Lesson 4

Systematic Approach to Teaching

Introduction

The board definition of educational technology encompasses system or designs of instruction. In this Lesson, let’s discuss a system’s or systematic approach to instruction.

ABSTRACTION

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 these 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, 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. (In some school 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 using the deductive or the inductive method? It depends on his/her instructional objective, mature 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 example 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 teacher diagnoses what was not learned and finds out why it was not learned in order in order to introduce a remedial measure for improved student performance and attainment of instructional objective. This way no learners will be left behind.

   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.

   The systems’ approach to instruction is simple in theory but far from being simplistic in practice. It is not just a matter of teacher formulating his/her lesson objective and then directly teaching the student. There a lot of elements or functions that the teacher has to take into consideration – learners’ needs, entry knowledge and skills, interests, home background, prior experiences, developmental stage, nature and the like. The teacher, in the choice of the most appropriate teaching method, learning activities, and learning resources, considers the nature of his/her subject matter, availability of resources, his/her capability, the developmental stage of his students, and of course his/her lesson objective. Her/his choice of assessment method of learning is likewise dependent on the less objective. The action the teacher takes after getting assessment results is based on the assessment results, acceptability of remedial measure to parents and students, like a tutorial class after class hours. Will an extra hour after class devoted to tutorial be acceptable to the students and parents concerned?

   The phases or elements are connected to one another. If one element or one phase of the instructional process fails, the outcome which is learning is adversely affected. The attainment of the learning objective is dependent on the synergy of all elements and of all actors involved in the process.

   The purpose of a system instructional design is “to ensure orderly relationship and interaction of human, technical, and environmental resources to fulfill the goals which have been established for instruction” (Brown, 1969).