Learning in Focus 1:

THE SCHOOL ENVIRONMENT

This episode gives an opportunity for the field study students to examine and reflect on a school
environment that promotes learning and development.

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 encourages 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.

My Intended Learning Outcome:

At the end of this episode, I must be able to manifest knowledge on the characteristics of a
school environment that is safe, secure, and is supportive of learning.
Task 1.1: Exploring the School Campus and the Classroom
School: ________________________ Grade: _____________ Date: ____________
Resource Teacher: _____________________ Teacher’s Signature: _______________

To realize the intended learning outcomes, work your way through these steps:
1. Visit a school. Look into the facilitates 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. Analyse my gathered data about the school environment.
4. Reflect on the characteristics of the school environment that promotes learning.
5. Present my idea of a good environment through descriptive paragraph, photo essay,
sketch/drawing, 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 different areas and facilities of the school. Check the column to indicate their
availability, and/or if the there is/are facility/facilities that were not in the list, include them. Give a brief
description of those that are available; and discuss how each will contribute to the students’ learning and
development.)

How does it contribute to the

Facilities / Description
students’ learning?
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

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

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 building?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________.

3. Pass by the Office. 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 and list each. What impression do you for each facility?
 ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
________________.

CLASSROOM VISIT/OBSERVATION
Be guided by these tasks as you do your observation during your classroom visit. Then accomplish the matrix.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, lessons, visual
aids, announcement, 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. Observe the size of the classroom. How many students does it can accommodate?
5. Is the room well-lit and well-ventilated?

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(location, number, arrangement, condition)
1. Wall Display

2. Teacher’s Table

3. Learners’ Desks

4. Blackboard

5. Learning Materials/Visual Aids

6.

7.
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 and of facilitating
learning?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________

1. Would you like to teach in the school environment you just observed? Why? Why not? What
recommendations can you give for further improvement of the school you just observed which
will benefit the students?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________
2. What kind of school campus is conducive to learning? Back up your claims with theories you
have learned from you professional subjects.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________
3. What kind of classroom is conducive to learning? Back up your claims with theories you have
learned from you professional subjects.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________
4. How will you accomplish your answer in no.3 in the future when you will be a teacher?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________
5. What other learning and/or insights you acquired from your tour and observations?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________

Task 1.2: Exploring the Bulletin Displays

Resource Teacher: ___________________ Teacher’s Signature: ________________
School: _______________________ Grade: __________________ Date: ______________
The display board or what we more commonly refer as bulletin board, is one of the most
available and versatile learning resources. As you look around and examine board displays, use
the following questions as guide in your observation:
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 easily see them?

3. What are the displays bout? 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 use din 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 abut what git your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed of course)

Based from the questions above, write your observation report:

MY OBSERVATION

From among the board displays you saw, pick 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: ____________________________________________

Photo of the Board Display:

Check the column that indicates your rating. Write your comments to back up your ratings.

4 - Outstanding 3 - Very Satisfactory 2 - Satisfactory 1 - Needs Improvement

Criteria 4 3 2 1 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 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 secretly attached

Pick another bulletin board, and evaluate its strengths and weakness in terms of layout and
content.
Brief Description of the Bulletin Board:
Photo of the Bulletin Board:

Strengths Weaknesses
Description of the Bulletin Board

Evaluation of Educational
Content, and other aspects

Recommendations or Suggest ions for Improvement:

Based on your suggestions, make your board displays lay-out though a hand-made drawing or
layout, electronic drawing/illustration or layout, a collage. Take a clear photo of your output and
put below.

MY BOARD DISPLAY LAY-OUT

1. What is the importance of board displays in school and in the classroom?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________
2. What are the needed skills that a teacher have to be able to come up with effective board
displays? Name at least five skills and elaborate why each skill is needed.
___________________________________________________________________________
___________________________________________________________________________
 ___________________________________________________________________________
______________________
3. Which skills do you still need to develop? What concrete steps will you take to improve on or
acquire these skills?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________

(In the following box, illustrate your idea of effective school environment through any of these: A
descriptive Paragraph, a photo essay, or a sketch/drawing?
My Personal Illustration of an Effective School Environment

Evaluation Tool for Episode 1(The School as a Learning

Environment)\

Theory to Practice
Directions: Read the items 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 sells 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 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

4. Examine the bulletin board display. This bulletin

board fulfils which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board

fulfils which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

6. Examine the bulletin board display. This bulletin boards

fulfils which primary purpose?
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
Evaluation Tool
Episode 1- The School as a Learning Environment

Intended Learning Outcome: Manifest knowledge on the characteristics of a school

environment that is safe, secure, and is supportive of learning.

