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,
necessary equipment and facilities, as well as personnel’s time and schedules for preparing and implementing the materials.
h. Evaluate the accomplishment of objectives to revise the design plan
The purpose of evaluation is to measure if learners have achieved the learning objectives. There are two kinds of evaluation: formative evaluation and summative
evaluation. Formative evaluation is beneficial to monitor how well the instructional model serves its objectives as well as to determine the weaknesses of the model. This
evaluation takes place during developments and try-outs. Summative evaluation is useful for analyzing the results of a program when it is in full use, measuring
learners’ final achievement of the objectives, and also providing feedback for revisions and improvement of the instructional plan. This evaluation takes place
during implementation. One distinctive characteristic of Kemp’s model is its’ flexibility. The designer
may start the designing process with whichever step he is ready to start with and then move back and forth to the other steps Kemp, 1977. This model gives freedom to
the writer in choosing the order, because there is no fixed sequence to do this. However, since the eight steps are interdependent, and thus decisions related to one
step may affect the others; constant adjustments to all steps must be carefully made during the process of designing.
Revisions of the instructional program are important to attain an effective instruction. In Kemp’s model, the revisions of the steps are made necessary by
evaluating students’ accomplishment of objectives Kemp, 1977. 30
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