Systematic Approach To Teaching (Educ.8)

1. SYSTEMATIC APPROACH TO
TEACHING
(Systematized Instruction)
Adjawon
Atupan
Amadeo
Baclaan M.V.
Tiempo R.

2. • “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

3. ASSURE MODEL
The ASSURE Model, a procedural
guide for planning and conducting instruction
that incorporates media, assumes that
instruction really is required. The ASSURE
Model focuses on planning surrounding the
actual classroom use of media. It is less
ambitious than 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.

4. ANALYZE THE
As depicted in the chart, the focus of
LEARNER
systematic instructional planning is the student.
Instruction begins with the definition of
instructional objectives that consider the
students’ needs, interest, and readiness. On the
basis of this objective, the teacher selects the
appropriate teaching methods to be used and,
in turn, based on the teaching method
selected, the appropriate learning experiences
and appropriate materials, equipment and
facilities will also be selected.

5. The use of learning materials,
equipment and facilities necessitates
assigning the personnel to assist the
teacher and defining the role of any
personnel involved in the preparation,
setting and returning of this learning
resources. (in some school settings ,
there is a custodian/ librarian who takes
care of the learning resources and / or
technician who operates the equipment
while teacher facilitates).

6. The effective use of learning
resources is dependent in the expertise
of the teacher, motivation of level or
responsiveness, and the involvement of
the students in the learning process.
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.

7. DIAGRAM
Define Objectives
STUDENT
Choose Appropriate
Method
Select materials,
facilities
& equipments
Refine the Process
Evaluate Outcomes
Assign Personal Roles
Choose Appropriate
Experiences

8. Define Objectives
• Instruction begins with the
definition of instructional
objectives that consider the
students’ needs, interest, and
readiness.

9. CHOOSE APPROPRIATE METHOD
• On the basis of this objective,
the teacher selects the
appropriate teaching methods
to be used.

10. Select Materials, Facilities and other
equipments
• The use of learning materials,
equipment and facilities
necessitates assigning the
personnel to assist the
teacher.

11. ASSIGN PERSONAL ROLE
• Defining the role of any
personnel involved in the
preparation, setting and
returning of this learning
resources would also help in
the learning process.

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

13. 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.