MODULE 4

Systematic Approach to Teaching

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

Focus question:

 What is a systematic or system’s approach to teaching?

 Considers the entire curriculum as a system of interconnected pieces.

 What are the elements of a systematic approach to teaching?

 The five components of instruction are vocabulary, understanding, fluency, phonics, and
phonemic awareness.

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

ACTIVITY
1. In your small groups, study the chart on systematized instruction. Pay close attention to
the parts. Write at least 4 statements on the figure.

1. Establishing
Learning Objectives

Evaluating 2. Assessing
Progress Toward Learner’s Entry
Learning Capabilities
Objectives

3. Designing
Selecting
Implementing
Learning
Activities
 Establishing Learning Objectives

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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 Provide a clear direction for both educators and learners, ensuring that everyone
understands the desired outcomes of the learning experience.

 Should be measurable, meaning they can be assessed or evaluated to determine if the

desired learning outcomes have been achieved. This allows educators to design
appropriate assessments and track student progress effectively.

 Should be specific and concise, clearly stating what learners are expected to know,
understand, or be able to do. This specificity helps in designing targeted instruction and
assessment strategies.

 Can motivate and engage learners by providing a sense of purpose and direction. When
learners understand what they are working towards, they are more likely to be motivated
and actively participate in the learning process.

 Assessing Learner’s Entry Capabilities

 Refers to the process of evaluating and determining the knowledge, skills, and abilities that
learners possess at the beginning of a learning program or course. This assessment helps
educators understand the baseline competencies of learners and tailor instruction
accordingly.

 Educators can identify any gaps or areas of strength in their knowledge and skills. This
information allows them to design appropriate learning activities, set realistic learning
goals, and provide targeted support to meet the individual needs of learners.

 Can take various forms, such as pre-tests, diagnostic assessments, surveys, or interviews.

 May cover subject-specific knowledge, cognitive abilities, prior learning experiences, or any
other relevant factors that contribute to the learner's readiness for the learning program.

 Designing Selecting Implementing Learning Activities

 Refers to the process of creating and choosing appropriate instructional strategies and
activities to facilitate effective learning experiences for students.

 Must carefully plan and structure activities that align with these objectives and promote
active engagement, critical thinking, and skill development.

 Must consider the needs and preferences of their students, as well as the available resources
and constraints, to make informed decisions about the most suitable activities.

 They may use a variety of teaching techniques, such as lectures, discussions, group work,
hands-on experiments, or multimedia presentations, depending on the nature of the content
and the needs of the learners.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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 Evaluating Progress Toward Learning Objectives

 This allows for an objective and systematic evaluation of students' performance and
understanding.

 By regularly monitoring and assessing students' progress, educators can determine the
extent to which the learning objectives have been achieved.

 This evaluation process should be fair, reliable, and aligned with the specific learning
outcomes outlined in the lesson plan.

 Providing constructive feedback to students based on their performance can help guide their
learning and address any areas that may require further attention or improvement.

2. Read your written statements about the chart on systematized instruction. Each one is
expected to listen and note common statements read.

ANALYSIS
Guide Question for discussion
1. Who is at the centre of the chart? What does the central location in the chart mean?

 The learners/students are represented at the center of the chart.

2. What are the steps of the instructional process or the parts of a systematic instruction?

 Step 1: Define the instructional objective

 Step 2: Choose an appropriate teaching/prompting strategy and materials.
 Step 3: Determine the data collection method
 Step 4: Implement the instructional strategy and collect data
 Step 5: Evaluate your data
 Step 6: Refine the process and make decisions based on data

3. What does each step mean?

 The act of teaching and learning can be viewed as a process known as the
instructional process, which begins with the definition of what the students should know
and ends with an assessment of the students' actual knowledge.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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4. In what way does the chart show the systematic or systems approach to instruction? Are
the elements or phases of instruction independent of one another or do they relate to one
another?

