Lesson IV

                                             SYSTEMATIC APPROACH TO 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. 

Objectives:

  To know what is systematic approach to teaching

  To enumerate the elements of systematic approach in teaching

   

     As depicted in the chart, the focus of systematic instructional planning is the learner. Instruction begins with the definition of instructional objectives that consider the learners’ needs, interests and readiness. On the basis of this objectives, the teacher selects the appropriate teaching – methods to be used and , in turn, based on the teaching method selected, chooses also the appropriate learning experiences and appropriate materials, equipment and facilities.

     The use of learning materials, equipments and facilities necessities 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. ( in some school settings, there is a custodian/librarian who take care of the learning resources  and technician who operate the equipment while teacher facilitates). The effective use of learning resources  is dependent on the expertise  of the teacher, the motivation level or responsiveness, and the involvement of the learners in the learning process. With the  instructional objective in mind, the teacher  implements planned instruction with the use of the selected teaching method, learning activities and learning materials with  the help of other personnel whose role has been defined by the teacher.

     Will the  teacher use direct instruction or indirect instruction? Will he/she  teach the deductive or the inductive method? It depends on his/her instructional objective, nature of the subject matter, readiness of students and the facilitating skills of the teacher himself or herself.

     Examples  of learning activities that the teacher can choose from, depending on his/her  instructional objective, nature of the lesson content, readiness of the students, are reading, writing, interviewing, reporting or doing presentation, discussing, thinking, reflecting, dramatizing, visualizing, creating, judging and evaluating,

     Some examples of learning resources for instructional  use are textbooks, workbooks, programmed materials, computer, television programs, video clips, flat pictures, slides and transparencies, maps, charts, cartoons, posters, models, mock – ups, flannel board materials, chalkboard, real objects and the like.

     After instruction, 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 objective was not attained, then the teacher diagnoses what was not learned and finds out why it was not learned in order to introduce a remedial measure for improved student performance and attainment of instructional objective. This way no learners will be left behind.