The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.

1. WALTER TORINO RAVAL
BTVTED CSS 4A BANDURA
FS 2 Episode 2
My Tools
1. As I observe a class, I will use the Observation Sheet for more focused observation then analyze my
observations with the help of guide questions then reflect on my observations and answers.
OBSERVATION SHEET # 2.1
Resource Teacher: Mrs. Maria Fe G. Latada, MAEd Teacher’s Signature:
School: Dilanggalen National High School Date: September 21, 2021
Grade/ Year Level: Grade 11 Subject Area: T.L.E.
Guiding Principles Related to Lesson
Objectives/Intended Learning Outcomes
Teaching Behaviour/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end in mind Ma'am Latada started her class with a clear vision of
the learning outcomes of her lesson. Especially, she
gave her students the idea to bake a cake. She also
spoke of appropriate clothing (Apron, touch, etc.)
materials and equipment (wire, mixer, bowl, etc.)
necessary in the cooking of the cake that the students
will learn in their class.
2. Share lesson objective with students Ma'am Latada began her class with one of the teaching
goals. She explained the step-by-step procedures in
baking a cake. She also engaged her students while
allowing them to do so while explaining the meaning
of each procedure. It is an advantage because students
are the primary priority of their teaching goals and not
of their own.
3. Lesson objectives/Intended Learning
Outcomes are Specific, Measurable, Attainable,
Result-oriented and Timebound (SMART)
According to my observation, the objectives of Ms.
Latada's lesson/learning outcomes were SMART. It is
specific only for one topic only (Baking a Cake). The
Learning Outcomes were measurable and attainable as
proven by the students' comprehension on the topic. It

2. was also results-based because students learned how to
bake a cake as well as the do's and don’ts in baking.
The topic was in line with its schedule for it lasted
until its scheduled time.
OBSERVATION SHEET # 2.2
Resource Teacher: Mr. Michael T. Raval, MAEd, Ed. D. Teacher’s Signature:
School: Bronx International High School Date: September 23, 2021
Grade/ Year Level: Grade 9 & 10 Subject Area: Math
Guiding Principles Related to Lesson
Objectives/Intended Learning Outcomes
Teaching Behaviour/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end in mind Sir Raval began his lesson with a clear understanding
and well - prepared presentation of his lesson. He also
defined a clear vision of the topic’s learning outcomes.
Specially, he cited the knowledge about adding whole
numbers and how it is applied in real-life situations.
2. Share lesson objective with students Sir Raval started his class at the beginning of his
lesson goals. He explained ways and steps to solve
certain mathematical problems in the fundamental
operations of integers. He also engaged his students by
allowing them to do board work. Students must
participate because it helps. Teachers assess student's
comprehension.
3. Lesson objectives/Intended Learning
Outcomes are Specific, Measurable, Attainable,
Result-oriented and Timebound (SMART)
According to my observation, the objectives of Sir
Raval's lesson and expected learning outcomes were
SMART. It was only intended for one topic only
(Fundamental Operation 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 results-based
because students learned how to add integers as well
as its application in real life setting. The topic lasted
for about an hour that described its time limit.

3. OBSERVATION SHEET # 3
Resource Teacher: Mrs. Kristine Perante, LPT Teacher’s Signature:
School: Maiting Elementary School Date: September 21, 2021
Grade/ Year Level: Grade 6 Subject Area: Araling Panlipunan
Guiding Principles Related to Lesson
Objectives/Intended Learning Outcomes
Teaching Behaviour/s which Prove/s
Observance of the Guiding Principle
1. Begin with the end in mind Ma’am Perante started her lesson by setting out a clear
vision of the learning outcomes of her lesson. She
mentioned in particular the scientific and mythological
origin, evolution, the characteristics of "Mga
Sinaunang Tao" and the way these people have lived
before. She also explained how these things have
affected us (current generation).
2. Share lesson objective with students Ma'am Perante began her class with a statement about
the goal of teaching. She explained the origin, qualities
and ways of life that people lived long time ago. She
also involved her students by categorizing them the
tools used different ages of primitive civilization. The
activity helped the student to realize how people
across different ages lived before and how it affects
how we live today.
3. Lesson objectives/Intended Learning
Outcomes are Specific, Measurable, Attainable,
Result-oriented and Timebound (SMART)
Based on my observation, the objectives of Ms.
Perante's lesson / intended learning outcomes were
SMART. It was intended for a single theme ("Ang
Sinaunang Tao"). The learning outcomes were
measurable and achievable as shown by student
results, as 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.

