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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