REFLECTIONS
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.
The method that the teacher will be using either direct
instruction or indirect instructions depends on his/her instructional
objectives, nature of the subject matter, and readiness of student and the
expertise of the teacher himself or herself. Some examples of learning
resources for instructional use are textbooks, workbooks, programmed materials,
computer, television programs, flat pictures, slides and transparencies, maps,
charts, cartoons, posters, models, mock ups, flannel, board materials, chalk
boards, real objects and the like.
In this chapter, I learned that after instructions, teacher must
evaluate 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. On the other hand, if instructional objectives were not
attained, then the teacher will diagnose 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.
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