SAINT JOSEPH COLLEGE OF SINDANGAN

INCORPORATED
Poblacion, Sindangan, Zamboanga del Norte

IMPORTANT REMINDERS:

FIELD STUDY 1
FS 1

1. In this course, Field Study 1, school observations shall be done face to face following the list of
designated schools to be observed. Students shall not be allowed to go or start observing without
the official endorsement of the Instructor or College Dean to the laboratory school. Complete
school uniform and ID must be worn at all times. While in the designated school, always
observed proper decorum, courtesy and respect towards school authorities, teachers, and
students.

2. All activities or Learning Episodes shall be compiled in a Portfolio (for hard bound). You
may encode your observations. Follow the mechanics below:

 Use Arial or Times New Roman Font Style

 Font Size – 12 for texts , 14 for Titles
 Margin – 1” left , 0.5.” right, top and bottom
 Paper Size – 8.5” x 13” or folio (long)

You may enhance the given format but be sure to follow the basic mechanics and the final output
should not be cluttered. Rubrics for the final portfolio will be given.

3. Due to limitations in producing printed modules, all learning episodes will be uploaded in your
respective Google classrooms or messenger. Be sure to have a gmail account so you can access
the said platform. You can download the learning episodes and edit the file for your answers or
some enhancements in the format should you wish to.

4. Each episode shall be accomplished weekly or as directed by your instructor. Should there be
concerns in accomplishing the learning episodes, always refer to your instructor for
clarifications. A calendar or schedule will be given to you for your guidance. Always check from
time to time the Google classroom for the updates of the learning episodes uploaded.

5. When doing observations or giving out your analysis, always consider the current set up of
today’s instruction during the pandemic period.

6. You shall be working in a group with 3 members or by pair. Should you wish to work
individually you may do so.
 FIELD STUDY 1 Learning Episode

1 The School Environment

FS 1

SAINT JOSEPH COLLEGE OF SINDANGAN

INCORPORATED
Poblacion, Sindangan, Zamboanga del Norte

This Episode provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.

SPARK Your
Intended Interest
Learning Outcomes
At the end of this lesson, I must be able to:

1. Determine the characteristics of a school environment that is safe, secure, and is supportive
of learning (PPST 2.1.1).

REVISIT the Learning Essentials

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 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
learner’s growth and progress.
 Informational – they used as a strategy to readily disseminate information
 Instructional – They move students to respond and participate through
interactive displays. The get students to think about and communicate their
learning

4. The set criteria for evaluating bulletin board displays includes effective communication,
attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
 FIELD STUDY 1 Learning
Episode
1 The School
FS 1 Environment

Resource Teacher: (If applicable): CHARYL D. RAMOS

School: SINDANGAN NATIONAL AGRICULTURAL SCHOOL

Grade/Year Level: GRADE 9-ACACIA Subject Area: ENGLISH

Date: OCTOBER 2022 School’s website/Source:______________

ACTIVITY 1.1 Exploring the School Campus

To realize the Intended Learning Outcome, work my way through these steps:

1. Observe your assigned school. Look into facilities and support learning areas in
the campus, then in the classroom.
2. Observe and use the checklist as you explore the school premises.
3. Analyse your gathered data about the school environment. (especially during
pandemic)
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

b. Photo essay d. poem, song, or rap

OBSERVE

As you explore or examine 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 observation. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities / Description Will it
contribute to
the students’
learning and
development?
Why?

Office of the Principal

Library

Counseling Room

Facilities / Description Will it

contribute to
the students’
learning and
development?
Why?

Canteen/Cafeteria

Medical Clinic

Science Laboratory

Gymnasium
Auditorium

Outdoor/Garden

Home Economics Room

Industrial Workshop
Area

PTA Office

Facilities / Description Will it

contribute to
the students’
learning and
development?
Why?
Comfort Room for Boys

Comfort Room for Girls

Others
(Pls. Specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write or type in your observation report on the
space provided. Remember, this shall be done using online resources such as school websites and
school’s YouTube channel if applicable.

Guide Question Classroom

Observation Report
1. Describe the community or
neighbourhood where the school
is found.

2. Describe the school campus. What The SNAS campus. Every buildings
colors do you see? What is the are good i
condition of the buildings?

3. Observe the offices. What

impression do you have of these
offices?

4. Observe the school halls, the

library, the cafeteria. Find out
the other facilities that the
school has.

5. 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?

6. Examine how the pieces of

 furniture are arranged. Where us
the teacher’s table located? How
are the tables and chairs/ desks
arranged?

7. What learning
materials/equipment represent?

8. Is the room well-lit and well-

ventilated?

ANALYZE

1. How do the school campus and the classroom in particular impact 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. 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 your additional learning’s and insights here.

Resource Teacher: (If applicable):

School:__________________________

Grade/Year Level:______________Subject Area:_______________ Date:________________

School’s website/Source:____________________________________________________

ACTIVTY 1.2 Observing bulletin board displays

The display board of, or what we more commonly refer to as bulletin board, is one of the most
readily available and versatile 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 examine board displays, use the observation guide and forms provided for you to
document your observations.

An Observation Guide for BOARD DISPLAYS

1. Check 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 do they convey? What images
and colours do you see? How are the pieces of information and images arranged?

4. What materials were used in making 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 photos of the display boards or download it (through internet if applicable).

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

Observation Report
(You may paste pictures of the Board displays here.0
From among the board displays that you saw, pick the one that you got most interested in.
evaluate it using the evaluation from 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 – Very Satisfactory 2 – Satisfactory 1 – Needs

Improvement

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

Attractivenes
s
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, and
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 suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or lay-out
 An electronic (computer) c=drawing or illustration or layout
 A collage

MY BOARD DISPLAY LAY OUT

 ANALYZE

1. What do you think 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 PROPOSED DISPLAY BOARD

Theme:

Board Title:

Rationale (Purpose):

Objectives:

Best features of my proposes bulletin enhancement:

Content Resources (Name each needed source 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 no. 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 make on how
you can improve on or acquire these skills?
 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
Learning Outcome: Determine the characteristics of a school environment that
provides social, psychological, and physical environment supportive of learning.

FIELD STUDY 1 – EPISODE 1 The School as a Learning Environment

Name of FS Student/s: MELLANIE TULABING

NOVIEGEN CARDENTE

ANNA MACION

Year and Section: 4-B Course: BSED-ENGLISH Date Submitted:________________

Learning Excellent Very Satisfacto Needs
Episode 4 Satisfactor ry Improve
y 2 ment
3

Accomplish All One (1) to Three 93) Four (4) or

ed observation two (2) observatio more
Observatio questions/ta observation n observatio
n Sheet sks were questions questions/t n
completely tasks not asks not questions/t
answered answered / answered / asks not
/accomplish accomplish accomplis answered /
ed. ed. hed. accomplis
hed.

Analysis All All Questions Four (4) or

questions questions were not more
were were answered observatio
answered answered completel n
completely; completely; y; answers questions
answer are answers are are not were not
with depth clearly clearly answered;
and are connected connected answers
thoroughly to theories; to not
grounded on grammar theories: connected
theories; and spelling one (1) to to
grammar are free three (3) theories;
and spelling from errors. grammatic more than
are free al / four (4)
from error. spelling grammatic
errors. al /
spelling
errors
Reflection Profound Clear but Not so Unclear
and clear; lacks depth; clear and and
sopported supported shallow; shallow;
by what by what somewhat rarely
were were supported supported
observed observed by what by what
and and were were
analyzed analyzed observed observed
and and
analyzed analyzed
Learning Portfolio is Portfolio is Portfolio Portfolio
Artifacts reflected in reflected on is not is not
the context in the reflected reflected
of the context of on in the on in the
learning the learning context of context of
outcomes; outcomes. the the
complete, Complete; learning learning
well- well outcomes. outcomes;
organized, organized, Complete; not
highly very not complete;
relevant to relevant to organized, not
the learning the learning relevant to organized,
outcome outcome the not
learning relevant
outcome
Submission Submitted Submitted Submitted Submitted
before the on the a day after two (2)
deadline deadline the days or
deadline more after
the
deadline

COMMENTS OVER RATING

ALL BASED
SCORE ON
TRANSM
UTATIO
N

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 15 7-
bel
ow
Grade 71

FRETZELL A. ACTUB, MAED

FS 1 Instructor Date

SAINT JOSEPH COLLEGE OF SINDANGAN

INCORPORATED
Poblacion, Sindangan, Zamboanga del Norte

CALENDAR OF ACTIVITIES
First Semester, SY 2022-2023

FIELD STUDY 1
Learni Activity Date of
ng Title Submissi
Episod on
e
1 The School
Environment
2 Learner
Diversity:
development November
al 5, 2021
Characteristi
cs, Needs and
Interests
3 Focus on
 Gender
Needs,
Strengths,
Interests,
Experiences,
Language,
Race, Culture
Religion,
Socio-
economic
Status,
Difficult
Circumstance
s, and
Indigenous
Peoples
4 Learner
Diversity:
The
Community
and Home
Environment
5 Creating an
Appropriate
Learning December
Home 3, 2021
Environment
6 Classroom
Management
and
Classroom
Routines
7 Physical and
Personal
Aspects of
Classroom
Management
8 Close
Encounter
with the
School
Curriculum
9 Preparing for
Teaching and
Learning January 7,
10 The 2022
Instructional
Cycle
11 Utilizing
Teaching-
Learning
Resources
and ICT
12 Assessment
FOR
Learning and
Assessment
AS Learning
(Formative
Assessment)
13 Assessment
OF Learning
 (Summative February
Assessment) 4, 2022
14 The Teacher
as a Person
and as a
Professional
15 The Teacher
Quality:
Developing a
Global
Teacher of
the 21st
Century
16 On teacher’s
Philosophy
of Education

Final Examination February

7-11,
2022

Prepared by:

FRETZELL A. ACTUB, MAED

Instructor