PROF ED 12 | FIELD STUDY 1
JERVYN E. GUIANAN | Fourth Year Block-A
Episode 1
Activity 1.1 – Exploring the School Campus
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
c. Sketch or drawing
d. Poem, song or rap
b. Photo essay
Observe
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
Office of the
Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual /
Learning Resource
Center
Science
Laboratory
Gymnasium
Auditorium
Outdoor / Garden
/
Description
Will it contribute to the students’
learning and development?
Why?
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room for
Boys
Comfort Room for
Girls
Students’ Area
Genyo E-Learning
Room
Speech
Laboratories
Computer
Laboratories
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question
1. Describe the community
or neighborhood where
the school is found.
2. Describe the school
campus. What colors
doo 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, and
the cafeteria.
Look
around and find out
the other facilities that
the school has.
Classroom Observation
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 furniture is arranged. Where is the teacher’s table located?
How are the tables and chairs/desks arranged?
3. What learning materials/ equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the classroom well-lighted and well-ventilated?
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
1. Wall Display
2. Teacher’s Table
3. Learner’s Desk
4. Blackboard
5. Learning Materials /
Visual Aids
6.
7.
8.
9.
10.
Description
Write your observation report here.
Name of the School Observed:
Location of the School:
Date to Visit:
ANALYZE
1. How do the school campus and the classroom in particular impact on the learning
of the students going to school? What are your conclusions?
2. How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge of facilitating learning?
REFLECT
1.
2.
3.
4.
5.
Would you like to teach in the school environment you just observed? Why?
What kind of school campus is conducive to learning?
What kind of classroom is conducive to learning?
What kind of classroom is conducive to learning?
What kind of classroom is conducive to learning?
Activity 1.2 – Observing bulletin board displays
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.
OBSERVE
As you look around and examine board displays, use 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 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 message 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).
Based on the question on the observation guide, write your observation report:
Observation REPORT
(You may paste picture of the Board displays here)
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:
Check the column that indicates your rating. Write comments to back up your ratings.
4 – Outstanding
Criteria
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
3 – Very Satisfactory
1
2
3
4
2 – Satisfactory
1 – Needs Improvement
Comments
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.
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:
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 Lay-out
ANALYZE
1. What do you think was the purpose was the purpose of the board display?
2. Did the board display design reflect the likes/interests of its target audience? Why?
Why not?
3. Was the language used clear and simple for the target audience to understand?
Why? Why not?
4. Was the board display effective? Why? Why not?
5. What suggestions can you make?
Based on your suggestions, propose an enhanced version of the display board. Use
the form below.
My Propose Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best Features of my proposed bulletin enhancement:
Content Resources (Name each need resources 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.
2. Which of the skills you named in # I 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?