Goal Oriented Instructional Model

GOAL ORIENTED INSTRUCTIONAL MODEL Brief Background: The concept of Goal Oriented Instructional Model (GOIM) is the most logical way in dealing with preparations for lessons and delivery. It provides the proper segment for the formulation of objectives that will help establish the logical purposes of the lessons to be delivered. urthermore! it presents an inventory of prere"uisites or re"uired s#ills from the students to facilitate learning and absorption up to the choices of instructional modalities. inally! it provides an avenue for a careful evaluation of results among the students! and that appropriate decision has to be made in order to move on and progress with the lessons. $e"uentially! the concept of GOIM is as follows! and e%plained further&

Formulati on of Objective s

Prerequisi te Skills

Teaching Instruction

Evaluatio n

Decision Making

'ach stage represent a crucial step which in itself is a tool to further improve the "uality of lesson planning! delivery and analysis of results. (owadays! this type of se"uential modalities are better appreciated in the light of multifaceted approaches which are sometimes not fully tested as to practicality and effectiveness. This approach is a helpful tool to guide those teachers who have lesser time for preparation as well as for the new graduates who needs closer supervision on materials and lesson preparation. Incidentally! this modality is also comprehensive in nature and form containing all the basic substance in the lesson preparation. )ll the teacher need is to provide the inputs for the elements of GOIM to be able to ma#e it functional and more applicable to their particular cases.

The GOIM Concep !"#or$u%a ion of O&'ec i(e) $et objectives are the central core elements in the teaching learning process. It is where the structure of the teaching instruction comes from. $et Objectives serves as the road map which leads the learners to the desired learning outcome. Moreover! it tells what is e%pected from their end of each segment. Objectives are best e%pressed! for e%ample! as... * )t the end of the lesson! the students will be able to..+ In formulating objectives! the instructor need to consider the end in mind. *,hat do the learners need to learn or accomplish at the end of a specified period of the lesson-

*" +rere,ui)i e Ski%%)

.rere"uisite s#ills refer to level of #nowledge and s#ills that the students must have ac"uired prior to e%ploring more advance materials. ,or#ing in this framewor# will help the teacher deliver the specific lesson with ease and real appreciation on the part of the learners. In reali/ing the readiness of the learners! a diagnostic test or a pretest is administered. ) diagnostic test determines how much a learner #nows about the lesson or the instruction. It identifies his capacity to ac"uire additional information that is more in depth and even far advanced and more complicated. It also! in effect! generate ideas which improves or answers some areas of the instruction. It is important to note that as lessons progress from the basic and simple to the more complicated body of #nowledge! a new level of s#ills is re"uired which opens up to new ideas and avenues of learning.

-" Teaching In) ruc ion

Teaching instruction includes determining the content (1) to be discussed to the students that is in accordance with the national or school standards and to the general average capacity of learning individuals0 the type of students(2) in a class0 and the objectives (1) that set where the instruction is heading.

I." E.ALUATION 'valuation gauge the level of mastery the students learned. The mastery must reach at least seventy five percent of the topic. Otherwise! the instructor has to reteach again.

." DECISION MA/ING )fter evaluating student2 results! there is now a basis in ma#ing the decision as to either proceed to the ne%t topic! reteach the students ! or provide tutorials . The students may proceed to the ne%t topic when they have mastered the re"uired content needed in the course. 3eteaching may be given by the instructor if most of the students in the class have not mastered the lesson very well. Tutorials will be given to those few who have not cope with the lessons where most have successfully mastered.