Systematic Approach to Teaching

“A plan that emphasizes the parts may pay the cost of failing to consider the whole and
plan that emphasizes the whole must pay to cost of failing to get down to the real depth
with respect to the parts.” — C. West Churchman

Systematic
It involves organization and relates to or consists It’s logical, presented or formulated as a coherent
of a system. body of ideas or principles, which can be referred
to as systematic thought.
It’s methodical in procedure or plan, often referred
to as a systematic approach. It’s efficient and effective, marked by
thoroughness and regularity, often seen in
systematic efforts.

Systematic Approach to Teaching

It’s a network of elements or parts that are It’s an orchestrated learning pattern with all parts
different from each other, but each performs a harmoniously integrated into the whole: the school,
unique function for the life and effectiveness of the the teacher, the students, the objectives, the
instructional system. media, the materials, and assessment tools and
procedures.
The systems approach views the entire
educational program as a system of closely This approach integrates the older, more familiar
interrelated parts. methods and tools of instruction with the new
ones, such as the computer.

The System’s Approach to Instruction

— is simple in theory but far from being simplistic in practice.

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

Purpose of a System Instructional Design

Its purpose is to ensure orderly relationships and The ultimate aim is to fulfill the goals which have
interaction of various resources. been established for instruction.

These resources include human, technical, and Instructional Objective — the clear and measurable
environmental resources. goal that the teacher aims to achieve by the end of the
lesson.

Systematic Approach to Teaching 1

 The Focus of Systematic Instructional Planning
Student/Learner — it is the main focus of the Systematic Instructional Planning — a process
systematic instructional planning. where the teacher plans the instruction based on the
learners’ needs, interests, and readiness.

• Based on these objectives, the teacher selects the appropriate teaching methods to be used and, in turn,
chooses the appropriate learning experiences and materials, equipment, and facilities.

(identify content); Instruction begins with the definition of instructional objectives that consider
the student’s needs, interest, and readiness.
Define Objectives
— set clear goals

On the basis of these objectives, the teacher selects the appropriate teaching methods to be
used.
Choose Appropriate Methods
— select teaching techniques

Based on the teaching method selected, the appropriate learning experiences, an appropriate
material, equipment, and facilities will also be selected.
Choose Appropriate
Experiences
— pick relevant activities

The use of learning materials, equipment, and facilities necessitates assigning the personnel to
assist the teacher.
Select Materials, Equipment,
and Facilities
— choose necessary resources

Defining the role of any personnel involved in the preparation, setting, and returning of this
learning resources would also help in the learning process.
Assign Personnel Roles
— delegate tasks

With the instructional objectives in mind, the teacher implements the 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.
Implement the Instruction

— teach the lesson

After instructions, the teacher evaluates the outcome of instruction. From the evaluation
results, teacher comes to know if the instructional objective was attained.
Evaluate Outcomes
— asses learning results

If the instructional objective was attained, teacher proceeds to the next lesson going through
the same cycle once more.
Refine the Process

— improve teaching methods

Instruction
Instruction — begins with the definition of The effective use of learning resources is
instructional objectives that consider the students’ dependent on the expertise of the teacher, the
needs, interest, and readiness. motivation level or responsiveness, and the
involvement of the students in the learning
process.
The use of learning materials, equipment, and
facilities necessitates assigning the appropriate With the instructional objective in mind, the
personnel to assist the teacher and defining the teacher implements planned instruction with the
role of any personnel involved in the preparation, use of selected teaching method, learning
setting, and returning of these learning resources. activities, and learning materials with the help of
other personnel whose role has been defined by
the teacher.

Systematic Approach to Teaching 2

 EXAMPLES OF LEARNING ACTIVITIES EXAMPLES OF LEARNING RESOURCES

Textbooks
Workbooks
Reading
Programmed Materials
Writing
Computer
Interviewing
Television
Reporting or Doing Presentation
Programs
Discussing
Flat Pictures
Thinking
Slides and Transparencies
Reflecting
Maps Charts
Dramatizing
Cartoons
Visualizing
Posters
Creating Judgement
Models
Evaluating
Mock Ups
Chalkboards

After instruction, the teacher evaluates the The teacher then introduces a remedial measure
outcome of the instruction. for improved student performance and attainment
of the instructional objective.
From the evaluation results, teachers determine if
the instructional objective was attained. This approach ensures that no learners will be left
behind.
If the instructional objective was attained, the
teacher proceeds to the next lesson, going through
the same cycle once more.

