentation strategies. There are three types of these strategies in play within the educational process: Organizational strategies, delivery strategies and management strategies. While organizational (which can be broken down by micro/macro) deals with the way in which a lesson is arranged and sequenced, delivery is about the decisions that affect the way in which information is carried to the student, particularly, the selection of instructional media. Management strategies involve the decisions that help the learner interact with the activities designed for learning. All of these are addressed in the component display example using the equilateral triangle lesson. Back to the menu of theories.

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