This episode 1 provide an opportunity for student to examine and reflect on a

school entertainment the promotes learning and development.

 At the end of this episode, I must be able to determine the characteristic of

a school environment that is safe, secure, and is supportive of ( PPST
2.1.1).

1. A environment conducive for learning is one that is consistent practice :

 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities the 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.

Learning: Episode 1: The School Environment Field Study 1 Page 1

 .
ACTIVITY 1.1
Exploring the School Campus
Resource Teacher: Teacher’s Signature School: .

Grade/Year Level:. Subject Areas: Date:

To realize the 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 rap

As you move around the campus, observations 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

student’s learning and
development. Why?

Office of the principal

Library

Learning: Episode 1: The School Environment Field Study 1 Page 2

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

Counseling Room

Canteen/Cafeteria

Medical Clinic

Audio Visual/Learning
Resources Center

Science Laboratory

Gymnasium

Auditorium

Outdoor/Garden

Learning: Episode 1: The School Environment Field Study 1 Page 3

 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)

Learning: Episode 1: The School Environment Field Study 1 Page 4

 An Observation Guide for CLASSROOM VISIT
Read the following statements carefully. Then write your observations 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 building?

3. Pass by 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.

Learning: Episode 1: The School Environment Field Study 1 Page 5

Resource Teacher: Teacher’s Signature School: .
Grade/Year Level:. Subject Areas: Date: .

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
“I entered
teacher’s table located? How are the tables and chairs/ desks
the
arranged?
classroom
3. What learning materials/equipment are present?
with the
4. Observe the students.
conviction
5. How many are occupying one room? Is the room well-lit and well-
that it was
ventilated?
crucial for
me and
every other
student to
be an active
participant,
not a
passive
consumer
….
Learning is
a place
where
paradise
can be
create”.

-Bell Hooks,
Teaching to
Transgress,
NY;
Routledge
1994

Learning: Episode 1: The School Environment Field Study 1 Page 6

 An Observation Guide for CLASSROOM VISIT

Be guided by these task as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(Location, number, arrangements, condition)

1. Wall Displays

2. Teacher’s Table

3. Learner’s Desk

4. Blackboard

5. Learning Materials/
Visual Aids

6.

7.

8.

9.

10.

Learning: Episode 1: The School Environment Field Study 1 Page 7

Write your observation report here

Name of the school observed ______________________ The breaking down

information materials
Location of school_______________________________ into their component
parts, examining (and
Date to visit____________________________________ trying to understand
the organizational
structure of ) such
information to develop
divergent conclusion
by identifying motives
or causes, making
inferences, and/ or
finding evidence to
support
generalization. It
How the school campus and the classroom in particular impact the involves:
learning
Of the student going to school?  Seeing
patterns
__________________________________________________________
 Organization
__________________________________________________________ of part
 Recognition
__________________________________________________________ of hidden
meanings
How does this relate to your knowledge of child and adolescent  Identification
Development? How this relate to your knowledge of facilitating learning? of component
__________________________________________________________  Question
Cues:
__________________________________________________________ analize,
separate,
__________________________________________________________ order,
explain,
connect,
classify,
arrange,
divide,
1.Would you like to teach the school environment you just observed?
compare,
Why? select,
explain, infer
Why not?
__________________________________________________________ (Bloom’s
Taxonomy)
__________________________________________________________
________________________________________________________
__________________________________________________________

Learning: Episode 1: The School Environment Field Study 1 Page 8

2. What kind of school campus is conducive to learning?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
3. What kind of classroom is conducive to learning
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
4. In the future, how can you accomplish your answer in number 3?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________
5. Write your additional learning and insight here.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________

Activity 1.2 Observing bulletin board displays

Resource Teacher: ______________Teacher 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 achieved the Intended Learning Outcomes, work your way through these steps:
1.Examine for board displays. Include sample 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.

Learning: Episode 1: The School Environment Field Study 1 Page 9

 As you look around and examine board display, use the observation guide and
form provided for you to document your observations.

An Observation Guide for BOARD DISPLAY

Read the following carefully before you observe.
1.Go around the school and examine the board display. How many board display do
you see?

2.Where are the display board found? Are in places where target viewer can see
them?

3.what are the display 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 material were used in making the display? Are boarder used?

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

6.Are the messages clear and easily understood?

7.Think about what got your intension, why did it got your intension?

8.Take a photos of the display board (if allowed)

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

Learning: Episode 1: The School Environment Field Study 1 Page 10

 Observation Report
(You may paste pictures of the board display here.)