Name of FS Students _________________________________ Date Submitted: ____________

Evaluator: _________________________________ Evaluator’s Signature: _______________
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done One (1) or two (2) Three Four or more
Tasks/ with outstanding tasks not answered tasks/questions were tasks/questions were
Worksheets quality; work exceeds or accomplished not accomplished/ not accomplished/
expectation answered answered

My Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered answered completely; observation questions
answers are in depth completely; answers answers are not were not answered;
and are through are clearly clearly connected to answers were not
grounded on theories; connected to theories; one (1) to connected to theories;
Fee from grammar and theories; grammar three (3) grammatical more than four(4)
spelling errors and spelling are free errors committed errors in grammar and
from errors spelling.

My Reflection Reflection statements Reflection Reflection statements Reflection statements

are profound and clear, statements are are shallow; are unclear and
supported by clear, but not somewhat supported shallow and are not
experiences during supported by by experiences from supported by
observation experiences from the observation experiences from the
the episode and observation
lacks depth
My Learning Portfolio is reflected on Portfolio is reflected Portfolio is not Portfolio is not
Artifacts in the context of the on in the context of reflected on in the reflected on in the
learning outcomes; the learning context of the context of the learning
complete, clear, well- outcomes; learning outcomes; outcomes; not
organized, highly complete, clear, complete, not complete, not
relevant to the learning well-organized, very organized, relevant to organized and not
outcome; all supporting relevant to the the learning outcome; relevant
documentation are learning outcome; supporting
located in sections most supporting documentation are
clearly designated. documentation are located in sections
located in sections clearly designated.
clearly designated.
Sub totals

Learning in Focus 2:
LEARNER DIVERSITY: DEVELOPMENTAL CHARACTERISTICS, NEEDS, AND INTEREST

This episode gives an opportunity for you observe learners of different ages and grade levels. It
highlights the differences in their characteristics and needs. As future teachers, it is important for
your to determine your learner’s characteristics and needs so that you will be able to plan and
implement learning activities and assessment that are all developmentally appropriate.
 Major principles of development relevant to the learning in focus:
1. Development is relatively orderly. Development follows a directional pattern such as,
from the head to toe (cephalocaudal), and from the center of the body then outwards
(proximodistal).
2. Developmental takes place gradually.
3. All domains of development and earning - physical, social and emotional, and cognitive-
are important, and they are close interrelated.
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities (NAEYC, 2009).

My Intended Learning Outcome:

At the end of this episode, I must be able to manifest knowledge on the characteristics, needs,
and interests of learners in the different developmental needs.

Task 2.1: Observing Learner Characteristics at Different Stages.

To realize the Intended Learning Outcomes, work your way through these steps:
1. Observe 3 groups of learners from different levels (preschool, elem., and high school).
2. Describe each of the learners based on your observations.
3. Validate my observation by interviewing the learners.
4. Compare them in terms of their interests and needs.
Use the observation guide and matrices provided for you to document your observations.

Observation Guide for the Learners’ Characteristics

(Read the following statements carefully. Then write your observation report on the matrix provided after
this guide.)

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners,(happy, sad, easily cries, mood-
shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking
skills
3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.

Learners Developmental Matrix

(Record the data you gathered about learner’s characteristics and needs in the following matrix. This will
help you compare the characteristics and needs of learners at different levels. The items under each
domain are by no means exhaustive. These are sample indicators which mean you you may add aspect
which you may have observed and were not included in the following indicators.)

