FIELD STUDY 1 Learning Episode The School Environment

FS 1 1

SPARK Your Interest

This Episode 1 provides an opportunity for the students to examine and reflect on a school environment
that promotes learning and development.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to determine the characteristics of the school environment
that is safe, secret and is supportive learning (PSST2.1.1).

REVISIT the Learning Essential

1. A physical environment conducive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological need of the students.
2. Display boards can be powerful in communicating information about the learning environment.
They help in building and establishing the school culture. These boards become the one way for
everyone to learn about the vision-mission, goals and values that the school upholds.
3. As a basis part of the school’s visual environment, display boards have four general purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set the social and
psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have a greater confidence.
An example would be the display of students output that show that each output is
recognized and valued. The bulletin boards help celebrate the learner’s growth and
progress.
 Informational- They are used as a strategy to readily disseminate information.
 Instructional- They move students to respond and participate through interactive display.
They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin boards display includes effective communication,
attractiveness, balance, unity, legibility, correctness and durability.

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 OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Teacher’s Signature: School: _____________

Grade/Year Level: Subject Area: Date: ______________

To realize the Intended Learning Outcome, work my way through these steps:

1. Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristic of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a.) Descriptive paragraph b.) Photo essay
c.) Sketch or Drawing d.) Poem, song or rap

OBSERVE

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

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 student’s learning and
development. Why?

Office of the Principal

Library

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 Will it contribute to the
Facilities / Description student’s learning and
development. Why?

Counseling Room

Canteen/Cafeteria

Medical Clinic

Audio Visual/Learning
Resource Center

Science Laboratory

Gymnasium

Auditorium

Outdoor Garden

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 Will it contribute to the
Facilities / Description student’s learning and
development. Why?

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others
(Please Specify)

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 An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observations report on the table provided.
Guide Question Classroom Observation Report
1.Discribe 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 floor halls, the library, the

cafeteria. Look around and find out the other
facilities that the school has.

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Resource Teacher: ____________________ Teacher’s Signature: ____________School: _____________

Grade/Year Level: _____________________ Subject Area: __________________ Date: _____________

"I entered the classroom

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

-Bell Hooks,
Teaching to Transgress,
NY: Routledge 1994.

An Observation Guide for the CLASSROOM VISIT

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 Be guided by these task as you do your observations, then accomplish the matrix to record your data.

CLASSROOM FACILITIES MATRIX

DESCRIPTION
CLASSROOM FACILITIES
(Location, number, arrangement, condition)

The breaking down of

1.Wall displays
informational materials into
their components part
examining and trying to
2.Teacher's Table
understand the
organizational structures of
such information to develop
3.Learner's Desks
divergent conclusion by
identifying motives or
causes, making inferences,
4.Blackboard and finding evidence to
support
generalizations. It involves:
5.Leaning materials/Visual Aids
 Seeing patterns
 Organization of
parts
6.
 Recognition of
hidden meaning
 Identification of
7.
components
 Questions Cues:

8. analyze, separate,
order, explain, infer
(Bloom’s Taxonomy)
9.

10.

Write your observation report here.

Analysis

Name of the School Observed ___________________________________________

Learning Episode 1: The School Environment Field Study 1
Location of the School _________________________________________________
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Date to Visit _________________________________________________________

 ANALYZE

How do school campus and the classroom in the particular impact of the learning of the students going to
school? What are your conclusion?

A school campus and the classroom have a direct impact on the learning of its students. Having a good
environment, both physically and psychologically, can be beneficial in the learning process. A classroom
should be spacious with enough resources for each student to use for their academic studies.

How does this relate to your knowledge of child and adolescent development? How does this relate to
your knowledge of facilitating learning?

It provides insight into the major stages of development that occur in children and adolescents, including
physical, cognitive, social, and emotional development. Along with understanding these stages of
development, it is important to understand how to facilitate learning for children and adolescents in order to

ensure that these stages are met.

REFLECT
1.Would you like to teach in the school environment you just observe? Why? Why not?

It is incredibly rewarding to have the opportunity to teach within this environment. After observing the
school setting and getting a better idea of the type of teachings and the expectations that come with it, I am
confident that I would enjoy the challenge and satisfaction of teaching in such an environment. It is my goal
to help shape the minds of children and adolescents in a positive way and to provide them with the
knowledge and skills necessary to become successful adults.

2. What kind of school campus is conducive to learning?

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Every student wants a learning environment that is comfortable and inviting. Creating a campus
environment that is conducive to learning is not always easy, but it is possible. A strong school culture is
essential for creating an environment that is welcoming, supportive, and encouraging of learning. Moreover,
it is important for the school to have clear policies and expectations for students that emphasize respect for
each other and the learning process.

3. What kind of classroom is conducive to learning?

An effective classroom is one that is structured in a way that encourages student engagement and
meaningful learning. A conducive learning environment allows for creative thinking, promotes social
dynamics and allows for collaboration. Classrooms can also benefit from providing students with their own
individual spaces, such as personal desks or cubbies, or from creating designated areas for specific activities.
The environment can also be made more inviting and stimulating by including items such as artwork, plants,
and educational tools.

4. In the future, how can you accomplish your answer in number 3?

To ensure the most effective learning environment, employ an strategies such as making sure the classroom
is well-lit and organized, providing individual spaces for each student, and including items that stimulate
their interest. Additionally, provide students with challenging but achievable tasks, encouraging them to be
creative and collaborative. Setting aside time for breaks and unstructured activities can also help students
stay focused and engaged. With the right mix of instruction, organization, and fun activities, teachers can
create an effective learning environment that encourages students to excel.

