Kemp’s Model Instructional Design Models

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a. Kemp’s Model

According to Kemp 1977: 8, it is important to make an instructional design plan because it will help the designers to become familiar with the design which will be developed later on. In this instructional design plan, the designers are supposed to seek out information about the objectives of the instructional design, the activities and resources, and the evaluation of the instructional design. Later on, it is hoped that the design will suit both the students’ needs and the plan itself. Kemp’s model of instructional design can be applied in all education levels from elementary school up to college. Another benefit of this model is that the designer can apply the method to individual topics and then to units and then to complete courses. According to Kemp 1977: 8, the plan is designed in order to supply answers to the following questions: 1 What must be learned? Objectives 2 What procedure and resources will work best to reach the design learning levels? Activities and resources 3 How will we know when required learning has taken place? Evaluation The following are the stages designed by Kemp 1977: 9-11: 1 Goals, Topics, and General Purposes This stage is aimed to identify and formulate the general instructional objectives for each topic. 2 Learner Characteristics This stage is aimed to identify the students’ characteristics as a group of individuals that would be taught. 17 3 Learning Objective s This stage is aimed to formulate the specific instructional objectives that should be achieved based on the observable and measurable students’ attitudes. 4 Subject Content This stage is aimed to design the learning materials that support the attainment of each specific instructional objective. 5 Pre-Assessment This stage is aimed to develop a pre-test to know the student’s background i.e., their educational level in an attempt to discover suitable topics. 6 Teaching Learning Activities and Resources This stage is aimed to select teaching learning activities and instructional resources that can be applied to achieve the specific instructional objective appropriate for accomplishing each objective. 7 Support Services This stage is aimed to identify support services or facilities which are required to implement the design plan such as funds, facilities, equipment, and many others. 8 Evaluation This stage is aimed to evaluate students’ learning processes based on the criterion of the achievement of specific instructional objectives. This step should be done in order to revise and re-evaluate each step that needs some improvements. Kemp explains further that developing an instructional system is like a circle with its un-breaking continuity. Each step of development has a direct relation with an activity called revision. In Kemp’s model, therefore, the teacher can start 18 developing the instructional system from every point and go anywhere. This process may happen because the instructional program development is considered a system in which its components are interdependent. However, Kemp state s that this model still takes the objectives as a starting point and the evaluation as the end. Figure 1 Kemp’s Model of Instructional Design Kemp, 1977: 9 Evaluation Support Services Goals, Topics, and General Purposes TL Activities Resources Pre- Assessments Subject Content Learning Objectives Learners’ Characteristics Revise 19

b. Janice Yalden’s Model