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SYSTEMATIC APPROACH TO TEACHING
AdjawonAtupanAmadeo
Baclaan M.V.Tiempo R.
(Systematized Instruction)
• “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 ASSURE Model, a procedural guide for planning and conducting instruction that incorporates media, assumes that instruction really is required. The ASSURE Model focuses on planning surrounding the actual classroom use of media. It is less ambitious than models of instructional development, which are intended to guide the entire process of designing instructional systems. ASSURE Model, On the other hand, is meant for use by the individual instructor in planning everyday classroom use of media.
ASSURE MODEL
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 this objective, 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.
ANALYZE THE LEARNER
The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher and defining the role of any personnel involved in the preparation, setting and returning of this learning resources. (in some school settings , there is a custodian/ librarian who takes care of the learning resources and / or technician who operates the equipment while teacher facilitates).
The effective use of learning resources is dependent in the expertise of the teacher, motivation of level or responsiveness, and the involvement of the students in the learning process. With the instructional objectives in mind, the teacher implements 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.
DIAGRAM
STUDENT
Define Objectives
Choose Appropriate Method
Select materials, facilities
& equipments
Assign Personal Roles
Evaluate Outcomes
Refine the Process
Choose Appropriate Experiences
Define Objectives
• Instruction begins with the definition of instructional objectives that consider the students’ needs, interest, and readiness.
CHOOSE APPROPRIATE METHOD
• On the basis of this objective, the teacher selects the appropriate teaching methods to be used.
Select Materials, Facilities and other equipments
• The use of learning materials, equipment and facilities necessitates assigning the personnel to assist the teacher.
ASSIGN PERSONAL ROLE
• Defining the role of any personnel involved in the preparation, setting and returning of this learning resources would also help in the learning process.
EVALUATE OUTCOMES
• After instructions, teacher evaluates the outcome of instruction. From the evaluation results, teacher comes to know if the instructional objective was attained.
REFINE THE PROCESS
If the instructional objective was attained, teacher proceeds to the next lesson going through the same cycle once more. If instructional objectives was not attained , then teacher diagnoses was not learned and finds out why it was not learned in order to introduced a remedial measure for improved student performance and attainment of instructional objectives.