FS 2

2
INTENDED LEARNING
FIELD-77STUDY OUTCOMES/
Learning LESSON OBJECTIVES AS MY
Episode GUIDING STAR

My Map

I will observe three (3) different classes.

I will reflect on the guide given below.
To realize intended learning outcome, I will these steps:

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least three (3) classes with a learning partner. I will choose one class from each of
the three groups.
Group 1- Language/ Science/ Math
Group 2- Physical Education, TLE
Group 3- Edukasyon sa Pagpapakatao/ Araling Panlipunan
My focus this time is on lesson or learning objectives/intended learning outcomes.

Step 3. Discuss my observations/answers to the questions with my partner.

Step 4. Write down my answers to the questions.

Step 5. Reflect on my observation.

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

OBSERVATION SHEET #2.1

Resource Teacher: Teacher Signature:

School: Grade/Year Level:
Subject Area: Date:

Guiding Principles Related to Lesson Teaching Behavior/s Observance of the Guiding

Objectives/Intended Learning Outcomes Principle
7Begin with the end in mind. 1. e.g., The Resource Teacher began her
lesson by stating her objective.
2. Share lesson objective with students. The teacher begins with a statement and
clarification of the lesson objective. The teacher
also encourages the students to make lesson
objectives on their own.

3. Lesson objectives/ Intended Learning The resource teacher not only show or state the
Outcomes are Specific, Measurable, definition of paraphrasing (cognitive) but also she
Attainable, Result-oriented and encourage the students to share their feelings by
Timebound (SMART) choosing a line of the song that they just sung
(affective).

OBSERVATION SHEET #2.2

Resource Teacher: Teacher Signature:

School: Grade/Year Level:
Subject Area: Date:
 Guiding Principles Related to Lesson Teaching Behavior/s Observance of the Guiding
Objectives/Intended Learning Outcomes Principle
7Begin with the end in mind. 4. e.g., The Resource Teacher began her
lesson by stating her objective.
5. Share lesson objective with students. The teacher begins with a statement and
clarification of the lesson objective. The teacher
also encourages the students to make lesson
objectives on their own.

6. Lesson objectives/ Intended Learning The resource teacher not only show or state the
Outcomes are Specific, Measurable, definition of paraphrasing (cognitive) but also she
Attainable, Result-oriented and encourage the students to share their feelings by
Timebound (SMART) choosing a line of the song that they just sung
(affective).

OBSERVATION SHEET #2.2

Resource Teacher: Teacher Signature:

School: Grade/Year Level:
Subject Area: Date:

Guiding Principles Related to Lesson Teaching Behavior/s Observance of the Guiding

Objectives/Intended Learning Outcomes Principle
7Begin with the end in mind. 7. e.g., The Resource Teacher began her
lesson by stating her objective.
8. Share lesson objective with students. The teacher begins with a statement and
clarification of the lesson objective. The teacher
also encourages the students to make lesson
objectives on their own.

9. Lesson objectives/ Intended Learning The resource teacher not only show or state the
Outcomes are Specific, Measurable, definition of paraphrasing (cognitive) but also she
Attainable, Result-oriented and encourage the students to share their feelings by
Timebound (SMART) choosing a line of the song that they just sung
(affective).

2. Ask permission from your Resource Teacher for you to copy his/her lesson 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?
- The resource teacher’s lesson objective serves as their guiding star because it guided them
in whole duration of the class. It helped them as their way to structure, sequence and plan
out learning goals for a specific instructional period and to establish and articulate
academic expectations for students so they know precisely what is expected of them. It
also helped the students to achieve the presented goals.