Learning: Episode 1: The School Environment Field Study 1 Page 11

 From among the board display that you saw, pick the one that you got most interested
in. Evaluate it using the evaluation form below.

BOARD DISPLAY EVALUATION FORM

Topic of the board display:_________________________________________
Location of the board display in school________________________________
Check the column that indicates your rating. Write comments to backup your ratings,
4-outstanding 3-very satisfactory 2-satisfactory 1-needs improvement

NI S VS O
Criteria 1 2 3 4 Comments
Effective
Communication
It conveys the message
quickly and clearly.

Attractiveness
Colors and arrangement
catch and hold interest.
Balance
Object are arrange, so
stability is perceived
Unity
Repeated shapes of
colors or used of
boarders hold display
together.
Interactivity
The style and approach
entice learner to be
involved and engaged.
Legibility
Letters and illustration
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.

Learning: Episode 1: The School Environment Field Study 1 Page 12

 Bulletin Board Evaluated by:
Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weakness
Description of Bulletin Board
layout

Evaluation of the educational

content and other aspect.

Recommendation or
suggestion for
Improvement

Signature of Evaluator over Printed Name:

Learning: Episode 1: The School Environment Field Study 1 Page 13

Based on your suggestion, 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 Layout

Learning: Episode 1: The School Environment Field Study 1 Page 14

What do you think was the purpose of board display?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
Did the board display design reflect the like/interest of it's target audience? Why? Why
not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
Was the language use clear and simple for the target audience to understand? Why?
Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
Was the board display effective? Why? Why not?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________
What suggestion can you make?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________________________________

Learning: Episode 1: The School Environment Field Study 1 Page 15

 Base on your suggestion, proposed an enhanced version of the display board.
Use the form below.
My Proposed Board Display
Theme:

Board title:

Rationale:
(Purpose)

Objective:

Best feature of my proposed bulletin enhancement:

Content Resources (name each needed resources and give each a brief description):

Materials for aesthetic enhancement:

Learning: Episode 1: The School Environment Field Study 1 Page 16

I. 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.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________

2. Which of the skills you named in # I do you already have? Recall your past
experiences in making bond 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.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________________

Learning: Episode 1: The School Environment Field Study 1 Page 17

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

I. 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
ll. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. l and II
B. I, II, III and IV D.IIl 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

Learning: Episode 1: The School Environment Field Study 1 Page 18

 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. Instructional-informational

Learning: Episode 1: The School Environment Field Study 1 Page 19

 My Personal Illustration of an Effective
School Environment

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

Learning: Episode 1: The School Environment Field Study 1 Page 20

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 Needs Improvement
Episode 4 Satisfactory 2 1
3
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
observation questions/tasks (2) observation questions/ tasks not observation questions!
sheet completely questions/ tasks answered / tasks not answered /
answered/ not answered/ accomplished. accompiished.
accomplished accomplished
Analysis All questions were All questions Questions were not Four (4) or more
answered were answered answered completely, observation questions
completely; answers completely answers are not clearly were not answered:
are with depth and answers are connected to theories; answers not connected
are thoroughly on clearly connected one (1) to three (3) to theories: more than
theories; grammar to theories; grammatical/spelling four (4) grammatical/
and spelling are tree grammar and errors. spelling errors.
from error. spelling are free
from errors.

Reflection Profound and clear; Clear but lacks Not so clear and shallow; Unclear and shallow;
supported by what depth; supponed somewhat supported by rarerly supported by
were observed and by what were what were observed and what were observed
analyzed . observed and analyzed . and analyzed .
analyzed
Learning Portfolio is reflected Portfolio is Portfolio is not reflected
Artifacts on in the context of reflected Portfolio is notc reflected on in the context of
the learning on in the context on in the context of the learning outcomes;
outcomes; of the learning The Iearning outcomes. not complete; not
Complete, well outcomes. Complete; not organized. organized, not relevant
organized, highly Complete; well relevant to the learning .
relevant to the organized, very outcome .
learning outcome. relevant to the
Iearning outcome

Submission Submitted before Submitted two Submitted a day after the Submitted two (2) days
the deadline (2) days or more deadline. or more after the
after the deadline deadline.
COMMENT/S Rating:
Over-all Score
(Based on
transmutat
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 2.50 2.75 3.0 3.5 5,00
99 96 93 90 87 84 81 78 75 72 71-
below

_ ______________________ ______ __

Signature of FS Teacher over Printed Name Date

Learning: Episode 1: The School Environment Field Study 1 Page 21