Systematic Approach Systematic Approach to Teachingto 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

What is What is Systematic?Systematic?

Systematic:Systematic:MMethodical in procedure or ethodical in procedure or planplan(systematic approach)(systematic approach)OOrganize; relating to or rganize; relating to or consisting consisting Of a Of a systemsystemLLogical- presented or ogical- presented or formulatedformulatedAs a coherent body of ideas or As a coherent body of ideas or Principle ( systematic thought)Principle ( systematic thought)EEfficient- effective in class that fficient- effective in class that Marked by thoroughness and Marked by thoroughness and regularity (systematic efforts)regularity (systematic efforts)

Systematic Approach Systematic Approach to Teachingto TeachingThe systems approach views the

entire educational program as a system of closely interrelated

parts. It is an orchestrated learning

pattern with all parts harmoniously integrated into the

whole: the school, the teacher, the students, the objectives, the

media, the materials, and assessment tools and procedures. Such an approach integrates the older, more familiar methods and tools of instruction with the new

ones such as the computer.

• The focus of systematic instructional

planning is the student.• It tells about the systematic

approach to teaching in which the focus in the teaching is the students.

Systematic Approach Systematic Approach to Teachingto Teaching

Students

Define Objectives

Choose appropriate methods

Choose appropriate experiences

Select materials, equipment and facilities

Refine the process

Evaluate outcomes

Implement the instruction

Assign personal roles

Systematized Instruction

ANALYSIS :

Sana Hindi ako matawag!!

Systematized InstructionDefine

Objectives

Instruction begins with the definition of instructional

objectives that consider the students' needs, interests and

readiness. 

Systematized InstructionChoose

appropriate methods

On the basis of these objectives the teacher selects

the appropriate teaching methods to be used.

Systematized InstructionChoose appropriate

experiences

In turn, based on the teaching method selected, the appropriate

learning experiences an appropriate materials, equipment and facilities will also be selected.

Systematized InstructionSelect materials, equipment and

facilities

The use of learning materials, equipment and facilities

necessitates assigning the personnel to assist the teacher.

Systematized InstructionAssign 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.

Systematized InstructionImplement 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.

Systematized Instruction

Evaluate outcomes

After instructions, teacher evaluates the

outcome of instruction. From the evaluation results, teacher

comes to know if the instructional objective was

attained.

Systematized InstructionRefine 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. 

In what way does the chart In what way does the chart show the systematic or show the systematic or systems approach to systems approach to instructions? Are the instructions? Are the elements or phases of elements or phases of

instruction independent of instruction independent of one another or do they relate one another or do they relate

to one another?to one another?

EXAMPLES OF LEARNING EXAMPLES OF LEARNING ACTIVITIESACTIVITIES

1. Reading2. Writing 3. Interviewing 4.Reporting or doing Presentation 5. Discussing 6. Thinking 7. Reflecting 8. Dramatizing 9. Visualizing 10.Creating Judging;11. evaluating

EXAMPLES OF LEARNING RESOURCES FOR EXAMPLES OF LEARNING RESOURCES FOR INSTRUCTIONAL USE.INSTRUCTIONAL USE.

1. Textbooks2. Workbooks 3. Programmed materials 4. Computer 5. Television programs 6. Flat pictures 7. Slides and transparencies 8. Maps 9. Charts 10.Cartoons 11.Posters 12. Models 13.Mock ups 14.Flannel board materials 15.Chalkboard 16.Real objects

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. 

SUMMING UP!!

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

            The purpose of a system instructional design is to “ensure

orderly relationships and interaction of human, technical, and environmental resources to fulfill the goals which have been

established for instruction.” (Brown,1969).

SALAMAT!!