Speaking Definition of Terms

13 generally are expected to learn as a result of the instructions. It expresses the students’ expectation and teachers’ accomplishment. 2 Enumerate Characteristics of the Learners In order to be successful in using an educational program, the teacher should recognize and respect a student as an individual learner. Kemp states that in order to serve or teach a group or individual means that the teacher must obtain information about the students’ capabilities, needs, and interests 1977, pp. 18- 19. The information gathered influence the topic selection, level, objectives choices and sequences, and the activities variety. The learning conditions and the learning styles should also be considered when planning as well. All of the information needed can be obtained from students’ history, teachers and counselor’s consultation, questionnaires and pre-assessment test Kemp, 1977, p. 19. 3 Identify the Learning Objectives Teacher concerns with learning as outcome of the instruction. Thus, in the learning process, learning requires active effort by the student. Learning objectives tell the student the goals that heshe must attaint, the ideas and skills that will be included in the upcoming instruction, and also the types of behaviors that will be expected during the evaluation. Therefore, all of the learning objectives must be stated in terms of activities that will best present learning. 4 Listing the Subject Content to Support Each Objective Subject content must be closely related to the objectives and the students’ needs. Subject content comprises the selection and organization of the specific 14 knowledge the facts and information, and skills step-by-step procedures, conditions, and requirements. It also has to comprise the behavioral factors of any topic Kemp, 1977, p. 44. 5 Develop Pre-assessment According to Kemp 1977, p. 50, pre-assessment is occupied in order to determine whether the students prepare themselves to learn the topic or not. It also determines what they have already mastered in the subject to be studied. Pre- assessment can be done by conducting prerequisite testing and pretesting. By using pre-assessment, the teacher can reschedule and reorganize the subject content, so the students do not learn what they have already mastered. 6 Selecting Teaching-Learning Activities and Resources Teaching-learning activities and resources help the students to accomplish the learning objectives through the subject content under the teaching-learning activities. Therefore, the teacher or designer should know the weakness and the strength of alternatives method and carious material Kemp, 1977, p. 56. The planning of teaching-learning activities and resources is closely related to the selection of the instructional material. The material selected will provide learning experience that will use the content associated with each objectives of the learning. 7 Coordinate Support Service Kemp argues that there are many interrelated factors and each factor need careful consideration during the step of planning. Support services include funds, facilities, equipment, and personnel whose time must be scheduled for