If the instructional objective was not attained, the

teacher diagnoses what was not learned and finds
out why it was not learned.

The Phases of a Systematic Approach to Instruction

A systematic approach to instruction can be A systematic approach to instruction is a network

reduced to three phases. of elements or parts that are different from each
other, but each performs a unique function for the
The first phase is the formulation of
life and effectiveness of the instructional system.
instructional objectives.

The second phase is the process of

instruction itself.

The third phase is the assessment of

learning, which leads back to the formulation
of instructional objectives.

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 Will the Teacher Use Direct Instruction or Indirect Instruction? Will he/she
be using the deductive or inductive method?
Direct Instruction — a teaching method where the Deductive Method — a teaching approach where the
teacher directly teaches the content to the students. teacher starts with a general principle and then
applies it to specific examples.

Indirect Instruction — a teaching method where the

teacher guides the students to discover the content on Inductive Method — a teaching approach where the
their own. teacher starts with specific examples and then derives
a general principle.

The teacher’s choice of using direct or indirect

instruction, or the deductive or inductive method, The teacher’s choice of the most appropriate
depends on the instructional objective, nature of teaching method, learning activities, and learning
the subject matter, readiness of students, and the resources, as well as the action taken after getting
facilitating skills of the teacher. assessment results, are all based on various
factors including the lesson objective, nature of
Examples of learning activities that the teacher
the subject matter, availability of resources, the
can choose from include reading, writing,
teacher’s capability, the developmental stage of
interviewing, reporting or doing presentation,
the students, and the acceptability of remedial
discussing, thinking, reflecting, dramatizing,
measures to parents and students.
visualizing, creating, judging, and evaluating.
If one element or phase of the instructional
Some examples of learning resources for
process fails, the outcome, which is the learning
instructional use are textbooks, workbooks,
objective, is adversely affected. The attainment of
programmed materials, computer, television
the learning objective is dependent on the synergy
programs, video clips, flat pictures, slides and
of all elements and actors involved in the process.
transparencies, maps, charts, cartoons, posters,
models, mock-ups, flannel board materials, The purpose of system instructional design is to
chalkboard, and real objects. ensure orderly relationships and interaction of
human, technical, and environmental resources to
After instruction, the teacher evaluates the
fulfill the goals which have been established for
outcome of instruction. If the instructional
instruction.
objective was attained, the teacher proceeds to
the next lesson. If not, the teacher diagnoses what
was not learned and why, and introduces a
remedial measure for improved student
performance.

The systems approach views the entire

educational program as a system of closely
interrelated parts, integrating the older, more
familiar methods and tools of instruction with the
new ones such as the computer.

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 Summary
The systems approach views the entire The phases or elements are connected to one
educational program as a system of closely another. If one element or one phase of the
interrelated parts. It is an orchestrated learning instructional process fails, the outcome which is
pattern with all parts harmoniously integrated into learning is adversely affected.
the whole: the school, the teacher, the students,
The attainment of the learning objective is
the objectives, the media, the materials, and
dependent on the synergy of all elements and of
assessment tools and procedures.
all actors involved in the process.
This approach integrates the older, more familiar
The purpose of a system instructional design is to
methods and tools of instruction with the new
ensure orderly relationships and interaction of
ones, such as the computer.
human, technical, and environmental resources
The systems’ approach to instruction is simple in to fulfill the goals which have been established
theory but far from being simplistic in practice. It for instruction.
involves the teacher taking into consideration
The use of learning materials, equipment, and
students’ needs, interests, home background,
facilities necessitates assigning the appropriate
prior experiences, developmental stage, nature,
personnel to assist the teacher and defining the
and the like.
role of any personnel involved in the preparation
The teacher, in the choice of the most appropriate and setting. There is a custodian/librarian who
teaching method, learning activities, and learning takes care of the learning resources and/or a
resources, considers the nature of her subject technician who operates the equipment while the
matter, availability of resources, her/his capability, teacher facilitates.
the developmental stage of his students, and of
The effective use of learning resources is
course his/her lesson objective.
dependent on the expertise of the teacher, the
The teacher’s choice of assessment method for motivation level or responsiveness, and the
learning is likewise dependent on the lesson involvement of the learners in the learning
objective. The action the teacher takes after process.
getting assessment results is based on the
With the instructional objective in mind, the
assessment results, acceptability of remedial
teacher implements planned instruction with the
measure to parents and students, like a tutorial
use of the selected teaching method, learning
class after class hours.
activities, and learning materials with the help of
other personnel whose role has been defined by
the teacher.

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