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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 and respect to the parts" -- C. West Churchman

The focus of systematic instructional planning is the student. Instruction begins with the definition of planning is the student. Instruction begins with the definition of instructional objectives that consider the students 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, the appropriate learning experiences and appropriate materials, equipment and facilities will also be selected.

Deadline of submission for Portfolio 4: July 18 & 19, 2011.

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, there is a custodian/ librarian who takes care of the learning resources and or technician who operates the equipment. 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 instructional objectives, 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, flat pictures, slides and transparencies, maps, charts, posters, models, mock ups, flannel board materials, chalkboard, real objects and others.

After instruction, teacher evaluates outcomes of instruction. From the evaluation results, teacher comes to know if the instructional objectives was attained. If the instructional objectives was attained, teacher proceeds to the next lesson going through the same cycle once more. Is 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 objectives.

PORTFOLIO NO.4( GROUP WORK), Deadline of submission : July 18 & July 19, 2011

A. 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 the item that does not characterize a system approach. Get a learning partner then compare and discuss your answers.

1. The function of one part can be performed by another part of the system.

2. One element can be substituted by another element in the system.

3. There is an interaction among parts of the system.

4. Elements are independent of each other.

5. There is interdependece of elements.

6. The phases of instruction are viewed in isolation.

B. Answer the questions below. Here are instructional design questions (Marzano, 2007) that pertains to an effective classroom instructional design.

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

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

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

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

5. What will I do to engage students?

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

7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

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

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

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

Slide presentations:

Systematic Approach to Teaching:

http://www.slideshare.net/Pilmathe2001/group-2-systematic-approach-to-teaching

Barriers of effective communication:

http://www.slideshare.net/Pilmathe2001/group-2-barriers-of-effective-communication

Educational technology and Education:

http://www.slideshare.net/Pilmathe2001/group-2-educational-technology-and-educational-media

Reference:

Corpuz, Brenda & Lucido, Paz (2008). Educational TEchnology 1. Lorimar Publishing Inc. Quezon City Manila

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