The document discusses the systematic approach to education planning. It emphasizes that a plan focused only on parts may fail to consider the whole, while a plan focused only on the whole may fail to adequately address the parts. The systematic approach views the entire education program as an interrelated system. It integrates instructional methods old and new, with the student as the focus. The process begins with defining objectives based on student needs and selecting teaching methods, then materials, equipment, and personnel to support learning and assessment. The outcomes are evaluated and reteaching is used if objectives were not met, with the goal of ensuring efficient and effective relationships between resources and established instructional goals.

2. “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

4. Methodical in procedure
or plan
(systematic approach)
Organize; relating to or
consisting of a system

5. The systematic 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.

6. 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.

8. Instruction begins with the
definition of instructional
objectives that consider the
students' needs, interests and
readiness.

9. On the basis of
these objectives the
teacher selects the
appropriate
teaching methods
to be used.

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

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

12. 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. After instructions,
teacher evaluates the
outcome of instruction.
From the evaluation
results, teacher comes
to know if the
instructional objective
was attained.

14. 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.

15. The purpose of a systematic
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).