lesson 4

SYSTEMATIC APPROACH TO LEARNING

As depicted in the chart, the focus of systematic international planning in the learner. Instruction begins with the definition instructional objectives that consider the learner’s 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, choose also the appropriate learning experiences and appropriate material, 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 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 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 objectives, nature 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 examples 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, chalk board, 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 to introduce a remedial measure for improved student performance and attainment of instructional objective. This way no learners will be left behind.