John Dave L.

Mabanta
Bachelor of Secondary Education Major in Social Studies 4-1 | Araceli C. Amoranto, PhD.
Polytechnic University of the Philippines – Biñan Campus

Field Study 1
Learning Episode 1. The School Environment

Activity 1.1. Exploring the School Campus

Resource Teacher: Ms. Deiciry Shane Reyes Teacher’s Signature: ___________________

Grade Year/Level: G7- Biñan Subject Area: Araling Panlipunan

Observe.

As you move around the campus, observation forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site. A god
understanding of the activities and tasks to be accomplished in the activity sheets will yield better learning
results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their
availability. Give a brief description of those that are available, and say how each will contribute to the students’
learning and development.

Will it contribute to the

Facilities / Description students’ learning and
development? Why?
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/
Learning Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics Room
Industrial Workshop Area
PTA Office
Comfort Room for Boys
Comfort Room for Girls
Others
(Please specify.)
 An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space provided.

Guide Question
1. Describe the community or
neighborhood where the school is
found.
2. Describe the school campus. What
colors do you see? What is the
condition of the buildings?
3. Pass by the offices. What
impression do you have of these
offices?
4. Walk through the school halls, the
library, the cafeteria. Look around
and find out the other facilities
that the school has.

Resource Teacher: Ms. Deiciry Shane Reyes Teacher’s Signature: ___________________

Grade Year/Level: G7- Biñan Subject Area: Araling Panlipunan
School: Southville 5-A Integrated National High School Date: December 17, 2021

1. Look at the walls of the classroom. What are the posted on the walls? What “I entered the
heroes, religious figures, lessons, visual aids, announcements, do you see classroom with the
posted? conviction that it was
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table crucial for me and
located? How are the tables and chairs/desks arranged? every other student to
3. What learning materials/equipment are present? be an active
4. Observe the students. How many are occupying one room? participant, not a
5. Is the room well-lit and well-ventilated? passive consumer.
Learning is a place
where paradise can be
created.”

Bel Hooks,
Teaching to
Transgress,
NY Routledge, 1994
 An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to accomplish your data.

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities
(location, number, arrangement. condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/Visual Aids
6.
7.
8.
9.
10.

Write your observation report here.

Name of the School Observed: Southville 5-A Integrated National High School
Location of the School: Southville 5-A, Langkiwa, Biñan, Laguna
Date to Visit: ________

Analyze.

How do the school campus and the classroom in particular impact the learning of the students going to school?
What are your conclusions?
How does this relate to your knowledge of child and adolescent development? How does this relate to your
knowledge of facilitating learning?

.Reflect.
Analysis

1. Would you like to teach in the school environment you just observed? The breaking down of
Why? Why not? informational materials into
their component parts,
examining (and trying to
understand the organizational
2. What kind of school campus is conducive to learning? structure of) such information
to develop divergent
conclusions by identifying
motives or causes, making
3. What kind of classroom is conducive to learning? inferences, and or finding
evidence to support
generalizations. It involves:
seeing patterns
organization of parts
4. In the future, how can you accomplish your answers in number 3?
recognition of hidden
meanings
identifications of components

5. Write your additional learnings and insights here. Question Cues: analyze,
separate, order, explain,
connect, classify, arrange,
divide, compare, select,
explain, infer (Bloom’s
Taxonomy)

Observe. .Analyze. .Reflect.

Activity 1.2. Observing bulletin board displays

Resource Teacher: Ms. Deiciry Shane Reyes Teacher’s Signature: ___________________

Grade Year/Level: G7- Biñan Subject Area: Araling Panlipunan
School: Southville 5-A Integrated National High School Date: December 17, 2021

The display board, or what we more commonly refer to as bulletin board, is one of the most readily
available and versatile learning resources.
To achieve Intended Learning Outcomes, work your way through these steps: 1. Examine bulletin board
displays. Include samples of those found at the entrance, lobby, hallways and classrooms 2. Pick one and
evaluate the display. 3. Propose enhancements to make the display more effective.
Observe.

As you look around and examine board displays, use the observation guide and forms provided for you
to document your observations.
An Observation guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board displays do you see?

