Chapter 4:  Systematic Approach to Teaching

            The systematic approach to teaching provides a method for the functional organization and development of instruction. This method applies to preparation of materials for classroom use, as well as for print and non-print media. Inputs to the systems approach include well defined objectives, analysis of the intended audience, special criteria desired by the customer, analysis and use of existing resources, and a team of instructional system specialists, subject matter experts, writers, and visual specialists. Outputs are functional relations trees; functional block diagrams, a teaching sequence chart, and frames (a combination of words and visuals on a specific topic from the teaching sequence chart). The three step production flow consists of content requirements, content development, and use. Material is divided into levels of detail, so that the student studies only until he has reached the level he needs. At each level of detail, the material is treated as a whole, then in its parts, and finally recombined into a functional whole. Visuals illustrating the concepts are included. The system approach views the entire educational program as a system of interrelated parts. It is an orchestrated learning pattern with all parts harmoniously integrated in to 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.

Graphic Organizer:

Reflection:

           Instruction should begin with objectives considering the student’s need, interest and readiness because the main focus is the students.

          The teacher must select appropriate teaching methods to be used and also consider and select appropriate learning experiences or activities, appropriate material, equipment and facilities. The effective use of learning resources is dependent on the expertise of the teacher, like the involvement of the students to teaching-learning process if they really motivate, responsive and they can generalize things they’ve learned.

           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 the teacher proceed to the next lesson. If instructional objective was not attained, then teacher diagnoses what was learned in order to introduce a remedial measure to improved student performance and attainment of instructional objective.