The Kemp ID model is an instructional design model developed in 1985 by Jerrold Kemp that includes 9 key elements - instructional problems, learner characteristics, task analysis, objectives, content sequencing, strategies, message design, delivery, and evaluation - and views the design process as continuous and iterative; the model is classroom-oriented and focuses on considering all factors in the learning environment in a holistic and flexible way. An example lesson plan demonstrates applying the 9 elements of the Kemp model to design an instructional objective for students to sequence the 8 phases of the moon.

1. THE KEMP ID MODEL
Michelle Giles
CECS 6020
Spring 2013
University of North Texas

2. Kemp ID Model
• The Kemp model of instructional design was first
developed in 1985 by Jerrold Kemp. In 1994, Kemp,
Gary Morrison, and Steven Ross modified Kemp’s model.
• The model is comprised of nine key elements –
instructional problems, learner characteristics, task
analysis, instructional objectives, content sequencing,
instructional strategies, designing the message,
instructional delivery, and evaluation instruments.
• Model based on the design belief:
• ID is a continuous cycle with revision as an ongoing activity
associated with all of the other elements.

3. Kemp ID Model
• Model is classroom-oriented.
• Describes a holistic approach to instructional design that
considers all factors in the environment.
• Extremely flexible model designed to focus on content.
• A general systems view of development: all elements are
interdependent.
• All the elements can be performed simultaneously.
• Developer can start anywhere.
• Learning needs, goals, priorities and constraints
determine the instructional solutions.

4. 9 Key Elements of Kemp Model
• State the instructional goal (Element 1)
• Identify instructional problems, and specify goals for designing an
instructional program.
• What are the instructional problems being addressed?
• What are the instructional strategies that are most appropriate for the
content and the target population?
• Analyze learners (Element 2)
• Examine learner characteristics that should receive attention during
planning.
• What is the age of the students?
• What maturity and intellectual level are the students at?
• What prior courses and skills have been mastered?
• What learning style do the students’ best respond to?

5. 9 Key Elements of Kemp Model
• Select method, media, and materials (Element 3)
• Identify subject content, and analyze task components related to
stated goals and purposes.
• What media and materials present the instruction most effectively?
• What media and materials appeal most to the learning audience?
• What methods of instruction appeal most to the learning audience?
• What methods are compatible with selected media and material?
• What media can be supported by equipment available?
• State the objective (Element 4)
• State instructional objectives for the learner.
• What are the goal objectives of the instruction?
• What behaviors do you wish the students to demonstrate after
instruction?
• What level of mastery of the subject is desired after instruction?

6. 9 Key Elements of Kemp Model
• Manage content (Element 5)
• Sequence content within each instructional unit for logical learning.
• Is the content organized for optimal learning?
• Do the instructional units flow from one unit to the other?
• Does the lesson build upon each other in a logical sequence?
• Select strategies of learning (Element 6)
• Design instructional strategies so that each learner can master the
objectives.
• Are students allowed and encouraged to actively participate in
instruction?
• Do exercises keep the students interested in subject?
• Are exercises set up to receive feedback from the students?

7. 9 Key Elements of Kemp Model
• Utilize media (Element 7)
• Plan the instructional message and delivery.
• Do all selected media operate as desired (fit delivery method)?
• Is there contingency media set aside?
• Evaluations (Element 8)
• Develop evaluation instruments to assess objectives.
• Does feedback reveal any need for corrections?
• What revisions must be made to correct shortcomings?
• Are all needed changes completed before further instructional
evolutions?
• Utilize materials (Element 9)
• Select resources to support instruction and learning activities.
• Are all materials organized for effective distribution and instruction?
• Are there contingency materials set aside?

8. Kemp ID Model Graphic Representation
The model is a continuous circle, with no specific beginning point, meaning
that the nine elements are mutually supporting. The steps may be performed
in any order either independently or simultaneously. The interaction between
the steps makes this model a good choice for a project where multiple team
members are working together to complete the instruction.

9. ADDIE Steps Applied to Kemp Model
Morrison, Ross & Kemp 2004, p. 29
The ADDIE model can be applied to the Kemp Model because they both
consider instruction from the perspective of the learner. Both include stages for
analysis, design, development, implementation, and evaluation.

10. Implementing Kemp ID Model
To implement the model an instructional designer or
instructor, in no particular order would:
• Identify instructional problems:
• What is it that you need to teach? The instructional designer or
instructor may conduct a needs assessment, goal analysis, or
performance assessment to determine the instructional goal
• Examine intended audience
• For this step the ID or instructor would describe the demographic
characteristics of the learner and their background knowledge .
(Morrison, Ross, & Kemp, 2007)

11. Implementing Kemp ID Model
• Analyze subject content:
• In this step, the instructional designer or instructor consider the real
world applications of the content from the learner’s perspective.
Determine the learning context and performance. What knowledge
and skills, procedures, and communication is necessary?
• Write instructional objectives:
• The instructional designer or instructor should define the cognitive
and behavioral skills the learner will perform as a result of the
instruction. Include criteria and conditions specific to the instruction.
• Order instructional content:
• The instructional designer or instructor will determine a logical
sequence for the instruction while considering variables such as
prerequisites and level of difficulty.
(Morrison, Ross, & Kemp, 2007)

