Republic of the Philippines

North Davao Colleges

Quirino St., Panabo City Campus, Davao del Norte

Field Study
Experiencing the Teaching- Learning Process

Submitted by:

Roselyn P. Victoriano
Professional Education Earner
Group A- First Semester 2018-2019

Submitted to:

Dr. Ilde Brian B. Faigmani, Ph.D.

 FS 2
FIELD STUDY
Learning Episode INTENDED LEARNING OUTCOMES/
LESSON OBJECTIVES AS MY GUIDING STAR

My Learning Episode Overview

Intended learning outcomes/ lesson objectives set the direction of the lesson. For them
to serve as guiding star they must be SMART and formulated in accordance with time-tested
principles.

My Intended Learning Outcome

In this episode, I must be able to:

 Identify the guiding principles on lesson objectives/ learning outcomes applied in
instruction
 Determine whether or not lesson objectives/ intended learning outcomes served as
guiding star in the lesson observed
 Judge if lesson objectives/ intended learning outcomes are SMART

My Performance Criteria

I will be rated along the following:

a. Quality of my observations and documentation,
b. Completeness and depth of my analysis,
c. Depth and clarity of my classroom observation-based reflections,
d. Completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio.
My Learning Essentials

Here are guiding principles related to lesson objectives/ learning outcomes:

1. Learning objectives/ intended learning outcomes set the direction of the lesson.
Begin with the end in mind. It is beneficial if teachers share the lesson
objective/s or intended learning outcomes with the learners and the learners
make it/ them their own learning objectives or outcomes.
2. To make lesson objectives/ intended learning outcomes very clear they must be
made Specific, Measurable, Attainable, Result-Oriented and Timebound
(SMART).
3. For meaningful teaching and learning, lesson objectives or intended learning
outcomes must integrate 2 or 3 domains- cognitive, skill and affective or
cognitive and affective or skill and affective.
 My Learning Activities

1. As I observe a class, I will use the Observation Sheet for a more focused observation
then analyze my observations with the help of guide questions then reflect on my
observations and answers.

OBSERVATION SHEET # 2.1

Resource Teacher: Lynn B. Cervantes Teacher’s Signature: Date: 8/15/2018

Grade Level: 3 Subject Area: Mathematics School: Gredu Elementary School

Guiding Principles Related to Lesson Objectives/
Intended Learning Outcomes
1. Begin with the end in mind.
2. Share lesson objectives with students.
3. Lesson Objectives / Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-oriented and
Timebound (SMART)
Teaching Behavior/s which Prove/s Observance
of the Guiding Principle
Teacher Lynn begin the lesson by an activity where
in she asks here students to answer, “Give the
multiplication sentence for the number phrase 3
rows of 2 and 2 rows of six”.
Through a visual aid, the teacher then presented
the objective for the day in the class which is
“State Multiplication facts for number 1 through
10”.
The lesson objectives/intended learning outcomes
are SMART. Teacher Lynn show multiplication facts
using flashcards. She call pupils to give their ideas
about, ‘”What is the process of stating
multiplication facts?”, “What is multiplication?”.
Teacher Lynn shared that 3x6=18 is called a
multiplication fact. This process 3x6=18 is the
multiplication process. The symbol or sign x is the
sign of multiplication. She call pupils to give the
product of number sentence in Activity 2 of
Learning Module. She lead the pupis in answering
Activity 3 in Learning Module. She then instructed
her pupils to answer an activity in the worksheet in

