LEARNING EPISODE 2

LEARNING OBJECTIVE

At the end of the learning episode, the students should be able to:

1. Review the value of setting intended learning outcomes

2. Observe the use of the intended learning outcomes in an actual classroom setting and
3. Reflect on how the setting intended learning outcomes impacts the teaching – learning process
in the classroom.

FS2: LEARNING EPISODES 2

ACTIVITY 2.1: APPLICATION OF INTENDED LEARNING OUTCOMES

FIELD STUDY STUDENT: NACALABAN, JOVANNIE B.

SUBJECT: ENGLISH

RESOURCE TEACHER: TEACHER’S SIGNATURE:

SCHOOL: DATE OF OBSERVATION:

GRADE LEVEL: 1st YEAR COLLEGE SECTION:

INSTRUCTIONS: In the classroom you are 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 TEACHER’S APPLICATION

FORMULATION OF INTENDED LEARNING
OUTCOMES
1. Uses the SMART principle to specifically The teacher apply the SMART principle with my
write lesson objectives. lessons considering all that principles. She give a
specific topic that is based on the lesson. The
lesson she taught is measurable and attainable
to make sure that it can be achieve. Lastly, the
lessons she’s teaching is relevant with my
students learning and it can be achieve with the
given time.

2. Integration of two to three domains of Using all the three domain help the teacher to
 learning (i.e cognitive, psychomotor, and deliver the lessons effectively. Applying the
affective)
cognitive domain may help the learners to think
and identify things using their existing
knowledge. Psychomotor is vital in teaching
since it is the time to give an assessment how
the learner absorb and learn to the lesson.
Lastly, the effective domain which the teacher
also ask a follow up question with the students to
make sure that they learn something with that
specific time.

3. Uses taxonomies under each domain of The teacher use the three taxonomies under
learning.
each domain of learning to have an effective
teaching and strategy to give the best for her
learners. Applying the three domain may help the
learners to adequately learn the given topic.

4. Shares intended learning outcomes to The teacher always share the intended learning
students in the conduct of his or her
lessons. outcomes to her students enable for them to be
aware what they need to achieve with the given
time frame. This may help them to achieve what
they need to achieve.

5. Uses intended learning outcomes to With the learning outcomes that teacher had, she
formulate assessments of the lessons.
relate it with the assessment to the topic that can
be related to her lesson.
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 help direct the course of the lesson?
Explain.

With my observation, the teacher followed the intended learning outcomes that she
prepared since all of the lessons are aligned with the learning outcomes or intended outcomes
that help her to achieve her lesson. Based on her answers, she give help her to direct to the
lessons and achieve the intended outcomes.

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

As a future educators, the significance of formulating intending learning outcomes is to have

a purpose your teaching. It will guide me what do I need to implement to achieve that intended
learning outcomes. By that intended learning outcomes, I can be able deliver the lesson with exact
purpose.

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?

As a future teacher, the challenges may occur when formulating intended learning
outcomes is formulating activity in which I need to align all the activities I need to implement. To
address this challenge, I need to look for many activities that can suit my learning outcomes.
 FS2: LEARNING EPISODES 2

ACTIVITY 2.2: APPLICATION OF THE THREE DOMAINS OF KNOWLEDGE AND TAXONOMIES

FIELD STUDY STUDENT: NACALABAN, JOVANNIE B.

SUBJECT:

RESOURCE TEACHER: TEACHER’S SIGNATURE:

SCHOOL: DATE OF OBSERVATION:

GRADE LEVEL: SECTION:

INSTRUCTIONS: In the classroom you are tasked to observe, focus on how the teacher integrates
the different domains of knowledge in delivering the intended learning outcomes.

DOMAINS OF KNOWLEDGE AND TEACHER’S APPLICATION

TAXONOMIES
1. COGNITIVE: Remembering, The teacher require her students to define and
understanding,
discuss a particular word, then the students will
applying, analyzing and evaluating
use that definition by applying on their real life
situation so with that teacher will be able to assist
their learning connected to the cognitive domain.

2. PSYCHOMOTOR: imitating, The teacher require her students to perform a

manipulating,
role play enable to apply the psychomotor.
articulating, and naturalizing
Teacher give an activity that is related to a
performance task that has a product and output
that is relevant to their learning. By that approach,
students may adopt and practice the psychomotor
domain.

3. AFFECTIVE: receiving, responding, The teacher require her students to prepare a

valuing,
self-assessment that will recognize their progress.
organizing and internalizing
PROCESSING QUESTIONS AND ANALYSIS

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

All of the following is evidently focused by the teacher because these three domains
play an important parts with the students learning. Including and considering all the three
domain will help the learner to learn quickly and absorb the lessons.

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

The significance of integrating the three domain of knowledge in the formulation of

intended learning outcomes it to have a direction and purpose with your lesson. It will help us
to collaborate and build a good understanding and knowledge with the certain lesson.

3. What challenges arose in the classroom based on your observation of the formulation and
delivery of intended learning outcomes?

So far, I doesn’t have encounter any problem that arose with the intended learning
outcomes since the teacher always align her objectives with the flow of the lesson plan.

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?

The challenge for me as a future teacher that may occur regarding with the three
domains of knowledge in crafting lesson in the class is the deliberation since I am not totally
confident that the lesson I made was correct. But as a future educator I will make sure that I do my
lesson plan correctly.