A Model of Systematic Approach

Specification of Content and Objectives

The Gerlach & Ely model begins by synchronously
determining the content and objectives.
Ordinarily, the content is considered prior to the
objectives, because in the classroom, content is typically
predetermined, however, these steps can also be
conducted simultaneously (Grabowski, 2003).
 Model Cont…
Measurement of Entering Behaviors
• Entry level skills and abilities are identified as a basis for
determination of instruction.
Determination of Strategies, Organization of Groups,
Allocation of Time and Space, and Selection of Resources
This portion of the instructional model is comprised of five
fundamental elements that are interrelated. Due to
the correlational nature of each element, they are commonly
addressed simultaneously (Qureshi, 2004).
 Model Cont…
Evaluation and Feedback
• To evaluate effectiveness, this linear model
concludes with an evaluation and feedback loop
(Prestera, 1997). Following the evaluation,
instruction is modified to address the specific
needs of instruction.
• Analysis of Feedback
 Content and Objectives
• Teachers select the content to help the students attain
the specified objectives
• This varies between subjects, schools grades and
classes
• Objectives are set from the general objecvtives of what
the learners should achieve by the end of the lesson
• Should be related to the topic under study
 Entry Behaviour
• Background and the level of achievement of the learners
• The teacher monitors and finds out what each learner
knows about the topic to be taught
• Helps to know the needs of the learner to know where to
start and plan accordingly to on “what” to teach and
“how” o teach it
• Can be done through pre-testing
 Teaching Strategies

• This is the teacher’s approach to teaching

• It’s the selection of the appropriate
methods and preparation of learning
resources, organizing students into groups,
space, time allocation and activities in
order to attain the objectives of the lessons.
• All these elements must function in
harmony with one another
 Evaluation and Performance

• This is done to find out if the learners have

learned what they were supposed to learn
• To find out if the objectives have been
achieved
• Can be done orally or through written
exercises
 Analysis of Performance
(feedback)

• The teacher examines component A - D to see where

he/she has gone wrong or done well for that matter
• Done to measure the degree to which objectives have
been achieved
• If the feedback indicates that the objectives have not been
adequately attained, then the system has to be revised
(methods, materials or redesigning of the objectives)
 Purposes of Systems Approach

• Enables teachers and administrators

to ascertain as much as possible that
the behavior of the individuals is
controlled in such a way that it is
consistent with the total demands of
the environment, school and the
education system
• Enables teachers to participate more
actively in the teaching process by looking
at teaching as a totality, instead of
separating the teaching in terms of
individual subject
 Purpose Cont…

• Makes teacher become decision makers in

that it gives tem powers to select teaching
and learning strategies e.g. in looking at
the syllabus directs one in dealing with
particular topic from one stage to another
• Enables the educationists to provide the
feedback.
• Feedback helps the teacher to revise and
improve on either the methods used for
teaching or the subject content of a specific
course
 Application

• Educational administrators, planners and

teachers need to think in terms of systems
approach in order to consider the variable,
components and relationships surrounding
and contributing to our system of education
• This approach is to be applied to all the
planning, implementation and evaluation
stages to determine the success of
 Systems Approach Cont
• In this system the teacher is seen as coordinator of learning
resources and activities
• Helps the students to focus on specific areas and achieve
instructional objectives through:
 Definition of objectives
 Appropriate instructional design
 Selection of media
 Coordination of learning activities
Principles of Good Teaching and
Learning
• From previous research it is clear that in
most education institutions, teaching
methods are direct, teacher centred and
authoritarian
• Teachers do not allow students to discover
by themselves or interact with one another
this has led to identification of several
principles of authentic teaching found
 Principles Cont…
1.Connecting knew knowledge to what students
already know by:
Asking question from previous lesson
Referring to other subjects that can build up the
concept to be taught
the new topic with concrete examples known or
experienced by the students
 Principles Cont…
Using what is familiar and clear to
illustrate the unknown
Connecting the lesson to students’ of
pupils’ life experiences
 Principles Cont…
2. Ensuring that Instruction is Coherent
• Connectedness of information is to be presented as a
whole not in pieces
• Coherence helps students remember and understand
what they learn
• Learning is more meaningful when done in wholes
than in bits. Indicators of coherent instruction include:
 Principles Cont…
Presenting the information from what the students
already know about the topic
The teacher projects enthusiasm for the content
The teacher avoids vague or ambiguous language and
digressions
Ensures that one step is mastered before moving to the
next
He/she finishes the lesson with a view of the main points
 Principles Cont…
3. Making the students use high-order-thinking
Students learn better when they are given the opportunity to
manipulate ideas and information. Indicators are:
Response to questions that need higher order thinking
Give students questions that enable them to think, apply, analyze
and evaluate
The teacher encourage students to think
Ask questions that require generation of information or ideas
 Principles Cont…
4.Covering topics at a deeper level rather than
superficial level
Learning is deeper when it deals with significant
concepts or central ideas.
It is superficial when key ideas and concepts are covered
shallowly
Students learn more and understand and use information
when:
 Principles Cont…
Provided with learning experiences which enable
them to make clear distinctions, solve problems,
develop arguments and work with complex
understanding
Enough time is given to them to deal with
important topics and a variety of learning
strategies are used
 Principles Cont…