4. 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 a guiding star in the sense that the development of the lesson was guided by
his/her lesson objectives/intended learning outcomes?
The learning objectives/intended learning outcomes are similar because I have read and analyzed every teacher
how their teaching strategies are the same and how their teaching has been done.
My Analysis
1. Why 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?
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 pass on knowledge to students, so students should know what they are learning and why they are
learning that knowledge
2. Did you find the lesson objective/s or intended learning outcome/s SMART? Support your answer.
Based on my observation, the objectives of the lesson or expected learning outcomes of teachers resources can
be considered SMART because it is evident from the student's understanding of the topics discussed. They have
ensured that their topic or lesson was specific, measurable, achievable, results-oriented and time-bound.
For example, when Sir Raval taught his class the ways and steps to solve certain mathematical problems in
fundamental integer operations; the students have learned to solve some mathematical problems in fundamental
integer operations in a certain time.
3. Do SMART objectives help the lesson become more focused?
In my own opinion, SMART goals 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 students expect. It gives them direction towards the progression of learning and understanding of
students.
4. Were the lesson objectives/intended learning outcomes in the cognitive, psychomotor and affective domains?
Support your answer.
According to my observation with resource teachers, the objectives of the lesson or the expected learning results
were in the cognitive, psychomotor domains or the three learning domains as proven by the resource teacher to
convince or influence his students to think critically especially in Sir Raval's Mathematical Class where students
tried to solve operations in wholes and they also did great in the board work activity. They then tell their lesson

5. in real-life situations in which the addition of integers can be applied. The same goes for the class of Ma ́am
Latada, she let the students familiarize themselves with baking a cake as well as the necessary equipment and
ingredients in the cooking process. She also had the students bake while watching her on the way.
5. Is it necessary to have objectives always in the 3 domains – cognitive, psychomotor and affective? Why or
why not?
It is necessary to have 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 continuous growth and change in the architecture of the
brain that results from the many ways in which we take information, process it, connect it, record it, and use it.
The cognitive field deals with how students acquire, treat and use knowledge. It's the "thinking" domain. The
psychomotor domain deals with manual or physical skills. It is the "doing" domain. The affective domain takes
care of our attitudes, our values and our emotions. It is the "valuing" field. Therefore, the integration of these
areas is very important in the learning and development process of students. Although there may be instances
that a lesson could not use psychomotor domain and could be more concentrated in the cognitive domain but as
much as possible, the teacher should always apply this domain for a better, holistic and multidimensional
learning environment.
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?
Lesson objectives or intended learning outcomes should be SMART (specific, measurable, achievable, result-
oriented, timebound) because this will guide the teacher in the learning and development process of the
students. It will also guide the flow of the lesson. It will also help the teacher achieve the desired goals on a
specific topic. It also makes the discussion clear and organized. According to my observation, I learned that a
teacher must follow his learning goals. This will make the class soft and sound and the students will surely
learn. Yes, it is true that the objectives of the lesson or the expected learning outcomes are teacher’s guiding star
but sometimes it is inevitable that it can sometimes be forgotten as the lesson develops. But as far as possible,
the teacher should stay with his 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?
It would be more meaningful if lesson objectives or learning outcomes were integrated into the three areas of
learning (cognitive, psychomotor and affective) or even into at least two of these domains because teaching
would not be effective and efficient if it were simply teaching where the teacher is the only one who is doing all
the work. There must be learning by doing and learning by evaluating the students' side. Teaching is not just to

6. influence the student's mind and give them appropriate knowledge, but is a systematic plan on how you will
create the ways in which students can learn the best such as activities and how to generate values in each lesson
so that they can apply the learning they have acquired in their respective lives.
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.
Answer: A
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
Answer: B
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”
Answer: C

7. 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 clearlearning objective is a way for a more meaningful learning development”.