FIELD STUDY 1 LEARNING EPISODE

FS 1 1
The School Environment

SPARK Your Interest

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

TARGET Your Intended Learning Outcome

➢ At the end of the Episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (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 that each output is
recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
• Informational – They are used as a 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.

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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 characteristics 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 map

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
good 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.

Facilities / Description Will it contribute to the students’

learning and development.
Why?

Office of the Principal

Library

Counseling Room

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 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.)

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 An Observation Guide for the CLASSROOM VISIT

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

Guide Question Classroom Observation Report

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.

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Resource Teacher: __________________________ Teacher’s Signature ________________ School: _______________

Grade/Year Level: __________________________ Subject Area: ______________________ Date: _________________

“I entered the
classroom with the
conviction that it was
1. Look at the walls of the classroom. What are posted on the walls? crucial for me and
What heroes, religious figures, lessons, visual aids, announcements, every other student to
do you see posted? be an active
2. Examine how the pieces of furniture are arranged. Where is the participant, not a
teacher’s table located? How are the tables and chairs/desks passive consumer ......
arranged? Learning is a place
3. What learning materials/equipment are present? where paradise Can
4. Observe the students. How many are occupying one room. be created.”
5. Is the room well-lit and well-ventilated?
- Bell Hooks,
Teaching to
Transgress, NY:
Routledge, 1994

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 An Observation Guide for the CLASSROOM VISIT

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

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(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.

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Write your observation report here.

Name of School Observed ___________________________________________________________________________

Location of the School _______________________________________________________________________________
Date of 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?

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

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REFLECT

1. Would you like to teach in the school environment you just observed? Why? Why not?
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2. What kind of school campus is conducive to learning?

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 3. What kind of classroom is conducive to learning?
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4. In the future, how can you accomplish your answer in number 3?

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5. Write your additional learnings and insights here.

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OBSERVE, ANALYZE, REFLECT

Activity 1.2 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 bulletin board, is one of the most readily
available and versatile learning resources.

To achieve the Intended Learning Outcomes, work your way through these steps:

1. Examine for 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.

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

8. Take photos of the display boards (if allowed).

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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.

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

Criteria NI S VS O 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.

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 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:

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Based on your suggestions, 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

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 ANALYZE

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

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

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

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Was the board display effective? Why? Why not?

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What suggestions can you make?

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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 bulleting enhancement:

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

Materials for aesthetic enhancement:

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 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.
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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?
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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 these skills.
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 LINK Theory to Practice

Directions: Read 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 professional linkages
D. establishes and maintains consistent standards of learner’s behavior

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

I. Canteen that sell 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 support 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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 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, 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 Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All One (1) to two (2) Three (3) Four (4) or more
Observation observations/tasks observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/ not answered/ not answered/ answered/ accomplished.
accomplished accomplished accomplished.
Analysis All questions were Al questions were Questions were Four (4) or more
answered answered not answered observation questions
completely; completely; completely; were not answered;
answers are with answers are answers are not answers not connected to
depth and are clearly clearly theories; more than four
thoroughly connected to connected to (4) grammatical/ spelling
grounded on theories; theories; one (1) errors.
theories; grammar grammar and to three (3)
and spelling are spelling are free grammatical/
free from error. from errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow rarely
clear; supported depth; supported shallow; supported by what were
by what were by what were somewhat observed and analyzed.
observed and observed and supported by
analyzed. analyzed. what were
observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not reflected
Artifacts reflected on in the reflected on in reflected on in on in the context of the
context of the the context of the the context of the learning outcomes; not
learning learning learning complete; not organized,
outcomes; outcomes. outcomes. not relevant.
Complete, well- Complete; well- Complete, not
organized, highly organized, very organized,
relevant to the relevant to the relevant to the
learning outcome. learning learning
outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline deadline after 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 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_______________________________________ ___________________
Signature of FS Teacher above Printed Name Date

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