Home          Addie Approach          Morrison-Ross-Kemp (Kemp) Model           Comparison/Contrast          Sources          Multimedia Presentation          Conclusion

Morrison-Ross-Kemp Model:

The Morrison-Ross-Kemp Model (also known as the Kemp Model) is an instructional design model that focuses on curriculum planning and is recognized for its focus on the learner (learner-centered model). The model was originally developed by Morrison, Ross, and Kemp with the primary objective of providing a holistic approach to instructional development process.  

The model is ideal for teaching and appeals to teachers and other professionals with little experience in the field of instructional design. Is also considered a flexible model where any of the elements can be revised and modified at any time of the design process. The design and development process are a continuous cycle that requires constant planning, design, development and assessment. The model presents nine key elements to instructional design, where instructional designers need to develop, describe, identify and/or select the following elements;

1. Instructional problems and goals – designer needs to identify the instructional problems and the goals associated to the instructional unit. 

2. Learner characteristics – examination of the learners' characteristics.

3. Subject content task analysis – completion of a task analysis aligned to the goals of the instructional unit. 

4. Establishment of instructional objectives. 

5. Content sequencing of the instructional units- sequencing the instructional units in a logic order for learning.  

6. Instructional strategies align to performance objectives- identify and establish the instructional strategies to be implemented in order to assure the successful completion of the performance objectives of the instructional unit. 

7. Instructional message and delivery- plan and develop the instruction and how it will be delivered. 

8. Evaluation tools- identify or develop the evaluation instruments required to the instructional unit. Evaluation instruments will be aligned to the learning objectives. 

9. Resources to support ID and IT. 

These key elements listed above are non-sequential, interdependent and systematic. In other words, the model presents the opportunity to complete an instructional design where designers will decide where to start and what will be the steps of the instructional design, all based on the unique needs of the learners.  Designers also have the flexibility to make revisions, develop evaluations, and change the planning process at any time during the development process.

The figure below illustrates the Kemp instructional design model: 

Figure 2. Kemp instructional design model. Gustafson K., Branch, R. (2002) Survey of Instructional Development Models, (4^th Ed.). Syracuse, N.Y.

Implementing the Kemp Model Process

According to Gustafson & Branch (Gustafson & Branch, 1997) the “Kemp model focuses on answering the following questions;

1) What level of readiness do learners have for accomplishing objectives?

2) What teaching and learning methods are most appropriate in terms of objectives and students characteristics?

3) What media or other resources are most suitable?

4) What support is needed for successful learning?

5) How is achievement of objectives determined?

6) What revisions are necessary if a tryout of the program does not match expectations?”

 Sample Instruction Utilizing the KEMP Model 

Utilizing the KEMP model we have created a lesson as an example to teach Dental Hygiene students how to calculate a plaque score using the O'Leary Plaque Index.

Back to the top