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 is sound teaching practice for a teacher to “begin with the end mind” and to share his/her
lesson objectives or intended learning outcomes with his/her students because the main reason
why teachers teach is because they want to impart knowledge to students, thus, students
should know what they are learning and why they are learning such knowledge.
 2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your
answer.
- Yes, her learning objectives were emphasized or obviously SMART because it is quite easy to
find out at the end of the discussion. There will be a huge impact or chance to match our
instruction and assessment due to the teacher used up SMART (Specific, attainable, result-
oriented, and time-bound.
3. Do SMART objectives help the lesson become more focused?
- In my own perspective, SMART objectives really help the lesson become more focused
because with the utilization of such SMART learning objectives. Teachers are guided with
regards to achieving the intended learning outcomes or what they are expecting from the
students. It gives them direction towards the learning progression and comprehension of the
students.
4. Were the lesson objectives/intended learning outcomes in the cognitive, psychomotor and
affective domains? Support your answer?
- Based on my observation with the resource teacher, the lesson objectives or the intended
learning outcomes were in the cognitive, psychomotor domains or the three learning domains
as proven by the resource teacher convincing or influencing their students to think critically.
5. Is it necessary to have objectives always in the 3 domains- cognitive, psychomotor and
affective? Why or why not?
- It is necessary to have learning objectives in the 3 domains of learning, because learning is
not an event, it is a process. It is the continual growth and change in the brains architecture
that results from many ways we take information, process it, connect it, record it and use it.

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?
Lesson objectives or intended learning outcomes should be SMART (specific, measurable,
attainable, result-oriented, time bound) because this will guide the teacher to in the learning process
and development of the students. It will also direct the flow of the lesson. It will also help the teacher
in achieving the desired goals on a specific topic. It also makes the discussion clear and organized.
From my observation, I have learned that a teacher must adhere to with his or her lesson
objectives. Doing so will make the class smooth and sound and the students will surely learn. Yes,
it’s true that lesson objectives or intended learning outcomes are teachers guiding star but sometimes
it is inevitable that it could sometimes be forgotten as the lesson develops. But as much as possible,
the teacher should stick with his or her lesson.
Does integrating lesson objectives/intended learning outcomes in the three domains (cognitive,
psychomotor, and affective) or at least 2 (cognitive or psychomotor and affective) make lessons more
meaningful?
- It would be more meaningful if lesson objectives or intended learning outcomes are integrated
in the three domains of learning (cognitive, psychomotor, and affective) or even at least two
of these domains because teaching would not be effective and efficient if it just merely
teaching (the teacher is the only one who’s doing all the work). There must be “learning by
doing” and “learning by valuing” on the side of the students.

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.
Answer: A
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.
Answer: B
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"
 Give one researched quotation that states the significance of goals and objectives. Don't
forget to state your source).

“Living life without goals can be frustrating as shooting a gun without a target.”
-anonymous

(Source: wps.prenhall.com/chet.sukiennik)

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

outcomes as guiding star in lesson development

“Setting a clear learning objective is a way to a

more meaningful learning development”
 Answer: C

My Learning Rubric

Field Study 2, Episode 2- Intended Learning Outcomes/lesson Objectives as My Guiding Star

Focused on:
 Identifying the guiding principles on lesson objectives/learning outcomes applied in
instruction.
 Determining whether or not lesson objectives/learning outcomes served as guiding star in
the lessons observed,
 Judging if lesson objectives/intended learning outcomes are SMART.

Name of FS Student: Ruby S. Povadora

Date Submitted: March 20,2023
Year & Section: III
Course: Bachelor of Elementary Education

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or
Observation Sheet question/ tasks observations observation observation
completely questions/ tasks not questions/ tasks not questions/ tasks not
answered/ answered/ answered/ answered/
accomplished accomplished accomplished accomplished more
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation questions
completely; completely; completely; were not answered;
answers are with answers are clearly answers are not answers were not
depth and are connected to clearly connected connected to
thoroughly theories; grammar to theories; one(1) theories; more than
grounded on and spelling are to three (3) four (4) grammatical/
theories; grammar free from errors. grammatical/ spelling errors.
and spelling are spelling errors.
free from error.
Reflection Profound and clear; Clear but lacks Not to clear and Unclear and shallow
supported by what depth; supported shallow; somewhat rarely supported by
were observed and by what were supported by what what were observed
analyzed observed and were observed and and analyzed
analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning outcomes; learning outcomes. learning outcomes. learning outcomes;
Complete, well – Complete; well Complete; not not complete; not
organized, highly organized, very organized, relevant organized, not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
 the deadline
COMMENT/S

Rating
Over-all Score (Based on
Transmutation)

TRANSMUATION OF SCORE TO GRADING/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

_______________________________________ ________ Signature of FS Teacher above

Printed Name Date