Field Study 2 (FS 2) - Episode 2 [2018]
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This document describes a field study experience observing three classes and analyzing their lesson objectives. The key points are: 1) Lesson objectives were observed to see if they guided the lessons and were shared with students. Objectives in the observed classes set clear learning goals, guided lesson development, and involved students in meeting the goals. 2) Lesson objectives were also analyzed using criteria of being specific, measurable, attainable, results-oriented and time-bound (SMART). The objectives in the observed classes met these criteria. 3) Beginning lessons with clear objectives and sharing them with students helps provide structure and expectations for learning. This allows students to understand what is expected and helps teachers effectively guide students in meeting
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