The document outlines the elements of a systematic approach to teaching: 1) Instruction begins with defining clear objectives based on students' needs, interests, and readiness. 2) Teachers select appropriate methods and learning experiences/materials to meet the objectives. 3) During instruction, teachers implement planned lessons using selected methods, activities, and materials with help from other personnel. 4) After instruction, teachers evaluate whether objectives were met and determine next steps to attain objectives or provide remediation.

1. Christian S. Gle July 4, 2012
BEEd 2nd yr.-A Prof. Espinueva
SYSTEMATIC APPROACH IN TEACHING
I. Objectives
At the end of this lesson, the student will:
Learn the systematic or system’s approach to teaching
Learn the elements of a systematic approach to teaching
II. Subject Matter
Topic:Systematic Approach to Teaching
Reference:Educational Technology I
Corpuz, Ph. D., Lucido, Ph. D.
pp. 36-41
Materials:visual aids
III. Lesson Content
The broad scope of Educational Technology encompasses systems or design of
instruction.
The system approach views the entire educational program as a system of interrelated
parts. It is an orchestrated learning pattern with all parts harmoniously integrated into
the whole
 school, teacher, students, the objectives, media, materials, assessment tools
and procedures.
Systematic Approach to
Teaching
The focus of systematic
instructional planning is the
students.
Instruction begins with
the definition of objectives that
consider the student’s needs,
interests, and readiness.
On the basis of these
objectives, the teacher selects
the appropriate methods to be
used and, in turn, based on the

2. teaching methods selected; learning experiences and appropriate materials,
equipment and facilities.
The use of learning materials, equipment and facilities necessitates assigning the
appropriate personnel involved to assist the teacher and returning of these learning
resources.
With the instructional objective in mind, the teacher implements planned instruction
with the use of the selected teaching methods, 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, 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, flat
pictures, slides and transparencies, maps, charts, cartoons, posters, models, mock ups,
flannel board materials, chalkboard, real objects and the like.
After instruction, the 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 or refining the same process. If the instructional objective was
not attained, the 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.