CRITERIA FOR

ASSESSMENT
OF INSTRUCTION
GET ENERGIZED 
 GUESS THE WORD

NITSRUCIONT
Another element of curriculum which
needs criteria for assessment
INSTRUCTION
Refers to the implementation of the objectives
It is concerned with the methodologies of the
strategies of teaching.
2 Approaches to Instruction

SUPPLANTIVE APPROACH
This is referred to as “direct” instruction.
The teacher attempts to promote learning by providing
explicit directions and explanations regarding how to do a
task.
This approach to instruction is highly teacher-generated.
GENERATIVE APPROACH
This is referred to as “constructivist” or “developmental”.
The teacher functions as a facilitator who takes a less central
role in a learning process that is student-directed.
The teacher provides opportunities for the students to make
own linkages to prior knowledge and to devise her own
strategies for work.
A Comparison of Teaching Approaches
ATTRIBUTE GENERATIVE APPROACH SUPPLANTIVE APPROACH
Buzz words used by proponent • Constructivist • Direct Instruction
• Developmental • Teacher-directed
• Top down • Mastery learning
• Holistic • Task analytic
• Authentic • Competency based
• Meaning-based • Effective teaching
What proponents call the other • Romantics • Reductionist
• Fuzzy • Drill-and-kill
• Postmodernist • Dogmatic
• Unrealistic • Unauthentic
Underlying beliefs about what • Students construct their • The skills that students
is taught own understanding need to learn can be
• When learning is derived from an analysis of
contextualized, students will the social demands placed
identify what they are ready on them
to learn
 ATTRIBUTE GENERATIVE APPROACH SUPPLANTIVE APPROACH
Underlying beliefs about how • Learning is “socially • Learning can be induced
learning occurs constructed”, students link through instruction that
new information to prior builds explicit links between
knowledge when provided new information and prior
opportunities to observe or knowledge
experience
Underlying beliefs about how • Learning is developmental • When learning does not
to teach and occurs much the way occur, it can be facilitated
early language is required by building it from the
• Teachers take a “hands-off” “bottom up” through
approach and seek to teaching of prerequisite
provide a meaningful subskills
context in which learning • Teachers take a “hands-on”
will occur naturally approach by structuring
lessons and providing
explicit direction
 ATTRIBUTE GENERATIVE APPROACH SUPPLANTIVE APPROACH
Common error made by • Creating interesting • By focusing on specific
proponents classroom activities but learning outcomes, they
failure to link these activities may fail to attend to other
to learning outcomes equally important interests
• Too much emphasis on and topics.
larger ideas, not enough • Too much emphasis on the
emphasis on the components, not enough on
components the larger ideas
 TIME TO THINK !!!
Question: When are you going to use the generative
approach and supplantive approach to a student?
Group into two and discuss your answers within the group.
Write your answers on the manila paper and the chosen
representative will explain your answers.
Choices:
Has considerable prior knowledge
Has little prior knowledge of the task
Has adaptive motivational patterns
Has non-adaptive motivational patterns
Experiences repeated failure on the task
Experiences consistent successes on the task
Guidelines for Selecting an Instructional Approach
Select the Generative Approach Select the Supplantive Approach
When: When:
The Student  Has considerable prior knowledge  Has little prior knowledge of the
 Has adaptive motivational patterns task
 Experiences consistent successes  Has non-adaptive motivational
on the task patterns
 Experiences repeated failure on
the task
The Task  Is simple for the student  Is complex
 Is well defined  Is ill defined
 Can be completed using a general  Has missing information
problem-solving strategy  Requires the use of a task-
 Is to understand, but not necessarily specific strategy
apply, what is learned  Is pivotal to the learning of
subsequent tasks
 Must be used with a high level of
proficiency
 Select the Generative Approach Select the Supplantive Approach
When: When:
The setting  Allows plenty of time to accomplish  Time allowed to accomplish
outcomes outcomes is limited
 Places priority on experiences and  Places priority on the task
activities
CURRICULUM CRITERIA
Are guidelines on standard for curriculum decision
making.
Objectives of the curriculum or teaching plan are
the most important curriculum criteria.
The criteria are stated in the form of questions.
What are the Characteristics of a Good
Curriculum?
1. The curriculum is continuously evolving.
2. The curriculum is based on the needs of the
people.
3. The curriculum is democratically conceived.
4. The curriculum is the result of a long-term effort.
5. The curriculum is a complex of details.
6.The curriculum provides for the logical sequence
of subject matter.
7. The curriculum compliments and cooperates with
other programs of the community.
8. The curriculum has educational quality.
9. The curriculum has administrative flexibility.