Design Instructional Materials Definition of Terms

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a. Kemp’s Instructional Design Model

According to Kemp 1977, p. 8, instructional design plan is designed to provide answers of three questions in instructional design. Those three questions are considered to be the essence of instructional design. The three are as follows. 1 What must be learnt? Objectives 2 What procedures and resources will work best to reach the desired learning levels? Activities and resources 3 How will we know when the required learning has taken place? Evaluation To provide answers for those three questions, Kemp 1977 proposes program development. The program development is consisting eight interdependence parts. The eight parts of Kemp’s program development Kemp, 1977, pp. 8-91 are as follows. 1 Determine Goals, Topics, and the Purpose for Teaching Each Topic In determining instructional design, the designer should consider the goals, list of the topics, and also state the general purpose for each topic. Goals are the bases of all educational programs, which can be derived from three sources – society, students, and subject areas Kemp, 1977, p. 14. The topics, which become the scope of the source or the program, are usually sequenced according to a logical organization, from the simple one or concrete levels to the complex and more abstract levels Kemp, 1977, p. 15. The general purpose does not state precisely the learning objective. In shorts, general purposes are what the students 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