OBSERVATION SHEET # 2.2
Resource Teacher: Liezl L. Torion Teacher’s Signature:
Grade Level: 4 Subject Area: English
Guiding Principles Related to Lesson Objectives/
Intended Learning Outcomes
1. Begin with the end in mind.
2. Share lesson objectives with students.
3. Lesson Objectives / Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-oriented and
Timebound (SMART)
groups.
Date: 08/15/ 2018
School: Gredu Elementary School
Teaching Behavior/s which Prove/s Observance
of the Guiding Principle
Teacher Liezl begin the lesson by reading the
following sentences.
1. Ice cream is my favorite dessert.
2. The line at the post office snaked all the way out
the door and around the corner.
3. Rhonda is my half sister?
4. He saw a man.
5. John hired her.
What are the underlined words in the sentence?
In a visual aid, Teacher Liezel presented the ff.
objectives in the class.
1. Identify and use compound words in sentences.
2. Use personal pronouns and their antecedents.
Teacher Liezel call her pupils one by one and let
them read the compound words in the visual aid.
She asked her pupils, “What can you say about
compound words in each column?”. She let her
pupils answer an activity in the worksheet in
groups. She then let them read a paragraph and let
them identify the compound words. After that,
Teacher Liezel begin her discussion on personal
pronouns. She let them answer an activity in the
worksheet in groups. Afterwards, they had a short
quiz about writing the correct personal pronouns
that will complete the paragraph.
 OBSERVATION SHEET # 2.3
Resource Teacher: Myrna L. Caballero Teacher’s Signature:
Grade Level: 6 Subject Area: Araling Panlipunan
Guiding Principles Related to Lesson Objectives/
Intended Learning Outcomes
1. Begin with the end in mind.
2. Share lesson objectives with students.
3. Lesson Objectives / Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-oriented and
Timebound (SMART)
Date: 08/16/2018
School: Sto. Tomas Central Elementary School
Teaching Behavior/s which Prove/s Observance
of the Guiding Principle
Before Teacher Myrna started the lesson for the
day, she requested the students to stand and
recite “Panata sa Kalikasan” in unison. She then
asks the students what is the meaning of the oath
and what is its importance. She called random
students and asked their opinions. She asks the
students what is the meaning of “Likas na Yaman”.
She then presented the lesson objective.
The lesson objective for that day is “Napapangkat
ang mga Likas na Yaman ayon sa Uri.” Teacher
Myrna shared it with her student through a visual
aid and posted it in the blackboard.
I could say that the objective being presented is
SMART. It is SPECIFIC, it says that at the end of the
class the student should be able to group “Likas na
Yaman ayon sa Uri ”. It is also MEASURABLE,
ATTAINABLE, and RESULT-ORIENTED by the activity
provided by the resource teacher. She group the
students into four. Before the activity started
Teacher Myrna provided a rubrics on how they will
be given a score as a group. Teacher provided each
of the student a picture of “Likas na Yaman”.She
paste four flashcards on the board indicating
“Yamang Lupa, Yamang-Tubig, Yamang Mineral,
Yamang Gubat”. She then instructed the students
to paste the pictures below that flashcard if they
think it belongs to that group. Teacher Myrna
would correct if some student would wrongly
paste the picture and deduct it to the group score.
The teacher then asked a group representative to
explain one of the types of “Likas na Yaman”
basing on the pictures that has been paste on the
blackboard. The objective is ATTAINABLE because
 at the end of the class the student where able to
classify the “Likas na Yaman ayon sa Uri”.

2. Ask permission from your Resource Teacher for you to copy his/ her lesson
objectives for the day’s lesson. Did his/ her lesson objectives serve as guiding star in
the sense that the development of the lesson was guided by his/ her lesson
objectives/ intended learning outcomes?

One of the resource teacher that I had observed is Teacher

Myrna for Araling Panlipunan Subject. I could say that her lesson objectives serves
as guiding star in the activities that she conducted during her class. There is no
moment where she had drifted away with the objective and thus there is no dull
moments in the class. You could not see students who is spacing out or sleepy and
she got all of her student’s attention. The class is harmonious and I could see that
students are cooperating and collaborating to the fullest.
My Analysis

1. Why is it sound teaching practice for a teacher to “ begin with the end in
mind” and to share his/ her lesson objectives or intended learning outcomes
with his/ her students?

It should be a practice for a teacher to begin with the end in mind. This is
inorder for the teacher to focus himself/herself on what is his/her desired
outcome for the class. Beginning with the end of mind would provide the
teacher a drive to stick on that outcome until the class ends. In the start of the
class you already knew what to do, what to achieve, so the class would carried
on based on what you want it to be. It would be like starting the day right.
Sharing his/her lesson objectives or intended learning outcomes with his/her
students would provide students a purpose on why they need to sit there and
listen to his/her teacher. It would motivate the student to cooperate. It let the
student involved in the class because he/she knows what is expected from
him/her.

2. Did you find the lesson objective/s or intended learning outcome/s SMART?
Support your answer.

I find the lesson objective/s or intended learning outcome/s SMART because it

indicates what exactly is going to be accomplished thus it is specific. As the class
transcends all of the intended learning outcomes had been measured, was
attained, and had shown results to the students. All of the objectives being
presented are accomplished before the period ends thus it shows to be
timebound.

3. Do SMART objectives help the lesson become more focused?

SMART objectives help the lesson become more focused in the sense that if an
objective is specific, the teacher will know what should be accomplished in the
class. The teacher could prepare relevant interactive activities in accordance to
the objective. Measurable Objective would be important inorder for the teacher
to easily evaluate if the learner had learned something from the lesson for the
day. It is important to set an objective which could be attained for it would be
 useless if it could not be done. A result-oriented objective would seize the
opportunity for the teacher to present to the class the result of what they had
learned from what had been discussed or what are the activities performed to
instigate learning. Timebound objectives is important for it to be achieved and
accomplished timely.

4. Were the lesson objectives/ intended learning outcomes in the cognitive,

psychomotor and effective domains? Support your answer.