Development Domain Preschooler Elementary High School

Age range: ______ Age range:________ Age range:_________
(Add here photo of the (Add here photo of the (Add here photo of the
 learner) learner) learner)

Physical
Gross motor skills
Fine motor skills
Self help skills
Others.
Social
Interaction with the
teacher
Interaction with
classmates and
friends
Interests
Others
Emotional
Mood and
temperaments,
expression of feelings
Emotional
independence
Others
Cognitive
Communication skills
Thinking skills
Problem solving
Others
 Write the most salient developmental characteristics of the learners you
observe. Base on these characteristics, think of implications as a teacher.

Level Salient Characteristics Implication to the Teaching-

Observed Learning Process
Example:
Preschool  Preschoolers like to move  Therefore, the teacher should
a lot remember to use music and
Age range of Learners
movement activities not just n
Observed: 3-4 years old PE but in all other subject
areas.
 Therefore, teachers should not
expect preschoolers to stay
seated for a long period of
time.
Preschool
Age range of Learners
Observed: _________

Elementary
Age range of Learners
Observe: _________

High School
Age range of Learners
Observe: _________
 1. While you were observing the learners. did you recall your
own experiences when you were their age? What
similarities or differences do you have with the learner you
observed?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
2.Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
3. Share your other insights here.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
Which is your favorite theory of development. How can this guide you as a future teacher? Clip
some reading about this theory and clip them here.

Theory to Practice
A. Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her
refusal to accept is because ________________.

A. she thinks what she feels is too special and unique, that no one has felt like
this before
B. the teenager's favourite word is "no," and she will simply reject everything
the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher 's
perspective
D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-
olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily

3. Science Teacher Rita showed her class a glass of water with an egg in
She asked the class: "What happens to the egg if I add three- tablespoon salt to the glass of
water?" This is hypothesis formulation. What can you infer about the cognitive developmental
stage of Teacher Rita's class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage?

Evaluation Tool for Episode 2(Learner Diversity: Developmental Characteristics, Needs,

and Interest)
Intended Learning Outcome: Manifest knowledge on the characteristics, needs, and interests
of learners in the different developmental needs.
Name of FS Students _________________________________ Date Submitted: ____________
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were done One (1) or two (2) Three Four or more
Tasks/ with outstanding tasks not answered tasks/questions were tasks/questions were
Worksheets quality; work exceeds or accomplished not accomplished/ not accomplished/
expectation answered answered
My Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered answered observation questions
answers are in depth completely; completely; answers were not answered;
and are through answers are clearly are not clearly answers were not
grounded on theories; connected to connected to connected to theories;
Fee from grammar and theories; grammar theories; one (1) to more that four(4)
spelling errors and spelling are three (3) errors in grammar and
free from errors grammatical errors spelling.
committed
My Reflection Reflection statements Reflection Reflection Reflection statements
are profound and clear, statements are statements are are unclear and
supported by clear, but not shallow; somewhat shallow and are not
experiences during supported by supported by supported by
observation experiences from experiences from the experiences from the
the episode and observation observation
lacks depth
My Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in the reflected on in the reflected on in the
learning outcomes; context of the context of the context of the
complete, clear, well- learning outcomes; learning outcomes; learning outcomes;
organized, highly complete, clear, complete, not not complete, not
relevant to the learning well-organized, very organized, relevant organized and not
outcome; all relevant to the to the learning relevant
supporting learning outcome; outcome; supporting
documentation are most supporting documentation are
located in sections documentation are located in sections
clearly designated. located in sections clearly designated.
clearly designated.
Sub totals

EFFECTIVE SCHOOL ENVIRONMENT

A school environment is a crucial component of student’s life. Schools should provide students
with a safe environment in which to nurture and grow emotionally, behaviourally and
academically; and at the same developing relationships with others. Each and every student
requires structure, respect, stability, limitation and boundaries and safe environment or an
environment. In the school environment, there are things that positively influence students’
performance. Such things include having good friends within the school, perceiving that teachers
are caring and supportive, believing that discipline is efficient and fair, participating in
extracurricular activities, being a part of a school and having a sense of belonging. Students
become incorporated in their environment when they perceive that the adults in the school mind
about them as individuals and their learning.