FIELD STUDY 1 | tes ensone “itll 8 —\ rT SPARK Your Interest The School Environment YALL ALLL This Episode 1 provides an opportunity for students to examine and reflect on a school environment that promotes learning and development. ARGET Your Intended Learning Outcome > At the end of this Episode, | mu: be able to determine the characteristics of a school environment that is safe, secure, and is supportive of learning (PPST 2.1.1). 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 lean 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 communicatis attractiveness, balance, unity, interactivity, legibility, correctness, and durability. n, Learning Episode 1. The School Environment & Field Study 1OBSERVE, ANALY: Paes LECT Activity 1.1) Exploring the School Campus Resource Teacher: Grad veer je/Year Level: Teacher's Signature Subject Area School: Date: To realize the Intended Learning Outcome, work my way through these steps: classroom. Observe and use the checklist as you mo Analyze your gathered data about the schoo! environment. Reflect on the characteristics of a school environment that promotes learning. -Present your idea of a good school environment through any of these: a) Descriptive paragraph ¢) Sketch or drawing b) Photo essay 4) Poem, song or rap Visit a school. Look into facilities and support learning areas in the campus, then in the around the school premises. ‘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 students’ learning and development. Why? Office of the Principal LibraryDescription Will it contribute to the students’ learning and development. Why? Counseling Room Canteen/Cafeteria Medical Clinic Audio Visual/Leamning Resource Center Science Laboratory Gymnasium Auditorium Outdoor/Garden earning Episode 1: The School Environment Field Study 3 3Will it contribute to the Facilities / Description students’ learning and development. Why? Home Economics Room Industrial Workshop Area PTA Office Comfort Room for Boys Comfort Room for Girls Others (Please specify.) Field Study f° ————— SS Ee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. Learning Episode 1: The School Environment Field Study 2 5Resource Teacher: Teacher's Signature ‘School GradelYear Level: Subject Area’ Date: “lentered 1. Look at the walls of the classroom. What are posted on the the walls? What heroes, religious figures, lessons, visual aids, classroom | announcements, do you see posted? with the:convition: that it was 2. Examine how the pieces of furniture are arranged. Where is crucial for the teacher's table located? How are the tables and chairs/ ime and every desks arranged? | | other student to be an active 4. Observe the students. How many are occupying one room? paricpant, 5. Is the room well-lit and well-ventilated? nas : passive consumer Learning is aplace where paradise can be created.” 3. What learning materials/equipment are present? Bell Hooks, Teaching to Transoress, NY‘Routledge, 1994 6 Field Study 1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 Description Classroom Facilities ok ie (location, number, arrangement, condition) 1. Wall Displays 2. Teacher's Table 3. Learner's Desks 4. Blackboard 5. Learning Materials / Visual Aids 10, Field Study fo 7Write your observation report here. Nate of the School Observed Location of the Schoo! 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? Qosa 1. Would you like to teach in the school environment you just observed? Why? Why not? The breaking down of informational ‘materials into theic ‘component parts, ‘examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives ‘or causes, making inferences, and! ‘or finding evidence to support generalizations. I involves: seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer {Bloom's Taxonomy) 8 Field Study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 learnings and insights here. (Le. RST 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 earring Episode 1: The School Environment Field Study 1 9- | © OBSERVE ‘As you look around and examine board displays, use the observation guide and forms provided for you to document your observations. 10 1. An Observation Guide for BOARD DISPLAYS Read the following carefully before you observe. Go around the school and examine the board displays. How many board displays do you see? Where are the display boards found? Are they in places where target viewers can see them? 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? What materials were used in making the displays? Are borders used? Do you notice some errors? (misspelled words, grammar inconsistencies and the like) Are the messages clear and easily understood? Think about what got your attention. Why did it get your attention? 8. Take a photos of the display boards (if allowed). Field Study aBased on the questions on the observation guide, write your observation report: Observation REPORT (You may paste pictures of the Board displays here.) Learning Episode 1: The School Environment Field Study sie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- fery Satisfactory 2-Satisfactory _1-Needs Improvement NI s vs 0 Criteria ; 5 5 7 Comments Effective Communication It conveys the message quickly and clearly. Attractiveness Colors and arrange- ment catch and hold interest Balance Objects are ar- ranged, so stability is perceived. Unity Repeated shapes oF colors or use of borders hold display together. Interactivity The style and approach entice learners to be involved and engaged, Legibility Letters and ilustra- tions can be seen from a good distance, Correctness Itis free from ‘grammar errors, misspelled words, ambiguity Durability itis well-constructed, items are securely attached, 12 Field study 1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: [Learning Episode 1: The School Environment Field Study I 13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 + Ancelectronic (computer) drawing/illustration or layout + Acollage My Board Display Lay-out 14 Field Study.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? Learning Episode 1: The School Environment rae u 45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: 39; REFLECT Caan 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. 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. Teaming Epiode 1 The School Environment Field Study Y 17Be = 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 2. Which the learning environment promotes fairness is safe and conducive for learning builds many professional linkages establishes and maintains consistent standards of learner's behavior facilities are present in a health-promoting school environment? 1. Canteen that sells all kind of food including junk food II. Comfort rooms common for boys and girls IIL. Sanitary drinking fountains IV. Safe playground B. II, Hl and IV C. Land I 1,1, 11 and IV D. Ill andIV 3. Which physical school environment supports learning? A. B Cc. D, Availability of flexible classroom furniture Presence of spacious classrooms Prominence of bulletin boards in every building . Tall school buildings(mien READING ~, 2 (from ieps.org) 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 19SAc “GY SHOW Your Lear Se | ‘Onthe opposite box, | present an illustration showing your idea of an ‘effective school environment through any of > ADescriptive | Paragraph | > APhoto Essay > ASketch or Drawing | | Apoem, songorrap | | : ning Artifacts My Personal Illustration of an Effective School Environment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 Studont is Date Submited 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 | questions/tasks ‘observation questions! | questions/tasks observation questions! completely answered! | tasks not answered / | not answered / tasks not answered / accomplished 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 depth | answers are clearly | answers are not were not answered; and are thoroughly connected to theories; | clearly connected to | answers not connected grounded on theories; | grammar and speliing | theories; one (1) to | to theories; more than grammar and spelling |} are free from errors. _| three (3) grammatical / | four (4) grammatical! are free from error speling errors. spelling errors, Reflection Profound and clear, Clear but lacks depth; | Not so clear and Unclear and shallow; supported by what were | supported by what | shallow; somewhat | rarely supported by observed and analyzed | were observed and | supported by what | what were observed analyzed were observed and | and analyzed analyzed Learning Artifacts | Portfolio is reflected Portfolio is reflected | Portfolio is not Portfolio is not reflected on in the context of (on in the context Teflected on in the | on in the context of the leaming outcomes; | of the learning Context of the learning | the learning outcomes; Complete, well- ‘outcomes. Complete; |, outcomes. Complete; | not complete; not organized, highly well organized, very | not organized. relevant | organized, not relevant relevant to the learning | relevant to the learning | to the learning outcome ‘outcome outcome ‘Submission ‘Submitted before the | Submitted on the Submitted a day after | Submited two (2) deadiine deadline the deadiine days or more after the deadline ‘COMMENTS: Rating Overall Score: (Based on transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 | 19-18| 17] 16 15 14 | 13-12] 11 10 9-8 T-below Grade 1.0 | 1.25 | 1.5] 1.75 | 2.00] 2.25] 250 | 2.75 | 3.00 3.5 5.00 Ce 87 84 81 78 ve) 72 71-Below Signature of FS Teacher above Printed Name a Field Study 21