12. Implementing Kemp ID Model
• Decide how to present material:
• The instructional designer or instructor will develop instructional strategies for
recall, integration, organizational, and elaboration. Examples include
memorization, generating questions, categorizing, and creating diagrams.
• Develop the instruction:
• Based on the previous steps, the instructional designer or instructor will “prior
to instruction”, conduct a pre-test, state the objectives to the learners, and
present and overview to the learner. Decide how to introduce your “message”
to the audience.
• Develop evaluation instruments:
• The instructional designer or instructor will conduct formative and summative
evaluations based on standards of achievement. Include opportunities for self-
evaluation, as well as testing for skills, behaviors, and attitudes.
• Select resources to support instruction and learning activities
• The instructional designer or instructor will identify supplementary resources
such as media and examples, equipment, and even personnel to support your
instruction.
(Morrison, Ross, & Kemp, 2007)

13. Kemp Example Lesson Plan
• The following lesson was designed using the Kemp model. The instructional
objective is for students to sequence the 8 phases of the moon within the
lunar cycle. The designer elected to utilize all 9 steps, in the following order.
Instructional Problem: The instructional problem addressed is student misconceptions about the moon,
and misunderstanding of the phases of the moon within the sequence of the lunar
cycle.
Learner Characteristics: Grade: Third Grade
Age Range: 7-8 years
Learner Skills: Visualizing, Ordering, and Predicting
Prior Knowledge: Students have knowledge of the : (1) Position of the moon in
relation to the Earth and the Sun; (2) words rotation and revolution.
Subject Content and Student will learn the words waxing and waning.
Task Components: Student will understand the role of the sun on the lunar cycle.
Student will observe phases of the moon.
Student will review phases and cycle.
Student will label phases of the moon within a lunar cycle.
http://edtc6321team1cooperativeproject.pbworks.com/w/page/27820492/KEMP%20Model%20Example

14. Kemp Example Lesson Plan
Instructional Objectives: Given pictures of the phases of the moon the student will: (1) Identify the name
and label each of the phases of the moon; (2) Place the phases in their
appropriate position on the lunar cycle.
Sequencing Content: Student will watch 5-minute video clip from Newton’s Apple over Phases of the
moon.
Student will discuss/ sketch various types of moons that they have observed in
their lifetime/
Student will observe lunar phase simulator to identify the phase of their previous
sketch and
its position within the lunar cycle.
Student will participate (whole class) in SMART Exchange Activity: Moon Phases
to review
phases of the moon and the lunar cycle or QUIA interactive games.
Student will identify and match phase of the moon Student will place moon
phase in the
correct order within the lunar cycle.
Student will individually create a flipbook of the phases.
http://edtc6321team1cooperativeproject.pbworks.com/w/page/27820492/KEMP%20Model%20Example

15. Kemp Example Lesson Plan
Instructional Strategies: Review/Check for prior knowledge
Observe
Link new information to prior knowledge
Large group instruction
Simulations
Technology Tools
Use of graphic organizer
Re-teach
Instructional Message and The message will be delivered using a variety of visual aides, multimedia and interactive
Delivery: activities to engage the learner such as:
Elementary CORE Academy Handbook: Moon Flipbook
http://www.uen.org/Lessonplan/downloadFile.cgi?file=10988-2-14754-
flip_book.pdf&filename=flip_book.pdf
Quia Java Games: Moon Matching: http://www.quia.com/mc/431146.html
Quia Ordered List: Put Moon Phases: http://www.quia.com/rd/11412.html
Lunar Phase Simulator: Flash: http://astro.unl.edu/naap/lps/animations/lps,swf
SMART Exchange: Moon Phases Collection:
http://exchange.smarttech.com/search.html?m=01&q=Phases+of+the+Moon
Newton’s Apple Video: Phases of the moon: http://www.newtonsapple.tv/video.php?id=1671
http://edtc6321team1cooperativeproject.pbworks.com/w/page/27820492/KEMP%20Model%20Example

16. Kemp Example Lesson Plan
Evaluation Instruments: Learners will participate in whole class simulated assessment using
interactive technologies.
Learner will individually create a flipbook modeling the phases of the moon
and lunar cycle.
Resources: Document Camera
Data Projector
Smart Board
Computer
Internet Access
Scissors
Stapler
Ongoing Process: Planning
Revising
Evaluation
Management
http://edtc6321team1cooperativeproject.pbworks.com/w/page/27820492/KEMP%20Model%20Example

17. 3 Elements of Differentiation from
Other ID Models
• Instruction is considered from the perspective of the
learner.
• The model takes a general systems view towards
development with instructional design being presented as
a continuous cycle.
• The model emphasizes management of the instructional
design process.

18. References
• Blueprints for Instruction. (2011). Retrieved February 2, 2012, from
http://edtc6321team1cooperativeproject.pbworks.com/f/Blueprints_for_Instructi
on_Research%5Bf%5D.pdf
• Kemp, J. E. (1985). The instructional design process. New York: Harper & Row.
• Kemp, J. E., Morrison, G. R., & Ross, S. V. (1994). Design effective instruction, New
York: Macmillan.
• Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (4th
ed.). New York, NY: John Wiley & Sons, Inc.
• Siemens, G. (2002). Instructional design in e-learning. Retrieved February 1, 2012,
from http://www.elearnspace.org/Articles/InstructionalDesign.htm.
• Sims, R., & Jones, D. (2003). Where practice informs theory: Reshaping instructional
design for academic communities in online teaching and learning.
Information Technology, Education and Society, 4(1), 3-20.