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Systematic approach to teaching
The document defines an instructional system as a network of interrelated elements that work together to achieve educational goals. It describes the key components of a systematic instructional process, including defining objectives, choosing appropriate methods, experiences, materials, and roles, implementing instruction, evaluating outcomes, and refining the process based on results. The overall purpose is to ensure orderly interaction of resources to fulfill established instructional objectives.
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Systematic approach to teaching
- 2. It is anetwork of elements or parts different from each other but one is special in the sense that each performs a unique function for the life and effectiveness of the instructional system. Definition http://www.slideshare.net/ruby011965/ed-tech-ppt Home
- 3. An orchestrated learningpattern with all parts harmoniously integrated into the whole: the school, the teacher, the media, the materials, and assessment tools and procedures. Definition
- 4. Purpose To ensure orderlyrelationships and interaction of human, technical and environmental resources to fulfill the goals which have been established for instruction. (Brown, 1969) Home
- 5. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 6. • Consider thestudents’ needs, interests and readiness. • It should be a clear and concise statement of the skill or skills that your students will be expected to perform after a unit of instruction • Must include an action verb that specifies a learning outcome. MENU
- 7. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 8. •To decide whatmethod you will primarily use: direct instruction or indirect instruction. MENU
- 9. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 10. •Selecting learning activitiesthat can be use to get each learner actively and individually involved in the lesson. •It can be a game, group work, dramatizing, presentations, discussing, etc. MENU
- 11. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 12. •To decide whatmaterial, equipment, facilities and learning resources that you are going to use. It can be a text/workbooks, programmed materials, computer, maps, charts, mock ups, real objects, etc. MENU
- 13. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personnel roles Implement instruction Evaluate outcomes Refine the process Students
- 14. •The use oflearning materials, equipment and facilities necessitates 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. MENU
- 15. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 16. •The actual modeof instruction with the guide of the instructional objectives in mind in which all plans (the selected teaching method, learning activities and learning materials with the help of other personnel whose role has been defined by the teacher) are being utilized. MENU
- 17. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 18. •Gives justice orvalue to the outcome of the instruction implemented. From the evaluation results, teacher comes to know if the instructional objective was attained. MENU
- 19. Systematized Instruction Define objectives Chooseappropriate methods Choose appropriate experiences Select materials, equipment, and facilities Assign personal roles Implement instruction Evaluate outcomes Refine the process Students
- 20. •The time whereyou improve the process. oIf instructional objective was attained, the teacher proceeds to the next lesson going through the same cycle once more.
- 21. o If theinstructional objective was not attained, then teacher diagnoses what was not learned and finds out why it was not learned in order to introduce a remedial measure for improved student’s performance and attainment of instructional objective. Home
- 22.
Editor's Notes
- #2 Sources aside from the book: http://www.slideshare.net/ruby011965/ed-tech-ppt http://luminariasshannonlec.blogspot.com/2012/01/lesson-4-sytematic-approach-to-teaching.html
- #6 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #8 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #9 It depends on the instructional objective, nature of the subject matter, readiness of students and the expertise of the teacher himself or herself. *direct instruction - the use of straightforward, explicit teaching techniques, usually to teach a specific skill. It is a teacher-directed method, meaning that the teacher stands in front of a classroom and presents the information. *indirect instruction - learning process in which the lesson doesn't come directly from the teacher. Instead, it is student-centered. The key is to have students actively engaged in the learning process, making inquiries, using critical thinking skills to resolve problems, and testing hypotheses for validation.
- #10 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #12 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #13 *mock ups - a model or replica of a machine or structure, used for instructional or experimental purposes.
- #14 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #16 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #18 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.
- #20 As what you’ve observe, students is at the center of the chart and that tells that the students is the focus in systematic approach to teaching.