Arrange the following teaching process in order :
(i) Relate the present knowledge with previous one
(ii) Evaluation
(iii) Reteaching
(iv) Formulating instructional objectives
(v) Presentation of instructional materials

Question

Arrange the following teaching process in order : 
(i) Relate the present knowledge with previous one 
(ii) Evaluation 
(iii) Reteaching 
(iv) Formulating instructional objectives 
(v) Presentation of instructional materials

Accepted Answer

The teaching process is a systematic, structured, and sequential series of steps designed to facilitate effective learning. It follows a logical flow that begins before entering the classroom and continues dynamically through presentation, assessment, and remedial action. By organizing instruction systematically, educators ensure that learning is purposeful, aligned with student readiness, and continuously adjusted based on performance outcomes.

Correct Option (Option 4):
The accurate order of the teaching steps is represented by the sequence (iv), (i), (v), (ii), (iii). First, a teacher must plan by formulating instructional objectives to define what students should achieve. Next, before introducing new content, the teacher establishes a baseline by relating the present knowledge with the students' previous knowledge. Once the foundation is laid, presentation of instructional materials takes place to deliver the subject matter. After delivery, evaluation is conducted to measure understanding and gauge effectiveness. Finally, based on evaluation feedback, reteaching is implemented for areas where students faced difficulties.

Incorrect Option (Option 1):
The sequence (i), (ii), (iii), (iv), (v) is incorrect because it suggests starting directly with connecting previous knowledge before establishing what the goal of the lesson is. It also incorrectly places evaluation and reteaching before the actual presentation of instructional materials. A teacher cannot evaluate or remedial-teach content that has not yet been introduced to the classroom. Therefore, this timeline violates the basic logical structure of systematic instructional design.

Incorrect Option (Option 2):
The sequence (ii), (i), (iii), (iv), (v) places evaluation at the absolute beginning of the cycle, which is conceptually flawed. Evaluation is intended to assess learning outcomes after instruction has occurred, rather than serving as the starting point. Additionally, formulating objectives and presenting materials are mistakenly placed at the very end. This structure defeats the purpose of backward design, where objectives must always guide both teaching and assessment.

Incorrect Option (Option 3):
The sequence (v), (iv), (iii), (i), (ii) initiates the process with the presentation of materials before any planning or goal-setting has occurred. Without formulating instructional objectives first, a teacher lacks a benchmark to choose or organize appropriate learning resources. It also places evaluation at the very end while positioning reteaching before previous knowledge is assessed or connected. Such an inverted approach leads to fragmented classroom delivery and fails to establish meaningful learning connections.