2. Where are the display boards found? Are they in places where target viewers can see them?

3. What are the displays about? What key messages do they convey? What images and colors do you see?
How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are boarders used?

5. Do you notice some errors (misspelled words, grammar inconsistencies and the like)?

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards (if allowed).

Based on the questions on the observation guide, write your observation report:

Observation REPORT
(You may paste pictures of the Board displays here)
 From among the board displays that you saw, pick the one that you got most interested in. Evaluate it
using the evaluation form below.

BOARD DISPLAYS EVALUATION FORM1

Topic of the Board Display _______________________________________
Location of the Board Display in School _____________________________

Check the column that indicates your rating. Write comments to back up your ratings.
4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement

NI S VS O
Criteria Comments
1 2 3 4
Effective Communication
It conveys the message
quickly and clearly
Attractiveness
Colors and arrangement
catch and hold interest
Balance
Objects are arranged, so
stability is perceived.
Unity
Repeated shapes or colors
or use of borders hold
display together.
Interactivity
The style and approach
entice learners to be
involved and engaged.
Legibility
Letters and illustrations can
be seen from a good
distance.
Correctness
It is free from grammar
errors, misspelled words,
ambiguity.
Durability
It is well-constructed; items
are securely attached.

Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
EVALUATION

Strengths Weaknesses
Description of the Bulletin Board
layout

Evaluation of educational content,

and other aspects

Recommendations or
Suggestions for
Improvement

Signature of Evaluator over Printed Name:

 Based on your suggestions, make your board display layout. You may present your output by any of
these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage

My Board Display Lay-out

Analyze.

What do you think was the purpose of the board display?

Did the board display design reflect the likes/interests of its target audience? Why? Why not?

Was the language used clear and simple for the target audience to understand? Why? Why not?

Was the board display effective? Why? Why not?

What suggestions can you make?

Based on your suggestions, propose an enhanced version of the display board. Use the form below.

My Proposed Board Display

Theme:

Board Title:

Rationale:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description):

Materials for aesthetic enhancement:

Reflect.

1. Name at least five skills that a teacher should have to be able come up with effective board displays.
Elaborate on why each skill is needed.
2. Which of the skills you named in #1 do you already have? Recall your past experiences in making board
displays. How do you practice these skills?

3. Which skills do you still need to develop? What concrete steps will you take on how you can improve on or
acquire these skills?

LINK Theory to Practice.

Directions: Read the items given below and encircle the correct answer.

1. With the PPST as guide, an ideal learning environment should have the following characteristics, EXCEPT:
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professionals
D. establishes and maintains consistent standards of learner’s behavior

2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III, and IV C. I and II
B. I, II, III, and IV D. III and IV

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings

4. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational
 C. Motivational
D. Decorative

6. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Decorative, decorative

SHOW Your Learning Artifacts.

My Personal Illustration of an Effective School Environment
Let your Creativity Shine!

On the opposite box, present

an illustration showing your
ideas of an effective school
environment through any of
these:
A Descriptive Paragraph
A Photo Essay
A Sketch or Drawing

A poem, song or rap

 EVALUATE Performance Task.
Evaluate Your Work Task Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social
psychological, and physical environment supportive of learning.

Name of FS Student: ___________________________________________ Date Submitted:

__________________
Year & Section: ________________________ Course: ________________________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

(4) (3) (2) (1)
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet question / tasks observation questions questions / tasks not observation questions
completely / tasks not answered / / tasks not
answered / answered / accomplished. answered /
accomplished. accomplished. accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with answers are clearly answers are not were not answered;
depth and are connected to clearly connected to answers not
thoroughly grounded theories; grammar theories; one (1) to connected to
on theories; grammar and spelling are free three (3) grammatical theories; more than
and spelling are free from errors. / spelling errors. four (4) grammatical /
from errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Artifacts Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes. Complete; outcomes. Complete; learning outcomes. learning outcomes;
well-organized, highly well-organized, very Complete; not not complete; not
relevant to the relevant to the organized, relevant to organized; not
learning outcome. learning outcome. the learning outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline. deadline. the deadline. days or more after
the deadline.
COMMENT/S Rating:
Over-all (Based on
Score: transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 3.50 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

________________________________________________ _________________
Signature of FS Teacher above Printed Name Date