Systematic Approach to Teaching

1. Prepared by:
Robeyen M. Monterola
Eudilyn Capinig

2. Choose
appropriate
methods
Choose
appropriate
experiences
Select materials
equipment; and
facilities
Assign
personnel
routes
learners
Define
objectives
(identity content
Refine the
process
Evaluate
outcomes
Implemented
the instruction

3.  As depicted in the chart, the focus of systematic
instruction al planning is the learner.
Instructions begins with the definition of
instructional objectives that consider the
learners’ needs, interests and readiness. On the
basis of these objectives, the teacher select the
appropriate teaching methods to be used and,
in turn, based on the teaching method selected,
chooses also appropriate learning experience
and appropriate materials, equipment and
facilities.

4.  The use of learning materials, equipment
and facilities necessities assigning the
appropriate personnel to assist the teacher
and defining the role of any personnel
involved in the preparation, setting and
returning of these learning resources.

5.  The effective use of learning resources is
responsiveness and the involvement of the
learners in the learning process, with the
instructional objective in mind.

6.  Well the teacher use direct instruction or
indirect instructions will he/she teach using
the deductive or the inductive method? It
depends on his/her instructional objectives,
nature of the subject matter, readiness of
students the facilities skills of the teacher
himself o herself.

8. . Reading
. Writing
. Interviewing
. Reporting
. Presentation
. Discussing
. Thinking
. Reflecting
. Dramatizing
. visualizing
. Creating
. Judging
. Evaluating

10.  Textbook
 Workbook
 materials
 Computer
 Television programs
 Video clips
 Flat pictures
 Slides
 Transparencies
 Maps
 Charts
 Cartoons
 Porters
 models
 Mock ups
 Flannel board materials
 Chalkboard
 Real objects

11.  After instruction, teacher evaluates the
outcomes of instructions .from the results,
teacher comes to know if the instructional
objective was attained.
 The system 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.

12.  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 proposed of a system instructional design
is to ensure orderly relationship and interaction
of human, technical and environment resources
to fulfill the goals which have been established
for instruction (brown 1969)

15.  First is the formulation of instructional
objectives
 Second is the process of instruction
itself.
 Third the phase is assessment of
learning which will once more lead to
the information.

16. 1. Establishing
Learning
Objectives
2. Assessing
Learners’ Entry
Capabilities
3. Designing selecting
Implementing Learning
Activities
4. Evaluating
Progress Toward
Learning objectives

17. Thank you