Educational Technology II
Systematic Approach to Teaching
“A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plain that emphasizes the whole must pay the cost of failing get down to the real depth with respect to the parts." – C. West Churchman
The broad definition of educational technology encompasses systems or designs of instruction. In this lesson, let’s discuss a symbol system or a systematic approach to instruction. 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. The effective use of learning resources is dependent on the expertise of the teacher, the motivation level or responsiveness, and the involvement of the students 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. 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
* reporting or doing presentation
* creating judging
Some examples of learning resources for instructional use are; * textbooks
* programmed materials
* television programs
* flat pictures
* slides and transparencies
* mock ups
* flannel board materials
* real objects
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 learned in order to introduce a remedial measure to improved student performance and attainment of instructional objective.
1. Who is at the center of the chart? What does the central location in the chart mean?
Answer: As depicted in the chart, the focus of systematic instructional planning is the student. To be able to give the appropriate methods, experiences, materials etc. the students or the learner is what we based for. Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness.
2. What are the steps of the instructional process or the parts of a systematic instruction and what does each step mean?
Answer: The steps of the instructional process or the parts of a systematic instruction and its meaning are the following: a. Define objectives- Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness. b. Chose appropriate methods- On the basis of this objective, the teacher selects the appropriate...