FIELD STUDY ACTIVITY

FS2: LEARNING EPISODE 5

ACTIVITY 5.1: EXTENT OF A TEACHER’S APPLICATION OF
OUTCOMES-BASED TEACHING-LEARNING

Field Study Student: ________________________________________ Subject: English____________________

Resource Teacher: _________________________________________ Teacher’s signature: ________________

School: __________________________________________________ Date of Observation: _______________

Grade/Year level: 6 ________________________________________ Section: __________________________

The following is a faculty observation form adapted from the Enhanced Teacher’s Manual of Personal
development (Libed and Borres, 2018). Choose a teacher and ask for permission to conduct your observation on his or
her application of the outcomes-based teaching and learning method in facilitating instruction in the classroom. Make
sure to inform the teacher of the confidentiality of the activity.

INSTRUCTIONS: Using the matrix below, rate the facilitating skills of the teacher you are observing.

Rating Description
5 Outstanding
4 Highly Satisfactory
3 Satisfactory
2 Below satisfactory
1 Needs Improvement

I. Introduction 5 4 3 2 1
1. Present a daily lesson log to the observer ⁄
2. Settles students down ⁄
3. Introduces motivation ⁄
4. Provide a summary discussion of the previous meeting ⁄
5. Connects the previous topic to the current topic ⁄
6. Introduces the intended learning outcomes ⁄
7. Introduces the conceptual framework ⁄
8. Discusses the conceptual framework clearly ⁄
II. Experiencing/Activity
1. Introduces an activity that connects to the concept ⁄
2. Clearly discusses the background of the activity ⁄
3. Introduces the objectives of the activity ⁄
4. Gives clear instruction for the implementation of the activity ⁄
 5. Observes students and engages with them during the conduct of the ⁄
activity
6. Ask processing questions for the students to enhance their experience ⁄
during the activity
7. Throws challenging questions for the students to analyse ⁄
8. Allows student to analyse their experiences ⁄
9. Facilitates student interactions during the process ⁄
10. Allows students to express their ideas and opinions ⁄
11. Present reasonable and valid answers to students questions ⁄
III. Closing
1. Discusses concept that connects the entire experience of the lesson ⁄
2. Summarizes and synthesizes form the beginning until the end of the lesson ⁄
3. Conducts valid evaluation/assessment ⁄
4. Provides an assignment to prepare for the next subject meeting ⁄
IV. Other Concerns
1. Dresses appropriately during the session ⁄
2. Voice projection ⁄
3. Time management ⁄
4. Uses essential and creative visual materials ⁄

Note: this form is for the student’s use only and is intended for the conduct of this field study. This will not be used in
any way as a reference to the performance evaluation of the teacher during any evaluation period.

_________________________________________________________________
Signature of the student

PROCESSING QUESTIONS AND ANALYSIS

1. How would you assess the teacher’s application of OBTL in the classroom?

The application of the OBTL of the teacher was very good. She emphasize not only the lesson but what will be
the outcome of the lesson and how they will apply it for real life.

2. What is the importance of using OBTL in the classroom?

Implementation of OBTL in the classroom is very important because it serves as the foundation of how
they will think critically, analyze the world problems. Develop the teaching and learning activities by enhancing
the student learning experiences.

3. What issues regarding OBTL do you deem to be pressing as a future teacher?

 OBTL is meant to clearly communicate to students what they should be able to do after completing a particular
course or program. If we have clearly articulated and explained our expectations of learning to students, and we
have designed teaching and learning activities that support students’ development of these clearly articulated
learning outcomes, the responsibility for success is shifted to the students. They are better able to take control of
their learning when they clearly understand what is expected of them.

If situations arise in which students haven’t been successful, we are able to explicitly point out how our
expectations were communicated to them, how the learning activities we designed align with and support the
achievement of the learning outcomes, and which specific learning outcomes students did not successfully
demonstrate. This leaves little room for dispute.

INSIGHT AND REFLECTION

What insight and reflection can you derive from this specific field of study experience?

The OBTL approach helps to provide consistency across courses and course sections. This benefits both our
students and the teachers. We still determine the kinds of assessments that will allow us to effectively evaluate whether
our students have achieved the learning outcomes in a subject, and we choose the teaching and learning activities that
we believe will best support students in their development of that knowledge and those skills.

CLOSING DISCUSSION

State (5) key learning points that you were able to capture in this field study experience.

In OBTL we start with the intended outcomes and then identify possible assessments that can
be used to see how well students are able to achieve those goals.

OBTL requires the development of observable learning outcomes, but these are not restricted
to lower-order thinking. Encourage them to think critically and analyze the different situations
of the world.
MY KEY
LEARNING Outcomes-based teaching and learning (OBTL) is an approach that puts student learning at
the center of course design and delivery.

POINTS
In OBTL, the students are better able to take control of their learning when they clearly
understand what is expected of them.

OBTL requires the development of observable learning outcomes, but these are not restricted
LEARNING EPISODE EVALUATION to lower-order thinking.

Name of Student: ______________________________________________ Date: ___________________________

Specific Program: ______________________________________________ Year & Section: ___________________

INSTRUCTIONS (for the instructor): Rate the performance of the field study student in this learning episode in the rubric.
Compute the average performance, and write the description following the guide below.

Average Performance Description

3.70 - 4.00 Outstanding
2.80 – 3.69 Above average
1.90 - 2.79 Average
1.00 – 1.89 Needs improvement

Components Outstanding Above average Average Needs improvement Score

4 3 2 1
Field study  All tasked  Almost all  Half of the  Less than
activities were tasked were tasked were half of the
completed completed completed tasked were
efficiently efficiently efficiently completed
efficiently
Processing  All  Almost all  Half of the  Less than
questions and questions question questions half of the
analysis were were were question
answered answered answered were
comprehen comprehensi comprehensi answered
sively vely vely comprehens
 Concepts  Concepts  Able to ively
were highly were connect  Was not
and connected concepts able to
thoroughly and connect
connected analyzed concepts
Insight and  Reflection  Reflection is  Reflection  Reflection
Reflection is in-depth evident and shows does not
and insightful average show depth
insightful depth and or
insightfulness insightfulnes
s
Closing  Highly  Able to  Able to  Able to
Discussion captures all capture capture half capture less
essential more than of the than half of
points in half of the essential the essential
the essential points in the in the
learning points in learning learning
episode the learning episode episode
episode
Documentation  Portfolio  Portfolio has  Portfolio has  Portfolio has
Portfolio has a the the bare incomplete
comprehen necessary minimum documentati
sive and documentati documentati on
well- on on
organized
documenta
tion
 Submission  Submitted  Submitted  Submitted on  Submitted
before the on the the deadline late or
deadline deadline incomplete
Average Performance: Description:

Comments/suggestions:

____________________________________ _________________
Signature over Printed Name of Instructor Date

DOCUMENTATION/PORFOLIO

Name of Student: _________________________________________ Date: ________________________________

Specific Program: _________________________________________ Year & Section: ________________________

INSTRUCTIONS: Present any document that would further enhance your field study observation. You may attach photos
and/or transcriptions of interviews conducted.

(Note: this also depends on the specific output that is being required from you to produce as specified in each learning
episode)