Field Study 2 Episode 2 Lesson Objectives as My Guiding Star

1. LESSON OBJECTIVES AS MY GUIDING STAR
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _01-04-16__
Cooperating School _JH Cerilles State College______________________________________
My Performance (How I Will Be Rated)
Field Study 2 Episode 2 - Lesson Objectives as My Guiding Star
Focused on: Application of the guiding principles on the development of lesson objectives
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
_______________________
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

2. My Tools
1.
OBSERVATION SHEET
Name of the Resource Teachers Observed: Mary Juliet Doño
School Address: Caridad, Dumingag, Zamboanga del Sur Date: January 04, 2016
Grade/Year Level: Grade 9 Subject Area: Mathematics
Guiding Principle in Determining and
Formulating Learning Objectives
Teaching Behavior/s which Prove/s
Observance of the Guiding Principle
1. Begin with an end in mind. 1. e.g. The Resource Teacher began her
lesson by stating her objective.
2. Share lesson objective with students. 2. Before starting, the teacher reminded the
teacher about the topic they had last
meeting. She then introduced that their
new topic is a continuation of the last
discussed lesson.
3. Lesson objectives must be in the 2 or 3
domains – cognitive, skill and affective
or cognitive and affective or skill and
affective.
3. During discussion, the teacher focused
on how to prove identities using the
trigonometric properties she gave. 
cognitive
She also taught the students the essential
skills needed in Mathematics.  skills
4. Work on significant and relevant lesson
objectives.
4. The teacher illustrated to her learners
how to prove identities by giving a
sample equation and solving it with the
whole class. She used the steps in
proving identities.
5. Lessons objectives must lead to the
development of critical and creative
thinking.
5. The Math teacher allowed the learners to
evaluate the given equation using the
steps she gave.

3. 2. After observing your Resource Teacher teach, write down what you think was/were her
lesson objective.
During the observation, for me, this is the teacher’s objectives:
1. Prove that the trigonometric equation is true; and
2. Use trigonometric identities in proving trigonometric equation.
3. Ask permission from your Resource Teacher for you to copy her lesson objective for
the day’s lesson. Copy it here and compare it with your answer in # 2. Are they the
same? Different?
The teacher’s lesson objective as she told me when I interview her on January
05, 2016, 7:00 AM:
The learner is expected to prove identities using the provided steps with at least
75% level of accuracy:
a. Apply trigonometric identities in proving trigonometric equations.
 My objectives during my observation and the teacher’s real objective is somewhat
the same.

4. My Analysis
1. If answer in #3 above is different, what is your conclusion regarding written lesson
objective and actual lesson development? Are lesson objectives in the lesson plan
always followed? Do they really serve as guiding star?
For me, lesson objectives and actual lesson development do not always
coincide. There are times that unanticipated flow of lesson happens. Lesson objectives
are guiding star but sometimes you need to fit the needs of students that’s why you also
need to bend your objectives to fit in.
2. Why did you find it easy/difficult to write down the Resource Teacher’s lesson
objective for the day? Did she mention it at the beginning of her/his lesson?
I find it easy to write down the teacher’s lesson objectives because the topic is
all about Trigonometric Identities and this is also our topic in our major studies.
The teacher did not mention it in the beginning of the lesson because their topic
is just a continuation of the previous discussion.
3. Did you find the lesson objective SMART? Why or why not?
For me, the objective is SMART because it covers all the essential part of the
lesson needed by the students. It is holistic as well.
4. Was the lesson objective in the cognitive or psychomotor or affective domain? Or was
it in the two or three domains? Support your answer.
The lesson objective is in the cognitive domain because it focused on the
development of the ability of the child to solve Math equations. In fact, the objective is
in the “Application” level of Bloom’s Taxonomy of Cognitive Domain.

5. My Reflections
Any lessons learned or insights gained from your observation focused on lesson
objectives? Write them down here. Are lessons objectives truly the guiding star in the
development of a lesson? Or are lesson objectives sometimes forgotten as the lesson develops?
Lesson objectives guide the flow of the lesson. It helps the teacher in
achieving his/her goals. It also makes the discussion clear and organized. From
my observation, I learned that a teacher must adhere to her lesson objectives.
Doing so will make the class fluent and the students will surely learn.
Yes, it’s true that lesson objectives are guiding star but sometimes it is
inevitable that those are forgotten as the lesson develops.

6. My Portfolio
My research quotations that state the significance of goals and objectives.
(Don’t forget to state your source.)
 “There is no achievement without goals.” – Robert J. McKaine
 “First say to yourself what you would be; and then do what you have to do.” –
Epictetus
 “If you don’t know where you are going, you might wind up someplace else.”
– Yogi Berra
 “You must have long term goals to keep you from being frustrated to short term
failures.” – Charles C. Noble
motivatingquotes.com
 “Failing to plan is planning to fail.” – Psychology of Achievement
 “Living life without goals can be frustrating as shooting a gun without a target.”
– anonymous
wps.prenhall.com/chet_sukiennik
 “Failure comes only when we forget our ideals and objectives and principles.”
– Jawaharlal Nehru
en.thinkexist.com