LESSON 4 Systematic Approach to Teaching

                                                     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 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 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.

SUMMING UP

         The 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 le the new ones such as the computer.

            The systems’ approach to instruction is simple in theory but far from being simplistic in practice. It is not just a matter of teacher formulating his/her lesson objective and then directly teaching the student. There are a lot of elements or factors that the teacher has to take into consideration-students’ needs, interests, home background, prior experiences, developmental stage, nature and the like. The teacher, in the choice of the most appropriate teaching method, learning activities, and learning resources, considers the nature of her subject matter, availability of resources, her/his capability, the developmental stage of his students, and of course his/her lesson objective. Her/his choice of assessment method for learning is likewise dependent on the lesson objective. The action of the teacher takes after getting assessment results is based on the assessment results, acceptability of remedial measure to parents and students, like a tutorial class after class hours. Will an extra hour after the class devoted to tutorial be acceptable to the students and parents concerned?

            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).

ANALYSIS

 Guide Questions for Discussions

1. Who is at the center of the chart? What does the central location in the chart mean?

•   The center of the chart are the students. The central location in the chart mean that the focus of the systematic instructional planning are the students.

2. What are the steps of the instructional process or the parts of a systematic instruction?

• The steps of the instructional process or the parts of a systematic instruction are the definition of instructional objectives, selecting the appropriate teaching methods to be used, choosing the appropriate learning experiences, selecting appropriate materials, equipment and facilities, assigning personnel roles, implementing planned instructions, evaluating the outcomes of instruction, and refining the process.

3. What does each step mean?

•   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. 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?

•  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.

                                  
APPLICATION

            

Make your own graphic presentation of the system’s approach to instruction.