FIELD STUDY ACTIVITY

FS2: LEARNING EPISODE 2

ACTIVITY 2.1 APPLICATION OF THE INTENDED LEARNING OUTCOMES

Field Study Student: ________________________________________ Subject: English ___________________

Resource Teacher: _________________________________________ Teacher’s signature: ________________

School: __________________________________________________ Date of Observation: _______________

Grade/Year level: 6__________________________________________ Section: __________________________

INSTRUCTIONS: In the classroom you tasked to observe, focus on how the teacher applies the guiding principles of the
intended learning outcomes to facilitate learning and describe his/her application below.

Guiding Principles to the formulation of intended Teacher’s application

learning outcomes

1. Uses the SMART principle to specifically write Based on my observation, the lesson objectives of the
lesson objectives teacher were SMART. It was attainable and measurable
as proven by the learners comprehension and analysis
on the topic via paragraph writing.

2. Integration of two to three domains of learning
(i.e., cognitive, psychomotor, and affective)
3. Uses taxonomies under each domain of learning
4. Shares intended learning outcomes to student in
the conduct of his or her lesson
The lesson objectives were in the cognitive,
psychomotor domains or the three learning domains as
proven by the teacher influencing the students to think
critically by means of constructing a paragraph. They
also did different white board games by providing the
missing letters of the verb. At the end of the lesson, the
teacher asks real life questions wherein, the students
will answer it with using verbs to express emotional
responses.
The things that I observed in using the taxonomies under
the domain of teaching (cognitive) is the teacher recalls
the previous lesson that they tackled. After that there is
an understanding on the lesson. Followed by the
application process (psychomotor) which is board
games. Then the last part is the analyzing their answer
and comparing their ideas on the topic.
At the beginning of the lesson, the teacher stated the
intended learning outcomes to her students.
 identify the appropriate verbs, adjectives, and
adverbs used in conveying
 emotions and opinions for persuasion; use
appropriate verbs, adjectives, and adverbs in
expressing emotions and opinions for
persuasion;
 appreciate the importance of conveying
emotional response or reaction to an issue for
persuasion; and
 write a persuasive paragraph using verbs,

5. Uses intended learning outcomes to formulate
assessments of the lessons
adjectives, and adverbs.
The intended learning outcomes and the assessments of
the lessons were definitely aligned. The students did a
board games, write their own persuasive paragraph
using verbs, adjectives, and adverbs.

PROCESSING QUESTIONS AND ANALYSIS

1. In your observation, did the teacher follow the intended learning outcomes that he or she prepared? Did the
formulation of the learning outcomes helps direct the course of the lesson? Explain.

Yes, the teachers followed the intended learning outcomes. It serves as a guiding star for her, because it
guided the teacher and also the students in the whole duration of the class. There is no dull moment during the
lesson because the teacher knows what she will do.

2. As a future teacher, what is the significance of formulating intended learning outcomes?

As a future teacher, formulating intended learning outcomes is very important, it can help us to focused
because with the utilization of such SMART learning objectives, we are guided with regards to achieving the
objectives or we are expecting from the students. It gives us direction towards the learning progress of the
students.

3. What do you think will serve as a challenge to you, as a future teacher, in relation to formulating intended
learning outcomes? How will you address these challenges?

I think one of the challenges for me in formulating intended learning outcomes is the learning ability and
capacity of the students. I believe that in formulating the objectives is not about considering the knowledge level
of the honor students but the level of thinking of the whole class including the lower ones. 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.
 FS2: LEARNING EPISODE 2
ACTIVITY 2.2 APPLICATION OF THE THREE DOMAIN OF KNOWLEDGE AND TAXONOMIES

Field Study Student: ________________________________________ Subject: __________________________

Resource Teacher: _________________________________________ Teacher’s signature: ________________

School: __________________________________________________ Date of Observation: _______________

Grade/Year level: __________________________________________ Section: __________________________

INSTRUCTION: In the classroom you are tasked to observed, focus on how the teachers integrates the different
domain of knowledge in delivering the intended learning outcomes.

Domains of knowledge and taxonomies Teacher’s application

1. Cognitive: remembering, understanding, applying, The teacher recalls the previous lesson then, connects it
analyzing, and evaluating to the present one. She also let the students analyze the
stories and create their own paragraph.

2. Psychomotor: imitating, manipulating, articulating, The teacher did a board game, wherein the students will
and naturalizing write on the white board the possible verb that will used
on the given sentence.

3. Affective: receiving, responding, valuing, After the reading the story, there are some guide
organizing, and internalizing questions that the students need to answer. Those
questions are based on their experiences, thoughts, and
insights.

PROCESSING QUESTION AND ANALYSIS

1. Which of the domains was most evidently focused on by the teacher? Did this connect well with the subject
matter of the lesson? Explain.

The teacher most focused on the cognitive domain, since the topic was quite hard for the students to
catch it easily. As I observed, the cognitive domain was well connected with the subject matter, because the
discussion concerned with thinking and intellect of the students.

2. What is the significance of integrating two to three domain of knowledge in the formulation of intended learning
outcomes?

The importance of integrating the two to three domain of knowledge in the formulation of intended
learning outcomes is, it can continue the knowledge of the students even outside the classroom. Learning is not
an event that will happen once a single moment, it is a process. A continual growth and change in one’s brain or
life.

3. What challenges arose in the classroom based on your observation of the formulation and delivery of intended
learning outcomes?
 Some of the students did not participate in the discussion and on the board games and the allotted time
is not enough since that students have clarifications and sharing insights about the lesson.

4. What do you think will serve as a challenge to you, as a future teacher, in relation to the use of the three
domains of knowledge in crafting lessons for your class?

There are some cases that a lesson could not use the three domains. And one of big challenges is
formulating the objectives with the integration of the domains of knowledge while focusing on the ability of the
students.

INSIGHT AND REFLECTION

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

The lesson objectives should be SMART (Specific, Measurable, Attainable, Result-Oriented, Time bound) because
this will guide you in the delivering process of knowledge to the students. The flow of the lesson will become smooth.
There is no dull moment. It will also help the teacher to achieve the desired goals on specific lesson.

We must adhere with the lesson objectives that we made. Sometimes it is inevitable to forget the lesson
development because of some instances or sharing moments. But as much as possible, we should stick with the lesson.
CLOSING DISCUSSION

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

The intended learning outcomes that we will create must be SMART, it should express from
the student’s perspective and are measurable and attainable.

When you are making the intended learning outcomes you should focus on the student-what
the student will be able to do by the end of the discussion.

MY KEY
LEARNING Clear intended learning outcome will lead you to have a smooth discussion because you are
guided.
POINTS

In order for the learners to have a higher order thinking skills, you should integrate your
intended learning outcomes to the Bloom’s Taxonomy.

When creating an intended learning outcomes you should always considered the knowledge
and ability of your students.
LEARNING EPISODE EVALUATION

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)