Systematic approach in Teaching( report in edtech1)

1. 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

2. What isWhat is Systematic?Systematic?

3. Systematic:Systematic: MMethodical in procedure or planethodical in

procedure or plan (systematic approach)(systematic approach) OOrganize;
relating to or consistinrganize; relating to or consistin Of aOf a systemsystem
LLogical- presented or formulatedogical- presented or formulated As a
coherent body of ideas orAs a coherent body of ideas or Principle ( systematic
thought)Principle ( systematic thought) EEfficient- effective in class
thatfficient- effective in class that Marked by thoroughness andMarked by
thoroughness and regularity (systematic efforts)regularity (systematic efforts)

4. Systematic Approach Systematic Approach to Teachingto Teaching 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 the new ones such as the computer.

5. 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

6. 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

7. ANALYSIS : Sana Hindi ako matawag!!

8. Systematized Instruction Define Objectives Instruction begins with the

definition of instructional objectives that consider the students' needs,
interests and readiness.

9. Systematized InstructionChoose appropriate methods On the basis of these

objectives the teacher selects the appropriate teaching methods to be used.

10. Systematized Instruction Choose appropriate experiences In turn, based

on the teaching method selected, the appropriate learning experiences an
appropriate materials, equipment and facilities will also be selected.

11. Systematized Instruction Select materials, equipment and facilities The

use of learning materials, equipment and facilities necessitates assigning the
personnel to assist the teacher.

12. Systematized Instruction 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.

13. Systematized Instruction 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.

14. 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.

15. Systematized Instruction 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.

16. In what way does the chartIn what way does the chart show the
systematic orshow the systematic or systems approach tosystems approach
to instructions? Are theinstructions? Are the elements or phases ofelements
or phases of instruction independent ofinstruction independent of one
another or do they relateone another or do they relate to one another?to one
another?

17. EXAMPLES OF LEARNINGEXAMPLES OF LEARNING ACTIVITIESACTIVITIES 1.

Reading 2. Writing 3. Interviewing 4.Reporting or doing Presentation 5.
Discussing 6. Thinking 7. Reflecting 8. Dramatizing 9. Visualizing 10.Creating
Judging; 11. evaluating

18. EXAMPLES OF LEARNING RESOURCES FOREXAMPLES OF LEARNING

RESOURCES FOR INSTRUCTIONAL USE.INSTRUCTIONAL USE. 1. Textbooks 2.
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

19. 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.

20. SUMMING UP!!

21. 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

22. 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).

23. SALAMAT!!