The School Environment ULLAL pisode 1 provides an opportunity for students to examine and refl 8 lect cl environment that promotes leaming and development. eed Gi warseren > ' as the end of this Episode, 1 must be able to determine the characteristics of a school ‘nvironment that is safe, secure, and is supportive of learning (PPST 2.1.1) (gy Reis ania ac 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 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. ; cee « Taformational- 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. Learning Episode 1: The School Environment Field Study S| 1Resource Teacher: _ : Teacher's Signature_______Schoot:_ ANALYZE, REFLECT Exploring the School Campus GradaNom eve: (Sutjont eat _ Date: 1 wawy To realize the Intended Learning Outcome, work my way through these steps: Visit a school, Look into facilities and support learning areas in the campus, then in the classroom. Observe and use the checklist as you move around the school premises. Analyze your gathered data about the school 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 b) Photo essay ©) Sketch or drawing, d) Poem, song or rap = ; F ~ 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. 4 g00d 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. Will it contribute to the students’ learning and Facilities / Description Office of the Principal development. Why? 2 Field Study gf Library ‘ pyFacilities / Description Will it contribute to the students’ learning and development. Why? Counseling Room Canteen/Cafeteria ee Medical Clinic ‘Audio Visual/Learning Resource Center Science Laboratory Gymnasium Auditorium Outdoor/Garden Se Field Study 3 Z| 3Facilities Description Home Economics Room Industrial Workshop Area Will it contribute ye p students’ aa PTA Office Comfort Room for Boys Comfort Room for Girls Others (Please specify.)An Observation Guide for the CLASSROOM VISIT Read the following statements careful provided. Guide Question Describe the community or neighborhood where the school is found. ‘Then write your observation report on the space Classroom Observation Report 5 Describe the school campus. What colors do you see? What is the condition of the buildings? Pass by the offices. What impression do you have of these offices? 5 Walk through the school halls, the library, the cafeteria. Look around and find out the other facilities that the school has. & Tearing Episode 1: The School Environment Field Study § 5Resource Teacher; ____ Teacher's Signature Schoo! Grade/Year Level, Subject Area: Date 7 lS — anaarera \teaN 1. Look at the walls of the classroom. What are posted on the ica walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted? | thatiy Examine how the pieces of furniture are arranged. Where is Ad the teacher's table located? How are the tables and chairs/ mae desks arranged? What learning materials/equipment are present? is i o 4. Observe the students. How many are occupying one room? \-tit | i dd? nota Is the room well-lit and well-ventilate: aa consuner Leaming s | place where Paradise cr be create Bel Heol Teaching Transgess, NY‘Routed 1994. 6 Field study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 colEmirenment isl Study SL 7 er¢ your observation report here. Name of the School Observed Location of the School _ 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? 1. Would you like to teach in the school environment you just observed? Why? Why not? Field Study gf component aig” examining fang ‘tying to under the organiai stuctute os, information tg evelop tv, conclusion identirg moi Or causes, making inferences, any or finding evden ‘to support generalization. involves: tang ina Seeing pattems organization of parts recognition of hidden meanings identfcaton components Question Cues: analyze, separate, ote, explain, conned, classy, arc, ide, compar select exp, infer {Bloom's Taxonomy)9, What kind of school campus is conducive to lea ning? 4, In the futur , how can you accomplish your answer in number 3? 5. Write your additional learnings and insights here. OBSER' Activity 1.2) Observing bulletin board displays Teacher's Signature JOBSERVE, ANALYZE, REFLECT Resource Teacher: Schoo! Date: Subject Area: Grade/Year Level: The display board, or what we more commonly refer to as bulletin board, is one of the most readily available and versatile learning resources. fork your way through these steps: | ff those found at the entrance, lobby, enhancements to make To achieve the Intended Learning Outcomes, W Include samples of Examine for bulletin board displays. ‘ hallways and classrooms 2. Pick one ‘and evaluate the display. 3 Propose the display more effective Field Sudy 9 Teaming Episode 1: The Schoo! EnvironmentGY sie oO) OBSERVE Provided for you to document your observations i 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 gg 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? Take a photos of the display boards (if allowed), 10 Field Study yf a vou ou look around and examine board displays, use the observation guide ang - fox |]ed on the questions on the observation guide, write your observation repo Observation REPORT. (You may paste pictures of the Board displays here) Field Study 11 yhool Environment Tearing Episode 1: The Schoo!Taw Based on your Suggestions, it. You may present Your through any of these: ty, + Ahand-made drawing or layout An electronic (computer) drawingyillustration or layout A collage make your board display lay-out My Board Display Lay-out 14 Field study gmat eeTe eta Ga ANaaze 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 Field Study YL 45‘ i ard. Use the Based on your suggestions, propose an enhanced version of the display bo: fon, 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:the : % |. 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, ~] —™~ Baik 9 the slits you tamed tn, 4 do you already hoor? Rail 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. 4 * Field Study 47 earning Episode 11 The School Environment 4Directions: Re: ‘ad the items given below and encircle the correct answer. 1. With the PPST as guide, characteristics, EXCEPT A. the learning environment promotes fairness an ideal learning environment should have the following 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, Hand IV C. Land 11 B. LI, Ill and IV D. Il 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@ @ © FALL IN oer "AOR. etre weneaettee 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ee ees A - My Personal Illustration of an Effective School Environment Cen Bie shine! On the opposite box, present an illustration showing your idea ofan effective school environment through any of these: > ADescintve Paragraph > APhoto Essay > ASketch ot Drawing ‘Apoem, song or rap 20pe oe AL X \) Saton tna a Eval Your Work Tesk Ftd Sug ld Study 1, Episode Leaming Outcome: ‘Determine in, cae Tho School a a Learning Envronme teristics of a school er meteors envionment pga vironment that provides social, psychological, and physical Name of FS Student Se ee Date Submit Year 8 Section: aes te eee ose Learning Episode 5 eallent Very Satisfactory Satisfactory | Noods Improvement 1 Accomp Al observation ne (1) to two (2) Tiree (3) observation | Four (4) or more servation Sheet | questionsitasks 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 speling | theories; ne (1) to | to theories; more than ‘grammar and speling | are free from errors. | three (3) grammatical / | four (4) grammatical are free from error. spelling 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 inthe context reflected on in the | on inthe context of the learning outcomes; | of the leaming context of the learning | the earring outcomes; Complete, well- ‘outcomes. Complete; | outcomes. Complete; | not complete; not organized, highly well organized, very | not organized. relevant | organized, not relevant relevant tothe leaming | relevant tothe learning | to the learning outcome outcome outcome issi Ts ‘Submitted on the | Submited a day after Submited two (2) eee anes vote te | deatine the deadline days or more after the deadline Rating: (Based on COMMENTIS: Overall Score transmutation) TRANSMUTATION OF SCORE TO GRADE/RATING 16 15 14 | 13-12| 11 10 9-8 T-below 20 | 19-18 | 17 = 401125 | 15] 1.75 | 200] 225] 250 | 275 | 300 | 36 5,00 aa go 1 96 fos} 90 | o7 | o | a | 78 | 75 | 72 | 71-Beow ie spare a FS Teather above Pied ame Field Study 21