Indicators of deeper level learning:

Deep presentation of significant ideas and
their significance grasped
Complex ideas adequately covered
The teachers concentrates learning to what is
essential
 Principles Cont…
Teacher encourages students to explain or
elaborate their answer
Teacher invites students to comment on
classmates’ answers
Students are asked questions that require
higher-order-thinking i.e. apply analyze,
synthesize or evaluate what they are
learning
 Principles Cont…
5. Providing the students with opportunities for
active learning
Students learn best when they are actively
engaged in a variety of learning activities e.g.
taking notes, discussing, modelling, collecting
data etc. reinforcement that encourage continuing
effort over time should accompany these.
 Principles Cont…
Indicators of active learning among learners
The teacher makes sure that all students are
paying attention and are engaged in asking
questions
The students participate in a variety of activities
e.g. modelling, carving, etc.
 Principles Cont…
• The students can manipulate the learning tools
(handle skillfully)
• Students share ideas and explain them by
themselves
• The students follow the comments of speakers
directly
• There is homework assigned and done by
students
 Principles Cont…
6. connecting learning to the real world beyond the
classroom
Leaning is likely to be effective if the material studied
has value and meaning beyond achieving success in
school
This occurs when students apply the information learnt
to the large social content e.g. collect data about the
courses of road accidents
 Principles Cont…
Indicators of connective learning beyond school
The topic and the learning activities have a clear
connection to issues and experiences beyond
classroom e.g. needle work lessons
The students are involved in activities that
influence the audience beyond the classroom e.g.
the skill learnt in carpentry demonstrated at home
 Indicators Cont…
The students will be able to use what they
have learnt in a variety of real word
situations e.g. good social relations
The students work individually or in groups
on problems that are connected to their
personal experiences
 Principles Cont…

7.Providing social support for students’

achievements
Social support involves high expectations,
respect and inclusion of students in the
learning process.
Social support is low when teacher or
student behavior, comments and actions
tend to discourage effort, participation or
 Indicators of social support
The teacher should encourage the students and convey
high expectations to them, encourage them to take
risks and master challenge ng work
Create a climate of respect among all the students,
taking note of the uniqueness of each and rewarding
them accordingly
Encourage low achieving students; give assistance to
all students
 Indicators Cont…

• Reinforce students in a form of praise,

marks, grades and rewards
• Teacher solicits and welcomes
contributions from all students
• Evaluate students from time to time to
check their progress
 Indicators Cont…

• Teacher gives reward to steady work and

conscientious effort as well as success
• Teacher diagnoses learning difficulties and
provides feedback accordingly
 Principles Cont…

8. Spending Most of the Time on Instruction

Students learn more when most of the
available time allocated to curriculum
related activities and classroom
management systems emphasizes
maintaining their engagement in those
activities (Brophy, 1983 Denham and
Lieberman, 1980)
 Indicators of teachers spend Most
of the Time on Instruction
Allocates most of the time in learning
activities rather than non-academic activities
The teacher begins the lesson on time
The students maintain focus when working
on assignments
The students actively engage in learning
tasks
The teacher spends his time actively
 Principles Cont…

Learning effectively supportive caring

community
Good and Brophy (2000) and Sergiovani
(1994) indicate that students learn best
within a supportive classroom climate
Indicators of a supportive classroom climate

The teacher is cheerful, friendly and

caring about students as individuals
and learners
 Indicators Cont…
The teacher encourages students to work
collaboratively while helping one another
The students contribute to the lessons
without fear of their ideas being ridiculed
 Indicators Cont…
The teacher treats mistakes as natural
parts of the learning process
The teacher establishes and maintains
collaborative relationship with parents and
he/she encourages their children’s learning
 Indicators Cont…

9. Monitoring students’ progress towards

learning objectives and providing immediate
feedback
• Effective teachers routinely monitor their
students’ progress towards instructional
objectives using a variety of assessment
methods
 Indicators of effective monitoring and
evaluation

The assessment is an ongoing and integral

part of the lesson
The results of the assessment are used to
identify learning needs
The teacher uses assessment methods that
call for higher order thinking and application
 Indicators of effective monitoring and
evaluation

The teacher-made tests focuses on the learning

objectives that are emphasized in instruction
The teacher attends to individual students’ needs
and interacts with them as a group or individuals
The teacher monitors to establish whether the
students are on the tasks and assesses their
progress in learning
 Principles Cont…
Learning better when the teacher uses a variety of
instructional methods
• Availability of the textbooks and other
instructional materials has a positive effect on
students’ achievement (Lockheed and Vesppoor,
1991, Fuller and Heyneman, 1989)
 Indicators of the use of a variety of
instructional materials
All students must have textbooks and other
reading materials with relevant contents
The teachers have guides and outlines on
what to teach
The classroom are equipped with
chalkboards and chalk
There are enough seats for all learner
The teachers use audion-visual to support