The relationships among the eight steps are illustrated in Figure 2.3. 27
Figure 2.3: Kemp’s Instructional Design Model Kemp, 1977: 9
Support Service
Evaluation
Learning Objectives
Goals, Topics,
General Purposes
Learner Characteristics
Teaching Learning
Activities Resource
Pre- Assessment
Subject Content
Revise
The eight steps in developing an instructional design:
a. Consider goals, list topics, and state the general purposes for each topic
Identifying goals is essential, as all educational programs are based on stated goals. Goals can be derived from the society, learners, or subject areas. After defining
the goals, learning topics are then selected based on its complexity to function as the scope of the program. The final step is to set general purposes for each topic to state
what outcomes are expected from the learners.
b. Identify learners’ characteristics
Learners’ characteristics are important to consider for ensuring the effectiveness of a program. Learners’ characteristics cover learners’ capabilities,
needs, and interests, as well as learners’ academic factors, social factors, learning condition, and learning styles. One of the ways to obtain such information is through
questionnaires.
c. Specify the learning objectives in terms of measurable behavioral outcomes
Kemp’s model perceived learning as the outcome of instruction that requires learners’ active efforts. Therefore, learning objectives have to be stated in terms of
activities that will best promote learning. The objectives should indicate exact and measurable behavioral objectives. That way, teachers will know in specific about
what to teach and parameter to decide if the objectives have been accomplished or not.
d. List the subject content to support each objective
This involves selecting and organizing specific knowledge, skills, and attitudinal factors of each topic. The writer can start either from stating the learning
objectives first or listing the subject contents first, as long as the subject contents lead to the achievement of the objectives and learners’ needs due to the flexibility of
Kemp’s model. Contents have to be sequenced from the lowest level to the highest so that a sequential learning can take place.
e. Develop pre-assessment
Conducting pre-assessment aims to determine the difficulty level of the materials and differentiate between beginner and intermediate or advanced learners.
Two kinds of information that should be obtained through pre-assessment are whether learners have acquired the necessary background for the topic and whether
the learners have previously achieved the learning objectives of the lesson.
f. Select teachinglearning activities and instructional resources
The selection of instructional materials is closely associated with the planning of teaching and learning activities. The teachinglearning activities and resources
must treat the subject contents and motivate students to be able to accomplish the objectives. These activities and resources can be in the forms of printed materials,
audiovisual media, or other items for group and individual uses.
g. Consider the support service necessary to implement the design plan
Support service must be considered carefully when designing the instructional plan and developing the materials. Support service covers the available budget,
