The document discusses two approaches to systematic teaching: (1) the system approach views education as an interconnected system with harmonious integration of objectives, teachers, students, and tools; (2) systematized instruction focuses on defining objectives, choosing methods and materials, implementing instruction, and evaluating outcomes in a cycle of refinement. It also describes the ASSURE model for planning media-incorporated lessons, which involves analyzing learners, stating objectives, selecting materials, utilizing them with participation and feedback, and evaluating/revising.

1. Systematic Approach to Teaching
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: the school, the teacher, the student, the objectives, the
media, the material 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.
Systematized Instruction
As depicted in the chart, the focus of the systematic instructional planning is the
student.
1. Define Objective
Instruction begins with the definition of instructional objectives that consider the
student's need, interest, and readiness.
2. Choose appropriate methods
3. Choose appropriate experiences
4. Select materials equipment and facilities

2. On the basis of the objective, the teacher select the appropriate teaching methods
to be used and, in turn, based on teaching method selected, the appropriate learning
experiences, appropriate materials, equipment and facilities will also be selected.
5. Assign Personal Role
The use of learning materials, equipment and facilities necessitates assign the
appropriate personnel to assist the teacher and defining the role of any personnel
involved in the presentation, setting and returning of these learning resources.
6. Implement the instruction
With the instructional objectives in mind, the teacher’s 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.
Example of learning activities
1. Reading
2. Writing
3. Interviewing
4. Reporting or doing presentation
5. Discussing
6. Thinking
7. Reflecting
8. Dramatizing
9. Visualizing
10. Creating Judging and
11. Evaluating
Example of Learning Resources for Instructional Use
1. Textbook
2. Workbook
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

3. 13. Mock ups
14. Flannel Board Materials
15. Chalkboard
16. Real’s Objects
7. Evaluate Outcomes
After instruction, teachers evaluate the outcomes of instruction. For the
evaluation of results, teacher comes to know if the instructional objectives were
attained.
8. Refine the process
If the instructional objective was attained, teacher proceeds to the next lesson
going through the same cycle once more. If instructional materials was not attained,
then teachers diagnosis was not learned and finds out why it was not learned in order
to introduce a remedial measure for improved students performance and attainment of
instructional objectives.
The purpose of system instructional design is “to ensure orderly relationships and
interactions of humans, technical, and environmental resources to fulfill the goals
which have been established for instruction. (Brown 1969)
Discussant:
De Mata, Christine Faye
De Veza, Eleziel
Duza, Loren S.

4. The Assure Model
The Assure Model, a procedural guide for planning and conducting instruction
that incorporates media, assumes that instruction really is acquired.
The Assure Model focuses on planning surrounding the actual classroom use of
media. It is less ambitious that 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.
Analyze Learner
The first step in planning is to identify the learners. You must know your student
to select the best medium to meet the objectives.
The audience be analyze in terms of:
1. General characteristic
2. Specific entry competencies-knowledge, skills and attitudes about the topic and
3. Learning styles
State Objectives
The objectives may be derived from a course syllabus, stated in the textbook,
taken form a curriculum guide, or develop by the instructor. They should be stated in
terms of what the learners will be able to do as a result of instructor.
Select Media and Materials
There are three options:
1. Select available materials
2. Modify existing materials
3. Design new materials
Utilize Media and Materials
First, preview the materials and practice your presentation. Next prepare the class
and ready the necessary equipment and facilities. Then present the materials using the
showmanship technique.

5. Require Learner Participation
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 an examination. Instead there should be
activities within the lesson that allow learners to respond and to receive feedback on
the appropriateness of their response.
Evaluate and Revise
After instruction, it is necessary to evaluate its impact and effectiveness. To get
the total picture, you must evaluate the entire instructional process.

6. Require Learner Participation
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 an examination. Instead there should be
activities within the lesson that allow learners to respond and to receive feedback on
the appropriateness of their response.
Evaluate and Revise
After instruction, it is necessary to evaluate its impact and effectiveness. To get
the total picture, you must evaluate the entire instructional process.