CDT IS AN INSTRUCTIONAL MODEL which designers can apply to develop an instructional micro-strategy. The theory is designed for developing instruction for concepts while providing learner control. The theory suggests that there is a unique combination for the most effective learning experience by determining the content and desired performance then adding prescriptions to form a learning strategy. To achieve that experience, the designer identifies the content and desired learning and develops a prescriptive learning strategy.

Merrill (Merrill, 1983) uses a two-dimensional matrix or table to illustrate the dynamics of his Component Display Theory. On one side the types of content are listed (fact, concept, procedure, process and principle). Perpendicularly listed are the desired levels of performance, finding, using and remembering. This content/performance table comprises the desired level of student performance. In other words, the designer identifies what type of content and how the learner is expected to use the information.
Once the correct content/performance is identified, then a set of prescriptions can be applied to the instructional strategy. 

Content/performance matrix (Clark, 1999) 

This second level of the theory categorizes performances. CDT specifies that instruction will be most effective if it contains all necessary primary and secondary performance forms. Primary forms are expository (tell them or show them) and inquisitory (ask them). Rules (expository generality), examples (expository, presentation of instances), recall (inquisitory, generality) and practice (inquisitory instance) are considered primary presentation forms. The term instance refers to an actual occurrence in real time. Prerequisites, objectives, helps, mnemonics and feedback are considered secondary performance forms.

CDT specifies that instruction will be most effective if it contains all necessary primary plus the secondary forms. The objective is stated, content determined and prescriptives applied to create the best instructional strategy for the desired performance. The order and quantity of the presentation forms are not critical as long as the necessary ones are present.

CDT assumes that the most effective learning experience is a unique combination of prescriptives which are applied once the content and desired performance are identified. When used methodically, CDT gives the instructional designer a visible and systematic means to determine instructional micro-strategy. 

Lesson examples based on CDT
Instructional Design Theories

Anne White, Instructional Designer ，White, A. (2001). Component Display Theory. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved from