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 classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered date 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
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 student’s learning and
development.
Will it contribute to the
Facilities / Description students’ learning and
development. Why?

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

Others
(Please specify)
 An Observation Guide for the CLASSROOM VISIT
Read the following statement 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.
Resource Teacher: ____________ Teacher’s Signature:________ School: _______
Grade/ Year Level: ____________ Subject Area: _____________ 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 re 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 room well-lit 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 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.

Write your observation report here.

Name of the 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?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________

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

REFLECT
1. Would you like to teach in the school environment you just observed? Why?
Why not?
______________________________________________________________
______________________________________________________________
______________________
.
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 you additional learnings and insights here.
______________________________________________________________
______________________________________________________________
______________________.
 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.

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 to 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 a photo of the display boards (if allowed).

Based on the questions on the observation guide, write your observation report;

Observation REPORT
(You may paste pictures on the Board displays here.)
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 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 back up
your rating your ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1-Needs
Improvement
NI S VS O
Criteria Comments
1 2 3 4
Effective
Communication
It conveys 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 are
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.
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EAVALUATION

Strengths Weakness
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 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

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

Did the board display design reflect the likes/ interest 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?

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 needed resource and give each a brief
description):

Materials for aesthetic enhancement:

REFLECT
 1. Name at least five skills that a teacher should have 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.

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 _________.
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
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
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

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 Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/task questions/task questions/task not
answered/ not answered/ not answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/
spelling are free spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed.
observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the the context of the the context of the context of the
learning learning learning learning
outcomes; outcomes. outcomes. outcomes, not
Complete, well- Complete; well Complete; not complete; not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant.
learning learning learning
outcome. outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more after
deadline. the deadline.
COMMENT/S Rating:
Over-all (Based on
Score 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 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
OBSERVE, ANALYZE, REFLECT
Activity 2.1 Observing Learner Characteristics at Different Stages
Resource Teacher: ______________________ Teacher’s Signature: ________ School: __________
Grade/Year Level: _______________________ Subject Area: ______________ Date: _________

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

OBSERVE
Use the observation guide and matrices provided for you to document your
observations.

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.
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 motor 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 to 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’ Development Matrix
Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at
different levels. The items under each domain are by no means exhaustive. These
are just sample indicators. You may add other aspects which you may have
observed.
Preschooler Elementary High School
Development Indicate age range of Indicate age range of Indicate age range of
Domain children observed: children observed: children observed:
______ ______ ______
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
Classmates/Friend
s

Interests

Others
Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

Others
Cognitive
Communication
Skills

Thinking Skills

Problem-solving

Others
ANALYZE
Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the teacher.

Example:

Salient Characteristics Implications to the Teaching-

Level
Observed Learning Processes
Preschool  Preschoolers like to move Therefore, the teacher should
Age range of learners around a lot. remember to use music and
observed 3-4 movement activities nit just in
P.E. but in all subject areas.
Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.

Salient Characteristics Implications to the Teaching-

Level
Observed Learning Processes
Preschool
Age range of learners
observed _____

Elementary
Age range of learners
observed _____

High School
Age range of learners
observed _____
REFLECT
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 learners 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 insights here.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
LINK Theory to Practice
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 favorite 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 everyday.
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 it. 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
SHOW Your Learning Artifacts
Which is your favorite theory of development. How can this guide you
as a future teacher? Clip some readings about this theory and paste them
here.
EVALUATE Performance Task
Evaluate Your Work Task- Field Study 1, Episode 2 – Learner Diversity: Developmental
Characteristics, Needs, and Interests

Learning Outcome: Determine the characteristics needs, and interests of learners from different
developmental levels.

Name of FS Student: ________________________________ Date Submitted: _______________

Year & Section: _________________________ Course: _________________

Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/task questions/task questions/task not
answered/ not answered/ not answered/ answered/
accomplished. accomplished. accomplished. accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/
spelling are free spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed.
observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the the context of the the context of the context of the
learning learning learning learning
outcomes; outcomes. outcomes. outcomes, not
Complete, well- Complete; well Complete; not complete; not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant.
learning learning learning
outcome. outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more after
deadline. the deadline.
COMMENT/S Rating:
Over-all (Based on
Score 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 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below