 The picture demonstrates the systems or systematic approach to instruction by tracing the
processes that represent the instructional process. It considers itself to be made up of many
interconnected parts. It is possible for the elements or steps of an instruction to stand alone
or to be connected to one another. The failure of one phase or one part of the teaching
process has an adverse effect on the outcome, which is learning. The learning objective
cannot be achieved without the cooperation of all the elements and facets involved in the
process.

ABSTRACTION
Systematic Approach to Teaching
As depicted in the chart, the focus of systematic instructional planning is the student. Instruction
begins with the definition of instructional objectives that consider the students’ needs, interest
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, the appropriate learning
experiences and appropriate materials, equipment and facilities will also be selected.

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 settings, there is a custodian
/librarian who take care of the learning resources and/or 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 with the studentsin the
learning process. With the instructional objective 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 of the inductive approach? It depends on his/her instructional objective, nature of the
subject matter, readiness of students and the expertise 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.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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Some examples of learning resources for instructional use are textbooks, workbooks,
programmed materials, computer, television programs, flat pictures, slides and
transparencies, maps, charts, cartoons, posters, models, mock ups, flannel board materials,
chalkboard, real object 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 to introduce a remedial measure for improved student
performance and attainment of instructional objective.

SUMMING UP
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 are a lot of elements or factors that the teacher has to take into
consideration- students’ needs, 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 her subject matter, availability
of resources, his/her capability, the developmental stage of his students, and of course his/her
lesson objective. His/her choice of assessment method for learning is likewise dependent on the
lesson 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.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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The purpose of a system instructional design is “to ensure orderly relationships and
interaction of human, technical, and environmental resources to fulfil the goals which have been
established for instruction.” (Brown, 1969).

APPLICATION
1. Test your Understanding of a Systems Approach

Put a check mark before the item that characterizes a systems approach to instruction and
an X before an item that does NOT characterize a system approach. Get a learning
partner then compare and discuss your answer. Then compare your answer with the
answer key on page 202.

þ 1. The function of one part can be performed by another part of the system.
þ 2. One element can be substituted by another element in the system.
þ 3. There is interaction among parts of the system.
þ 4. Elements are independent of each other.
ý 5. There is interdependence of elements.
ý 6. The phases of instruction are viewed in isolation.

2. Here are Instructional Design Questions (Marzano, 2007) that pertain to an effective
classroom instructional design.

1. What will I do to establish and communicate learning goals, track student progress,
and celebrate success?

 Establish precise learning objectives and a grading system, monitor students'

development, offer feedback, and recognize accomplishments.

2. What will I do to help students effectively interact with new knowledge?

 Encourage pupils to provide more details in response to your queries.

3. What will I do to help students practice and deepen their understanding of new
knowledge?

 Give pupils assignments that call for them to consider similarities and contrasts.

4. What will I do to help students generate and test hypotheses about new knowledge?

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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 Allow students to create their own assignments and involve them in problem-solving
activities that call for the creation and testing of hypotheses.

5. What will I do to engage students?

 Offer unique knowledge.

6. What will I do to establish or maintain classroom rules and procedures?

 Create a short set of guidelines and procedures and arrange the classroom for
efficient teaching and learning.

7. What will I do to recognize and acknowledge adherence and lack of adherence to

classroom rules and procedures?

 There exist multiple methods to express gratitude and recognition for following or
not following the rules and procedures in the classroom. Which one is utilized can
frequently rely on the dynamics of the class and that specific student group. Regardless
of the tactics employed, consistency is key to consistently achieving both inner and
extrinsic drive.

8. What will I do to establish and maintain effective relationships with students?

 Engage in actions that demonstrate your affection for every pupil.

9. What will I do to communicate high expectations for all students?

 Determine your degree of expectations for your students.

10. What will I do to develop effective lessons organized into a cohesive unit?

 Determine the unit's focus and make plans for immediate action that has to be taken.

Match these questions with the phases/ elements of a systematic instructional design given in
Figure 1 on Systematized Instruction. Discuss your answers as a class.

3. Make your own graphic presentation of the system’s approach to instruction.

Dependency

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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Focus Systems Approach Responsiveness

Results

POSTSCRIPT- The Phases of a Systematic Approach to Instruction.

