WIPPEA Framework: Overview

Before we conclude this session, let’s look ahead to how we will integrate Merrill's First Principles of Instruction into the design of our lessons. Those in the adult education field will notice the similarities between Merrill's First Principles of Instruction and the WIPPEA framework commonly used in adult education lesson planning. WIPPEA is an acronym for:

Warm-up
Introduction
Presentation
Practice
(Summative) Evaluation (not to be confused with Formative Evaluation in Module 6)
Application

WIPPEA Lesson Planning Components

A comprehensive review of the WIPPEA framework is provided in the Just Write! Guide published by the American Institutes of Research for the U.S. Department of Education, Office of Vocational and Adult Education. [Note: the guide is in the public domain ... yay!] The steps with examples from that guide (p. 80) are reprinted below.

Warm-up

Assesses prior knowledge by reviewing previous materials relevant to the current lesson. Introduce an activity that reviews previously learned content (e.g. for a vocabulary lesson, the warm-up may be a quick matching exercise with words previously learned and their definitions), and also include an activity that focuses on the topic to be taught.

Introduction

Provides a broad overview of the content and concepts to be taught and focuses the learners’ attention on the new lesson. Introduce the purpose of the lesson by stating and writing the objectives for learners and discussing the lesson content and benefits by relating the objective to learners’ own lives. Assess learners’ prior knowledge of the new material by asking questions and writing learners’ responses on a chalkboard or flip chart.

Presentation

Teaches the lesson content and concepts. Create an activity to introduce the concept or skill (e.g. introduce new vocabulary by asking learners to work in groups to identify words related to taking medications) and then introduce information through a variety of modalities using visuals, realia, description, explanation, and written text. Check for learner understanding of the new material and make changes in lesson procedures if necessary.

Practice

Models the skills and provides opportunities for guided practice. Introduce a variety of activities that allow learners to work in groups, in pairs, or independently to practice the skills, concepts, and information presented. Integrate technology into activities as available.

(Summative) Evaluation

Assesses each learner’s attainment of the objective. Include oral, aural, written, or applied performance assessments. For example, ask learners to fill in the blanks on a close activity using the four medicine warning labels that were discussed in class. For lower level learners, provide a word bank at the bottom of the worksheet. Omit the word bank for more advanced students.

Application

Provides activities that help learners apply their learning to new situations or contexts beyond the lesson and connect it to their own lives. Choose activities that learners can relate to or have expressed concern about. For example, have learners read the label of a medication they or a family member may use at home to make certain they understand the meaning of the words on the label. Gather feedback from learners in follow-up classes and help them assess what additional support, if any, they may require.

WIPPEA Compared to Merrill's First Principles

As compared in the table below, Merrill's First Principles are incorporated with the WIPPEA framework. As you are drafting your written Design Proposal in Module 4 using the WIPPEA framework, please refer to this table.

First Principles	WIPPEA	Comments
Activation	Warm Up Introduction	Both frameworks use activities to activate the learners prior knowledge
Demonstration	Presentation	Both frameworks demonstrate the new information
Application	Practice	Both frameworks encourage learners to practice skills
Integration	Summative Evaluation Application	Both frameworks encourage learners to use new information in their daily life