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.
