c. Specify the learning objectives to be achieved in terms of measurable
student behavioral outcomes
Kemp 1977 argues that some instructional designers claim that objectives be stated carefully early in the planning after the considering the goals and stating
the general purposes that is formulated in the topic. It could be correct, but in actual practice sometimes it does not work due to many people cannot enumerate detailed
objectives. According to Kemp 1977, 24, writing objectives is a developmental activity that requires refinements, changes, and additions as the writer develops
subsequent planning steps.
d. List the subject content that supports each objective
According to Kemp 1977, there are four questions that might be useful in preparing the list of the content for a topic, namely:
What specifically must be taught or learned in this topic?
What are the facts, the concepts, and the principles related to this topic?
What steps are involved in necessary procedures relating to this topic?
What techniques are required in performing essential skills?
By answering these questions, it shows exactly how to select subject contents. The subject content must be related to the objectives
and the students’ needs.
e. Develop pre-assessments
According to Kemp 1977, before going on to the next step, an instructional designer should consider whether the students are prepared and competent enough
for the topic or unit of the stated objectives. By understanding the students’
characteristics, an instructional designer should plan the learning activities. In order to plan learning activities for which students are prepared and not wasting time for
what they already know, Kemp 1977 suggests that the planners should find out specifically:
a. To what extent each student has acquired the necessary prerequisites for
studying the topic b.
What the student may have already mastered about the subject to be studied
f. Select teaching activities and instructional resources
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