Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Group 2 systematic approach to teaching


Published on

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

Published in: Education, Design

Group 2 systematic approach to teaching

  1. 1. Systematic approach to<br />Teaching<br />Ely Bobbylord C. Alamin<br />“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<br />
  2. 2. The system approach views the entire educational program as a system of 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.<br />
  3. 3. STUDENTS<br />Systematized Instruction<br />
  4. 4. Define Objectives<br />Considers the student’s need, interest and readiness.<br />
  5. 5. Choose appropriate method<br />To be untilized and used by the teacher<br />
  6. 6. Choose Appropriate experiences<br />PagXurteh!!!<br />Learning Activities that could spell out the instructional objectives.<br />
  7. 7. Assigning personnel roles<br />Who are the persons involved in the instruction and their tasks.<br />
  8. 8. Implement the instruction<br />Actual mode of instruction in which all plans are being utilized.<br />
  9. 9. Evaluate Outcomes<br />Examining if the instructional objective was attained or not<br />
  10. 10. Refine the process<br />Whatever!!!!<br />Yeah Ryt!!!<br />Getting the system fixed before entering to other cycle.<br />
  11. 11. The ASSURE Model<br />
  12. 12. The ASSURE Model, a procedural guide for planning and conducting instruction that incorporates media, assumes that instruction really is required. <br /> The ASSURE Model focuses on planning surrounding the actual classroom use of media. It is less ambitious than models of instructional development, which are intended to guide the entire process of designing instructional systems. ASSURE Model, On the other hand, is meant for use by the individual instructor in planning everyday classroom use of media. <br />
  13. 13. Analyze learner <br /> The First step in planning is to identify the learners. You must know your students to select the best medium to meet the objectives.<br /> The audience be analyze in terms of <br /> (1) general characteristics, (2)specific entry competencies- knowledge, skills, and attitudes about the topic, and (3) learning style.<br />
  14. 14. State Objective<br /> The objectives may be derived from a course syllabus, stated in a textbook, taken from a curriculum guide, or developed by the instructor. They should be stated in terms of what the learner will be able to do as a result of instructor.<br />
  15. 15. Select Media and Materials <br /> There are three options: (1) select available materials, (2) modify existing materials, or (3) design new materials. <br />
  16. 16. Utilize Media and Materials <br /> First, preview the materials and practice your presentation. Next, prepare the class and ready the necessary equipment and facilities. Then present the material using the show-manship techniques. <br />
  17. 17. Require Learner Participation <br /> Learners must practice what they are expected to learn and should be reinforced for the correct response. The first time they are expected to perform the behavior called for in the objectives should not be on examination. Instead, there should be activities within the lesson that allow learners to respond and to receive feedback on the appropriateness of their response.<br />
  18. 18. Evaluate and Revise<br /> After instruction, it is necessary to evaluate its impact and effectiveness. To get the total picture, you must evaluate the entire instuctional process.<br />
  19. 19. Thank you<br />