Field Study 2 (FS 2) - Episode 2 [2018]

1. FIELD STUDY 2:
EXPERIENCING THE TEACHING – LEARNING PROCESS
A Field Study Presented to
ILDE BRIAN B. FAIGMANI, Ph.D.
North Davao Colleges
New Visayas, Panabo City
Presented by:
MARK JHON C. OXILLO
Education Earner - Group A
August 2018

2. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
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 Outcomes:
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 objective / intended learning outcomes served
as guiding star in the lessons 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 leaning 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 be made
Specific, Measurable, Attainable, Result-oriented and Time-bound (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 or affective.
EPISODE 2

3. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Map:
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To realize intended learning outcomes, I will follow 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 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.

4. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Learning Activities:
1. As I observe a class, I will use the Observation Sheet for a more focused
observation then analyse my observations with the help of guide questions then
reflect on my observations and answers.
Resource Teacher:____________________________ Teacher’s Signature: _________
School:_____________________________________ Grade / Year Level: __________
Subject Area: ________________________________ Date: _____________________
Guiding Principles Related to Lesson
Objectives / Intended Learning Outcomes
Teaching Behavior/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end of mind. Ma’am Tapales began her class by setting
a clear vision of the learning outcomes of
her lesson. Specifically, she gave her
students the idea of baking a cinnamon.
She also talked about the appropriate attire
(apron, toque, etc.) and materials and
equipment (wire whisk, bowl, etc.) needed
in baking that the students will be learning
in her class.
2. Share lesson objective with students. Ma’am Tapales started her class with a
statement of the lesson objective. She
explained the step by step procedures in
baking a cinnamon. She also involved her
students by letting them do it while
explaining the importance of each
procedure. It is beneficial because students
are the primary priority of her lesson
objectives and not for her own.
OBSERVATION SHEET # 2.1
Ma’am Jelyn G. Tapales
Don Manuel A. Javellana Memorial NHS Grade 11
T.L.E. (Home Economics) July 30, 2018

5. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
3. Lesson objectives / Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-oriented and Time-bound
(SMART)
Based on my observation, the lesson
objectives / intended learning outcomes of
Ma’am Tapales were SMART. It is specific
for one topic only (Baking a Cinnamon).
The learning outcomes were measurable
and attainable as proven by the students’
comprehension on the topic. It was also a
result-oriented one because students
learned how to bake a cinnamon as well as
the do’s and don’t’s in baking. The topic
was fit with its schedule for it lasted until its
scheduled time.
Resource Teacher:____________________________ Teacher’s Signature: _________
School:_____________________________________ Grade / Year Level: __________
Subject Area: ________________________________ Date: _____________________
Guiding Principles Related to Lesson
Objectives / Intended Learning Outcomes
Teaching Behavior/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end of mind. Ma’am Idji began her class with clear
understanding and a well prepared
presentation of her lesson. She also set a
clear vision of the topic’s learning
outcomes. Specifically, she cited about the
knowledge on adding integers and how it is
applied in real life situations.
2. Share lesson objective with students. Ma’am Idji started her class by stating her
lesson objective. She explained the ways
and steps to solve some mathematical
OBSERVATION SHEET # 2.2
Don Manuel A. Javellana Memorial NHS Grade 7
Mathematics July 30, 2018
Ma’am Gwenda P. Idji, LPT

6. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
problems in fundamental operations of
integers (addition of integers). She also
involved her students by letting them do
board works (solve problems written on the
board). It is a must that students must be
involved for it helps teachers assess
student’s comprehension.
3. Lesson objectives / Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-oriented and Time-bound
(SMART)
As per observation, the lesson objectives /
intended learning outcomes of Ma’am Idji
were SMART. It was intended for one topic
only (Fundamental Operations of Integers:
Addition of Integers). The learning
outcomes were measurable and attainable
as proven by the students’ comprehension
on the topic via board works. It was also a
result-oriented one because students
learned how to add integers as well as its
application in real life setting. The topic
lasted for about an hour (one-time meet)
which described its time-boundedness.

7. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
Resource Teacher:____________________________ Teacher’s Signature: _________
School:_____________________________________ Grade / Year Level: __________
Subject Area: ________________________________ Date: _____________________
Guiding Principles Related to Lesson
Objectives / Intended Learning Outcomes
Teaching Behavior/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end of mind. Sir Reponte started his class by setting a
clear vision of the learning outcomes of his
lesson. Specifically, he stated about the
scientific and mythological origin, the
evolution, the characteristics of “Mga
Sinaunang Tao” and the ways these people
lived before. He also elaborated how these
things affected us (current generation).
2. Share lesson objective with students. Sir Reponte started his class with a
statement of the lesson objective. He
explained the origin, the characteristics and
the ways people lived long time ago. He
also involved his students by letting them
categorize the tools used by different ages
of early civilization. The activity helped the
student realize how people across different
ages lived before and how it affects the
way we live today.
3. Lesson objectives / Intended Learning
Outcomes are Specific, Measurable,
Attainable, Result-oriented and Time-bound
(SMART)
Based on my observation, Sir Reponte’s
lesson objectives / intended learning
outcomes were SMART. It was intended for
one topic only (“Ang Mga Sinaunang Tao”).
The learning outcomes were measurable
and attainable as proven by the students’
comprehension on the topic. It was also a
OBSERVATION SHEET # 2.3
Don Manuel A. Javellana Memorial NHS Grade 9
Araling Panlipunan July 30, 2018
Sir Jay D. Reponte, LPT

8. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
result-oriented one because students
learned and realized how people lived
before as well as its effect to the present
generation. The topic was time-bounded for
it lasted for about an hour (one-time meet)
only.
2. Ask permission from your Resource Teacher for you to copy her lesson objective 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?
Answer:
The resource teachers’ lesson objectives served 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?
Answer:
It is 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 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.

9. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support
your answer.
Answer:
Based on my observation, the lesson objectives or intended learning outcomes of
the resource teachers can be considered SMART because it is evident with the
student’s comprehension of the discussed topics. They made sure that their topic
or lesson is specific, measurable, attainable, result-oriented and time-bounded.
One example is when Ma’am Tapales taught her class about baking a cinnamon;
the students learned how to do it own their own including its procedures in a
specified time.
3. Do SMART objectives help the lesson become more focused?
Answer:
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.
Answer:
Based on my observation with the resource teachers, 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 especially in Ma’am Idji’s Math Class
where students tried to solve operations in integers. They also did great in the
board work activity. They then relate their lesson in real life situations where
addition of integers can be applied. Same goes with class of Ma’am Tapales, she
let the students familiarize and understand the procedure of baking a cinnamon
as well as the equipment and ingredients needed in the baking process. She also
let the students do the baking while supervising them along the way.

10. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
5. Is it necessary to have objectives always in the 3 domains – cognitive, psychomotor
and affective? Why or why not?
Answer:
It is necessary to have the learning objectives in the 3 domains of learning –
cognitive, psychomotor and affective because learning is not an event, it is a
process. It is the continual growth and change in the brain's architecture that
results from the many ways we take in information, process it, connect it, record
it, and use it. The cognitive domain deals with how the students acquire, process,
and use knowledge. It is the "thinking" domain. Psychomotor domain deals with
manual or physical skills. It is the "doing" domain. Affective domain deals with our
attitudes, values, and emotions. It is the "valuing" domain. Thus, the integration
of these domains is very important in the learning process and development of
the students. Though there may be cases that a lesson could not use the
psychomotor domain and could be more focused in the cognitive domain but as
much as possible, the teacher should always apply these domain for a better,
holistic and multidimensional learning environment.

11. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
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?
Answer:
Lesson objectives or intended learning outcomes should be SMART (Specific,
Measurable, Attainable, Result-oriented, Timebound) 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 teacher’s 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, affective) or at least 2 (cognitive or
psychomotor and affective) make lessons more meaningful?
Answer:
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 is 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.
Teaching is not just influencing student’s mind and giving them appropriate
knowledge but instead, it is a systematic plan on how you will create ways in
which students can learn best (like activities) and how you will generate values
in every lessons so that they can apply the learning they have acquired into their
respective lives.

12. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
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 domain
– cognitive, skill and affective or cognitive and affective or skill and affective.
B. Begin with the end in mind.
C. Share the lesson objectives / intended learning outcomes with the students.
D. Write SMART lesson objectives / intended learning outcomes.
2. Teacher Paz shared this lesson objective / learning outcome with her student:
“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”

13. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Learning Portfolio
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.”

14. FIELD STUDY 2 – Experiencing the Teaching – Learning Process
My Learning Rubric:
Learning
Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning
Activities
All task were done
with outstanding
quality; work exceed
expectations
All or nearly all
task were done
with high quality
Nearly all tasks
were done with
acceptable
quality
Fewer than half of tasks
were done; or most
objectives were met but
need improvement
Analysis of the
Learning
Episodes
All questions were
answered
completely; in depth
answers; thoroughly
grounded on
theories. Exemplary
grammar and
spelling
Analysis
questions were
answered
completely.
Clear connection
with theories
Grammar and
spelling are
superior
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling
acceptable.
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory
Reflections /
Insights
Reflection
statements are
profound and clear;
supported by
experiences from the
learning episodes
Reflection
statements are
clear, but not
clearly supported
by experiences
from the learning
episodes
Reflection
statements are
shallow;
supported by
experiences from
the learning
episodes
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes
Learning
Portfolio
Portfolio is complete,
clear, well-organized
and all supporting
documentations are
located in sections
clearly designated
Portfolio is
complete, clear,
well-organized;
most supporting
documentations
are available and
logical and
clearly marked
locations
Portfolio is
incomplete;
supporting
documentations
are organized but
are lacking
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory
Submission of
Learning
Episode
Submitted before the
deadline
Submitted on the
deadline
Submitted a day
after the deadline
Submitted two days or
more after the deadline
Comments
Over-all Score

Rating (Based on
Transmutation 
TRANSMUTATION OF SCORE TO GRADE/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