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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