The lesson objectives/intended learning outcomes were in the cognitive,

pschomotor, and affective domains. For instance, in the objective presented by
Teacher Myrna for her Araling Panlipunan class: “Napapangkat ang mga Likas
na Yaman ayon sa Uri”. She presented how to group the Natural Resources
according to its types and that falls to cognitive domain. When she asked her
pupils to paste in the board the pictures of different Natural Resources under
the Type where it belongs falls to psychomotor domain, and letting her pupils
recite “Panata sa Kalikasan” and asking the purpose and importance of this
oath falls to affective domain.

5. Is it necessary to have objective always in th 3 domain – cognitive,

psychomotor and affective? Why or why not?

It is necessary to have objective always in the 3 domain-cognitive, psychomotor,

and affective. An objective under cognitive domain will help the learner recall
information, comprehends the meaning, translation and interpretation of
instructions, can used what was learned into similar situations, can separate
materials or concepts into components to understand the whole, can judge the
value of an idea, object or material, and can build a structure or pattern, putting
the parts together. An objective under psychomotor domain is important
inorder for the learner to have active mental attention to a physical activity, can
copy a physical behaviour, can perform a specific activity repeatedly, and fine
tuning the skill and making minor adjustments to attain perfection. It is holistic
to have an objective under affective domain for it would enhance the learner in
being aware or sensitive to something and being willing to listen or pay
attention, show commitment to respond in some measure to the idea or
phenomenon, show willingness to be perceived as valuing or favouring certain
ideas, and arrange values into priorities, creating unique value system by
comparing, relating and synthesizing values.
 My Reflections

Any lessons learned or insights gained from your observation focused on lesson
objectives? Write them down here. Are lesson objectives truly the guiding star in the development of a
lesson? Or are lesson objectives sometimes forgotten as the lesson develops?

For lesson objectives / learning outcomes to serve as guiding star in lesson

development, will it help if they are SMART?

For lesson objectives/learning outcomes to serve as guiding star in lesson development it will help if
they are SMART. SPECIFIC objectives will guide the teachers on what should be achieve by the
learners in a specific topic. MEASURABLE objectives would assist the teacher to evaluate if the
learners had gained something in the topic presented and in the activities performed. Not having
ATTAINABLE objectives would be like shooting the moon, setting a target which could not be hit.
RESULT ORIENTED objective is very pertinent because it would encourage students to show their gains
and output in that period. Timebound objectives could be finished on time.

Does integrating lesson objectives/ intended learning outcomes in the three domains
(cognitive, psychomotor, affective) or at least 2 (cognitive or psychomotor and affective) make lessons
more meaningful?

INTEGRATING lesson objectives/intended learning outcomes in the three domains (cognitive,

psychomotor, affective) will make lessons more meaningful. Objectives in cognitive domain will
enhance the learners skills in remembering, understanding, applying, analysing, evaluating and
creating. Objectives in psychomotor domain would develop the learners in the field of observing,
imitating, practicing, and adapting. Furthermore, objectives in affective domain would aid the learners
in receiving, responding, valuing, and organizing.
Integrating Theory and Practice
Direction: Encircle the letter of the correct answer.

1. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/ intended learning outcomes must integrate 2 or 3 domains – cognitive,
skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share lesson objectives/ intended learning outcomes with students.
D. Write SMART lesson objectives/ intended learning outcomes.

2. Teacher Paz shared this lesson objective/ learning outcome with her students: “Before the
period ends, all of you must be able to identify the topic sentence and supporting sentences of a
given paragraph”. Teacher Paz drilled them on subject-verb agreement to ensure that they can
write a good paragraph then gave a ten-sentence paragraph for the students to determine
subject-verb agreement before the class period ended.
Did Teacher Paz use the lesson objective/ learning outcome as guide in the development of her
lesson?
A. Yes
B. No
C. A little, because subject-verb agreement is a must in paragraph writing
D. Very much, because she made use of a ten-sentence paragraph for the end-of-the-period
quiz

3. Here is a lesson objective: “At the end of the lesson, the students must be able to develop a
positive attitude towards work”. Is this a SMART objective?
A. Partly, it is in the affective domain
B. Very much, it is specific
C. Not at all, develop is a non-behavioral term
D. Yes, if the word “develop” is replaced with “create”
 My Learning Portfolio

Give one researched quotation that states the significance of goals and
objectives. (Don’t forget to state your source)

“If you do not know where you are going, every road will get you
nowhere”

HENRY A. KISSINGER

In one sentence, relate this quote to learning objectives/ intended

learning outcomes as guiding star in lesson development.

If a teacher has an objective but not SMART, it would just leads the
learners to chaos.
My Documentation
Observation 1
Observation 2
Observation 3