The document discusses the systematic approach to teaching, which views the entire educational program as an interconnected system. It involves defining student-centered objectives, selecting appropriate teaching methods and learning experiences, and refining the process based on evaluations to achieve the objectives. The key aspects are: (1) focusing on students and their needs, (2) planning instruction using objectives and aligned methods/materials, and (3) evaluating and refining to improve outcomes. All elements are interrelated - if one fails, learning is affected. The goal is to harmoniously integrate all parts into an effective whole.

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!!