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, interests and readiness. On the basis of these objectives the teacher
selects the appropriate teaching methods to be used and, in turn, based on the teaching
method selected, the appropriate learning experiences an appropriate materials,
equipment and facilities will also be selected.
The use of learning materials, equipment and facilities necessitates assigning the
appropriate personnel to assist the teacher and defining the role of any personnel
involve in the preparation, setting and returning of these 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 where teachers facilitates.) The effective
use of learning resources is dependent on the expertise of the teacher, the motivation
level or responsiveness, and the involvement of the students in the learning process.
With the instructional objective in mind, the teacher implements planned instruction
with the use of the selected 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 of the inductive approach? It depends on his/her instructional
objective, nature of the subject matter, readiness of students and the expertise of the
teacher himself or herself.
Examplesoflearningactivitiesthattheteachercanchoosefrom,dependingonhis/her
instructionalobjectives,natureofthelessoncontent,readinessofthestudentarereading,writing
,interviewing,reportingordoingpresentation,discussing,thinking,reflecting,dramatizing,
visualizing,creatingjudgingandevaluating.

Someexamplesoflearningresourcesforinstructionalusearetextbooks,workbooks,
programmedmaterials,computer,televisionprograms,flatpictures,slidesandtransparencies,
maps,charts,cartoons,posters,models,mockups,flannel,boardmaterials,chalkboards,real
objectsandthelike.

Afterinstructions,teacherevaluatestheoutcomeofinstruction.Fromtheevaluation
results,teachercomestoknowiftheinstructionalobjectivewasattained.Iftheinstructional
objectivewasattained,teacherproceedstothenextlessongoingthroughthesamecycleonce
more.Ifinstructionalobjectiveswasnotattained,thenteacherdiagnoseswasnotlearnedand
findsoutwhyitwasnotlearnedinordertointroducedaremedialmeasureforimprovedstudent
performanceandattainmentofinstructionalobjectives.

Analysis
GuideQuestionsforDiscussions

1.Whoisatthecenterofthechart?Whatdoesthecentrallocationinthechart
mean?
Ans: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, interests and readiness.The central location in the

chart mean that the focus of the systematic instructional

planning are the students

2.Whatarethestepsoftheinstructionalprocessorthepartsofasystematicinstruction?
Ans:Thefollowingarethestepsoftheinstructionalprocess:
a.DefineObjectives
b.Chooseappropriatemethods
c.Chooseappropriateexperiences
d.Selectmaterials,equipmentandfacilities
e.Assignpersonnelroles
f.Implementtheinstruction
g.EvaluateOutcomes
h.Refinetheprocess
3.Whatdoeseachstepmean?

a.DefineObjectives Instruction begins with the definition of instructional

objectives that consider the students' needs, interests and readiness.
b.Chooseappropriatemethods On the basis of these objectives the teacher selects
the appropriate teaching methods to be used
c.Chooseappropriateexperiences In turn, based on the teaching method selected,
the appropriate learning experiences an appropriate materials, equipment and facilities
will also be selected.
d.Selectmaterials,equipmentandfacilities- The use of learning materials,
equipment and facilities necessitates assigning the appropriate personnel to assist the
teacher
e.Assignpersonnelroles- Defining the role of any personnel involve in the
preparation, setting and returning of these learning resources.
f.ImplementtheInstruction- With the instructional objective in mind, the teacher
implements planned instruction with the use of the selected teaching method, learning
activities, and learning materials with the help of other personnel whose role has been
defined by the teacher.

 g. Evaluate Outcomes After instructions, teacherevaluatesthe outcome of instruction.

Fromtheevaluationresults,teachercomestoknowiftheinstructionalobjectivewasattained.
h.RefinetheprocessIftheinstructionalobjectivewasattained,teacherproceedstothe
nextlessongoingthroughthesamecycleoncemore.Ifinstructionalobjectiveswasnotattained,
thenteacherdiagnoseswasnotlearnedandfindsoutwhyitwasnotlearnedinorderto
introducedaremedialmeasureforimprovedstudentperformanceandattainmentofinstructional
objectives.
Defining the instructional objectives begins the instruction which consider the
students needs, interest, and readiness. The teacher selects the appropriate
teaching methods to be used and as the basis of these objectives, 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 these learning resources. 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. After instructions, teacher evaluates the outcome of instruction to know
if the instructional objective was attained or not. If instructional objectives were not
attained, the teacher goes to the refining of the process in order to introduce a
remedial measure to improved student performance and attainment of instructional
objectives.

4.Inwhatwaydoesthechartshowthesystematicorsystemsapproachtoinstruction?Arethe
elementsorphasesofinstructionindependentofoneanotherordotheyrelatetooneanother?
Ans:Thephasesorelementsareconnectedtooneanother.Ifoneelementoronephaseofthe
instructionalprocessfails.Theoutcomewhichislearningisadverselyaffected.Theattainment
ofthelearningobjectiveisdependentonthesynergyofallelementsandfallactorsinvolvedin
theprocess.

The chart shows the systematic or systems approach to

instruction by following those steps which show instructional
process. It views as a system of closely interrelated parts.
Yes, the elements or phases of instruction are independent of
one another or they relate 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.