If we reduce the phases of a systematic approach to instruction, the phases may boil down to
three. The first of the three is formulation of instructional objectives. The second is the process
of instruction itself. The third phase is assessment of learning which will once more lead to the
formulation of instructional objectives.

Reducing the phases of a systematic instruction to three does not reduce the complex
interaction of the elements in a systematic approach to instruction. The main phases of the
systematic instructional approach involves many other sub-phases. The second phase which is
the instructional process itself may have two sub-phases: planning for instruction and the
implementation of the instructional plan itself. Planning for instruction involves a lot of
processes, too. A teacher who plans for instruction considers methods of teaching, to the learners
and to the nature of the lesson content. The instructional phase may begin with a review portion
of past lesson, followed by motivation and the lesson development which may end in an
application of what was learned. This paves the way to the evaluation phase which is anchored
on the stated lesson objective/s.

In short, a systematic approach to instruction is a network of elements or parts different

from each other but each one is special in the sense that each performs a unique function for the
life and effectiveness of the instructional system.

Individual Activity- Accomplish this Learning Bank

Deposit Dividends

(Any Insight Drawn from the (How will I apply that insight?)
Lesson?)

1. It’s all about the organizing and creating 1. New information is always emerging, so
the presentation's flow after you've taken in the what is true now might not be true tomorrow. I

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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ideas from the source or sources you've should impart new and exact knowledge to my
chosen, and then adding your prior knowledge students as a future teacher. I should therefore
at the end. rely on as many recent sources as possible
rather than just one.

MAKING THE CONNECTION

1. Review the parts of a lesson plan learned in Principles of Teaching. Find out if the
parts of a lesson plan contain the elements of a system of instruction as discussed in
this Lesson. Match the parts of a lesson plan with the elements of a system’s approach
to instruction.

 Objective or Learning Outcome: The objective or learning outcome of a lesson plan

is a crucial component. It specifies what the students are expected to achieve or learn
by the end of the lesson. This aligns with the element of setting clear goals and
objectives in a system's approach to instruction.

 Introduction: The introduction section of a lesson plan provides an overview of the

lesson and engages students' attention. While not explicitly mentioned as an element in
a system's approach to instruction, it can be seen as a way to capture students' interest
and create a positive learning environment.

 Instructional Materials: The instructional materials section lists the resources,

materials, and tools needed for the lesson. This aligns with the element of selecting
appropriate instructional resources in a system's approach to instruction.

 Teaching Strategies: The teaching strategies section outlines the methods and
techniques the teacher will use to deliver the lesson content. This aligns with the
element of employing effective instructional strategies in a system's approach to
instruction.

 Assessment: The assessment section of a lesson plan includes methods to evaluate

students' understanding and progress. This aligns with the element of assessing student
learning in a system's approach to instruction.

 Closure: The closure section wraps up the lesson, summarizes key points, and
provides a sense of closure. While not explicitly mentioned as an element in a system's
approach to instruction, it can be seen as a way to reinforce learning and provide a
conclusion to the lesson.

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1
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2. Does the teaching cycle contain the main elements of a systems approach to
instruction?

 A good teacher's process involves identifying the requirements of the students,

organizing the lesson, executing the lesson, evaluating the results, and then reassessing
the needs of the students.

3. What do the arrows indicate?

 Cause-and-effect relationships are shown by the arrows. A delayed effect is indicated

by the double strikethrough symbol. The arrows' + sign indicates that both variables
are changing in the same direction—an increase in cause also results in an increase in
effect.

Establishing Learning
Objectives

4. Evaluating 2. Assessing
Progress Toward Learner’s Entry
Learning Capabilities
Objectives

3. Designing
Selecting
Implementing
Learning Activities

Figure 2. Model for Facilitating Pupil Learning

DR. EPIFANIO P. SAN GASPAR JR., LPT. SIENA COLLEGE TIGAON EDUCATIONAL TECHNOLOGY 1