5. Write your additional learning and insights here?

In addition to creating a physical environment that promotes learning, It should take the time to cultivate a
positive classroom culture. This can be done by providing students with clear expectations, providing
students with opportunities to voice their opinions, and encouraging students to work collaboratively. Doing
so will foster an atmosphere of trust and respect which will help students to feel more comfortable and
confident in their learning. Furthermore, teachers should make sure that students are aware of their rights

and responsibilities in the classroom in order to promote a positive learning environment draw people in
with eye-catching visuals. It was a way to create an inviting environment that was both informative and
captivating.

OBSERVE, ANALYZE, REFLECT

Activity 1.2
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 Observing bulletin board displays

Resource Teacher: _________________Teacher's Signature: _______________ School: _____________

Grade/Year Level: ________________Subject Area: _____________________ Date: _______________

The display board, or what we more commonly refer to as a bulletin board, is one of the most
readily available versatile learning resources.

To achieve the Intended learning Outcomes, work your way through these steps: 1. Examine
for bulletin board display, include simple of those found at the entrance, lobby, hallway and classroom 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 gorms provided for you
to document your observations.
As 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 use?
2. Where are the display boards found? Are they in place where target viewers can see them?

It located near at the entrance of the campus, and before you enter at Campus A. there are some board display
near at the buildings.

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

The displays are colorful and it is about the announcement for the students that they should be aware.

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

They are being creative, they use some color pen, colored papers, crayons and such materials that can be used
in decorating.

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

None.

6. Are the messages clear and easily understood?

Yes, it direct message so the students will get what it really mean.

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

There this one board display that is colorful and creative

8. Take a photos 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.)
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 From among the board displays that you saw, Pick the one that you got most interested in.
Evaluate it using the evaluation form below.

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 BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display______________________________________________

Location of the Board Display in School ___________________________________

Check the column that indicates your rating. Write comments to the back up your ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria N S V O Comments
I 2 S 4
1 3


Effective Communication

It conveys the message quickly and

clearly.


Attractiveness

Color 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

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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 Weakness
Description of the Bulletin
Board layout

Evaluation of educational
content. and other aspects

Recommendation or Suggestion for Improvement

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 Signature of Evaluator over Printed Name:

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

My Board Display Lay-out

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 ANALYZE

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

School boards were traditionally used as a way for a school to display important
information and dates to their students. It was a way to communicate important
information and keep everyone up to date on the latest announcements. Not
only did they inform the public, but they were also a way to attract attention

Did the board display design reflect the likes/interests of its target audience? Why? Why not?
Board displays in school were designed to be interesting and engaging for their target audience. Not only
did they include a variety of topics, but they also featured the student's interests and hobbies. This allowed
the board to be tailored to the needs of the students and make sure they were able to connect with the
material being presented. Furthermore, these displays incorporated fun visual elements that enhanced the
learning experience.
The design of the board displays used in schools was a reflection of their target audiences. Not only did they
feature relevant topics and visuals, they also incorporated the styles, colors, and interests of the students.
This allowed the board displays to capture the attention of the students and teachers alike. Furthermore, it
ensured that the displays were both interesting and informative, allowing students to engage with the
material more effectively.
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Was the language used clear and simple for the target audience to understand? Why? Why not?
The language used in the board display was clear and simple for the target audience to understand. There
were no difficult words or concepts, which made the board display much more approachable. The visuals
helped further explain the concepts, making it easy for viewers to understand even complex topics. The
colors used in the board also helped make certain elements stand out, such as important numbers and
figures.

Was the board display effective? Why? Why not?

Board displays have long been used in school to deliver various types of information to students and
teachers alike. They can be used to share instructions, display student work, or provide teaching aids and

visuals.

What suggestion can you make?

The development of digital technology, many physical surfaces have begun to act as displays in a variety of
settings. Schools are some of the most important environments for these displays, as the information
projected on them can be an invaluable tool for teachers and students alike. Educational boards are one such
example, where teachers can easily display relevant course material and create a more engaging learning
experience.

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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:

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 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 to come up with effective board
displays. Elaborate on why each skill is needed.

Having the skills to come up with effective displays for the classroom board is essential. Essential
skills include creativity, organization, research, communication, and problem-solving.
 Creativity helps to come up with unique and interesting displays that will captivate the
students.
 Organization is also important, as it helps to make sure the display looks put together and
professional.
 Research is important when creating a display as it allows the teacher to have access to a
vast amount of information that can be used in the display.
 Communication is also needed, as it allows the teacher to be able to effectively
communicate with the students and colleagues to gain feedback and ideas.
 Time-management skills are needed to ensure the board is set up in a timely and efficient
manner.

2. Which of the skills you named in #1 do you already have? Recall your past experience in making
board displays. How do you practice these skills?
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3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire skills?

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 Creative skill
Creativity is a skill that can be improved with practice and dedication. The first step to becoming
more creative is to learn how to observe the world around you. Paying attention to people, places
and things can often spark ideas and creative solutions to problems. Drawing inspiration from the
environment can help build the creative muscle and allow you to think of new and innovative ideas.

LINK Theory to Practice

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

1.With the PPST as guide, an idea learning environment should have the following characteristics,
EXCEPT______.
A. the learning environment promotes fairness

B. is safe and conducive for learning

C. builds many professional linkages

D. establishes and maintains consistent standards of learner's behavior

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

l. Canteen that sells all kind of food including junk food

ll. 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

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 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

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 B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational

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
idea of an effective school
environment through any of
these:
 A Descriptive
Paragraph
 A Photo Essay
 A Sketch or
Drawing
 A poem, song or rap

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 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode1- 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 Excellent Very Satisfactory Satisfactory Needs Improvement

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

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 71 71-below

__________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

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