Field Study 2 Episode 2

Field Study 2 Episode 2

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  LESSON OBJECTIVES ASMY 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
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  My Tools 1. OBSERVATION SHEET Nameof 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.
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  2. After observingyour 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.
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  My Analysis 1. Ifanswer 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.
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  My Reflections Any lessonslearned 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.
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  My Portfolio My researchquotations 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