″ Component display theory M. D. Merrill’s Component Display Theory (CDT) is a cognitive matrix that focuses on the interaction between two dimensions: the level of performance expected from the learner and the types of content of the material to be learned. Merrill classifies a learner’s level of performance as: find, use, remember, and material content as: facts, concepts, procedures, and principles. The theory also calls upon four primary presentation forms and several other secondary presentation forms. The primary presentation forms include: rules, examples, recall, and practice. Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback. A complete lesson includes a combination of primary and secondary presentation forms, but the most effective combination varies from learner to learner and also from concept to concept. Another significant aspect of the CDT model is that it allows for the learner to control the instructional strategies used and adapt them to meet his or her own learning style and preference. A major goal of this model was to reduce three common errors in concept formation: over-generalization, under-generalization and misconception.″
Here’s an alternative guide to words:
″ Component display theory M. D. Merrill’s Component Display Theory (CDT) is a cognitive matrix that focuses on the interaction between two dimensions: the level of performance expected from the learner and the types of content of the material to be learned. Merrill classifies a learner’s level of performance as: find, use, remember, and material content as: facts, concepts, procedures, and principles. The theory also calls upon four primary presentation forms and several other secondary presentation forms. The primary presentation forms include: rules, examples, recall, and practice. Secondary presentation forms include: prerequisites, objectives, helps, mnemonics, and feedback. A complete lesson includes a combination of primary and secondary presentation forms, but the most effective combination varies from learner to learner and also from concept to concept. Another significant aspect of the CDT model is that it allows for the learner to control the instructional strategies used and adapt them to meet his or her own learning style and preference. A major goal of this model was to reduce three common errors in concept formation: over-generalization, under-generalization and misconception.″