FIELD STUDY 1 LEARNING EPISODE

1
The School

FS 1 Environment

SPARK Your Interest

➢ At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive (PPST 2.1.1)

👉 REVISIT the Learning Essentials

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 needs 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 one way for everyone to learn about the vision-mission, goals, and values that
the school upholds.
3. As a basic 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 greater
confidence. An example would be the display of students’ outputs that show
each output is recognized and valued. The bulletin boards help celebrate the
learners’ growth and progress.
• Informational – they are used as strategy to readily disseminate information.
 • Instructional – They move students to respond and participate through
interactive displays. They get students to think about and communicate their
learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.

Your Map

A general observation of the campus and the classroom is an exciting way to start your
observation. Your mission is to do the following tasks:

1.Visit a school. Look into facilities and 2. Accomplish the checklist as you
support learning areas in the campus, move around the school premises.
then in the classroom

4. Make a reflection on the 3. Based on your gathered data in the

characteristics of a school checklist, describe the school
environment that promotes learning. environment.

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.
Activity 1.1 Exploring the School Campus

Name: Yr/sec.
Resource Teacher: Teacher’s Signature
Name of the School: Date of Visit:

📌 Your OBSERVATION
Tool

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 good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities Available Not Description

Available
Office of the principal

Library

Counseling Room

Canteen/Cafeteria
Medical Clinic

Audio Visual/ Learning

Resource 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)

Activity 1.2 Classroom Visit

Name: Yr/sec.
Resource Teacher: Teacher’s Signature
Grade/Year Level: Date of Visit:

📌 Your OBSERVATION
Tool

1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located?
How are the tables and chairs/desks arranged?
3. What learning materials/equipment are present?
4. Is the room well-lit and well ventilated?
CLASSROOM FACILITIES MATRIX

Classroom Photo Description

Facilities (Location, number, arrangement,
condition)
Wall Displays

Teachers Table
Learner’s chair

Blackboard

Learning
Materials/Visual
aids

Lightings
 Ceiling

Activity 1.3. Observing bulletin board displays

Name: Yr/sec.
Resource Teacher: Teacher’s Signature
Grade/Year Level: Date of Visit:

Your OBSERVATION
Tool

As you look around and examine board displays, use the observation guide and forms
provided for you to document your observation

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 board 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 borders used?
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. Think what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed, ask permission).
 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 FORM

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

Criteria O VS S NI Comments
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 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.
 Based on your evaluation, make your board 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

 SHOW Your Learning
Artifacts

My Personal Illustration and reflection of an Effective School

Let your
creativity Shine
Environment

On the opposite box,

present an
illustration showing
your idea of an
effective school
environment through
these:

➢ A Descriptive
paragraph
➢ A Photo
Essay
➢ A Sketch or
Drawing
➢ A poem,
song or map
 EVALUATE Performance Task

Name: Yr/sec. Date:

Learning Episode Excellent Very Satisfactory Satisfactory Needs

4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation question/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks not questions/ tasks not
answered/ answered/ answered/ answered/
accomplished accomplished accomplished accomplished
Reflection Profound and clear: Clear but lacks Not so clear and Unclear and
supported by what depth; supported shallow; somewhat shallow; rarely
were observed and by what were supported by what supported by what
analyzed observed and were observed and were observed and
analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of learning context of learning context of learning context of learning
outcomes; outcomes; outcomes; outcomes; not
Complete, well- Complete, well- Complete, not complete, not
organized, highly organized, very organized, relevant organized, and not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline
Comment/s Over-all Score Ratings: (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 2.0 2.25 2.5 2.75 3 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

_____________________________________
Signature of FS Teacher above Printed Name

____________
Date