Multiple Intelligences MI Definition of Terms

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 15 participation in the instructional plan Kemp, 1977, p. 84. In addition, the support services must be considered at the same time the instructional design planning is being made and the materials are being selected. 8 Evaluate Students’ Learning Evaluation is the pay-off step in the instructional design plan, for both the teacher and the students Kemp, 1977, p. 91. This step is dealing with measuring the learning outcomes relating to the objectives. The teacher evaluates the students’ accomplishment to do revision and reevaluation of the design in order to make improvement. Figure 2.1 Kemp’s Instructional Design Models 1977