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