Speaking Contextual Teaching and Learning

10 on determining learning context and performance context in this third element. 4 Instructional Objective The last element in this analysis process is Instructional Objective. Objectives has an important function for instructional designer as Kemp 2011 stated they offer a means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning p. 108. There are another three elements which focus on designing process. They are namely: Content Sequencing, Instructional Strategies and Designing the Message. Those three elements are defined as follows: 5 Content Sequencing Posner and Strike 1976 as cited by Kemp 2011, suggested three sequencing strategies based on how objects or events occur in the real world, concepts and their relationships to other concepts, and the interests and needs of the learner p. 144. By organizing the content based on those strategies, it can help the designer to meet the learners’ expectations. 6 Instructional Strategies The designer decides how to present material in this section. Kemp 2011 explained a well-designed instructional strategy prompts or motivates the learner to actively make these connections between what the learner already knows and the new information p. 150. A good instructional strategy can encourage learners to master the objectives well. 11 7 Designing the Message In this third element of designing process, the designer has to decide how to introduce the “message” to the learners. Prior to instruction, conduct a pre- test, state the objectives to the learners, and present and overview to the learners. The rest two elements are under the developing and evaluating process. Development of Instruction concentrates on developing process while Evaluation Instruments requires an evaluating process. Further understandings of those elements are explained as follows: 8 Development of Instruction This element of developing process encourages the designer to conduct the selection of resources and learning activities. Kemp 2011 stated in developing the instruction, it is important to stay focused on solving the performance problem p. 204. Notice the objectives support the resolution for the instructional problem. 9 Evaluation Instruments In this evaluating process, the designer conducts formative and summative evaluations according to the standards of achievement. This evaluation includes the opportunities for self-evaluation, as well as testing for skills, behaviors and attitudes. As stated by Kemp 2011, the selection of development of evaluation instruments begins with a reexamination of the evaluation questions and the types of outcomes they assess: knowledge, skill and behavior, andor attitudes p. 335.