Systematic Approach 

to Teaching

 “A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plain that emphasizes the whole must pay the cost of failing get down to the real depth with respect to the parts." – C. West Churchman

INTRODUCTION 

    The broad definition of educational technology encompasses systems or designs of instruction. In this lesson, let’s discuss a symbol system or a systematic approach to instruction.


ABSTRACTION

Systematic Approach to Teaching

       As depicted in the chart, the focus of systematic instructional planning is the student. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. On the basis of this objective, the teacher selects the appropriate teaching methods to be used and, in turn, based on the teaching method selected, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.
     The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources. (in some school settings , there is a custodian/ librarian who takes care of the learning resources and / or technician who operates the equipment while teacher facilitates.) the effective use of learning resources is dependent in the expertise of the teacher, motivation of level or responsiveness, and the involvement of the students in the learning process. With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.
Will the teacher use direct instruction or indirect instruction? Will he /she teach using the deductive or inductive approach? It depends on his / her instructional objectives, nature of the subject matter, and readiness of student and the expertise of the teacher himself or herself.
Examples of learning activities that the teacher can choose from, depending on his/her instructional objectives, nature of the lesson content, readiness of the student are reading ,writing ,interviewing ,reporting or doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating judging and evaluating.
Some examples of learning resources for instructional use are textbooks, workbooks, programmed materials, computer, television programs,  flat pictures, slides and transparencies , maps, charts, cartoons, posters, models, mock ups, flannel, board materials, chalk boards, real objects and the like.
After instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained. If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.


ANALYSIS
 
Guide Questions for Discussions

1.Who is at the center of the chart? What does the central location in the chart mean?
  
Answer: As depicted in the chart, the focus of systematic instructional planning is the student. To be able to give the appropriate methods, experiences, materials etc. the students or the learner is what we based for. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. 

2.What are the steps of the instructional process or the parts of a systematic instruction?
 
 Answer: The steps of the instructional process or the parts of a systematic instruction are the following:

        a. Define objectives

        b. Chose appropriate methods

        c. Select materials, equipments and facilities

        d. Assign personal roles

        e. Implement the instruction

        f. Evaluate outcomes

        g. Refine the process

3.What does each step mean?

Answer: Each step means that:
        a. Define objectives- Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness.
        b. Chose appropriate methods- On the basis of this objective, the teacher selects the appropriate teaching methods to be used.
        c. Select materials, equipments and facilities- The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher. 
       d. Assign personal roles- Defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.
       e. Implement the instruction- With the instructional objectives in mind, the teacher implements planned instructions with the use of the selective teaching method, learning activities, and learning materials with the help of other personnel whose role has been defined by the teacher.
       f. Evaluate outcomes- After instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.
      g. Refine the process-  If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives. 

4.In what way does the chart show the systematic or systems approach to instruction? Are the elements or phases of instruction independent of one another or do they relate to one another?

 Answer: The chart show that each steps in the system approach to instruction are interrelated with each other. It is an orchestrated learning pattern with all parts harmoniously integrated into the whole. As a teacher, you must do each step in order to have a better learning process and the students or the learner must be your main focus. 

                The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the outcome which is the learning, is adversely affected. The attainment of the learning objectives is dependent on the synergy of all elements and all the factors involved in the process.