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FS3

Technology

in

the

Learning

Environment
Field Study

Episode 1
THE SCHOOLS LEARNING RESOURCE CENTER
Name of FS Student : John Russell V. Morales
Course: Professional Education Unit Earner
Year &Section: Earner C
Resource Teacher: Prof. Neil Michael De Asis
Signature:
Cooperating School: San Juan Elementary School
.

._____________________________________________________________________________________________________________________

My Target
At the end of this activity, you will be competent in identifying and classifying resources that
facilitate teaching and learning processes.

My Performance

(How I Will Be Rated)

Field Study 3, Episode 1- The Schools Learning Resource Center


Focused on: Identifying and classifying resource that facilitate teaching and
learning processes
Task
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/
All task were All or nearly all Nearly all tasks Fewer
than
Documentation: done
with tasks
were were done with half of tasks
outstanding
done with high acceptable
were done; or
quality;
work quality
quality
most
exceeds
objectives met
expectations
but with poor
quality
4
3
2
1
My Analysis
Analysis
Analysis
Analysis
Analysis
questions were questions were questions were questions were
answered
answered
not answered not answered.
completely; in completely
completely.
depth answers;
Grammar and
thoroughly
Clear
Vaguely related spelling
grounded
on connection with to the theories
unsatisfactory.
theories
theories
Grammar and
-Exemplary
Grammar and spelling
grammar and spelling
are acceptable.
spelling
superior.
4
3
2
1

My Reflection

My Portfolio

Reflection
statements are
profound and
clear,
supported by
experiences
from
the
episode.
4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections clearly
designated.

Reflection
statements are
clear, but not
clearly
supported by
experiences
from
the
episode.

Reflection
statements are
unclear
and
shallow
and
are
not
supported by
experiences
from
the
episode.
3
2
1
Portfolio
is Portfolio
is Portfolio
has
complete,
incomplete;
many lacking
clear,
well- supporting
components; is
organized and documentation unorganized
most
is
organized and unclear.
supporting
but is lacking.
documentation
are
available
and/or
in
logical
and
clearly marked
locations.
3
2
1
Rating:
(Based on
transmutation)

Over-all Score

Signature of FS Teacher
Above Printed Name

Date

Transmutation of score to grade/rating


Score

Grade

20
- 1.0 - 99
18-19 - 1.25 - 96
17
- 1.5 - 93
16
- 1.75 - 90
15
- 2.00 - 87
14
- 2.25 - 84

Reflection
statements are
shallow;
supported by
experiences
from
the
episode.

Score

Grade

12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7 - 5.00 - below

My Map
It will be an interesting journey to the world of educational technology. A chance to visit and
observe a learning resource center of a school will start you off.
For this process, explore the world through these steps:

4. Write down a brief


reflection of your
experience.

1. Visit a schools
Learning Resource
Center. Look around
and see what
resources and
facilities are
available.
3. Make an
inventory of its
available resources
and classify them
according to their
characteristics and
functions.
2. Ask the Learning
Resource Center incharge about how
some equipment or
facilities are used.

My Tools

As you visit and observe the Learners Resource Center, use activity forms provided for you to document
your observations. Ask the assistance of the one-manning the center courteously.

An Observation Guide for a


LEARNING RESOURCE CENTER
Read thefollowing statements carefully before you observe.
1. Go around the Learning Resource Center.
2. See what learning resources are present.

3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for
easy access?
4. Read the guidelines/ procedures for borrowing of materials. Are these
guidelines/ procedures posted or available for users to refer to?
5. Familiarize yourself with the guidelines and procedures. You may choose
to take photos to the center (if allowed).

After you have observed, classify the resources available in the learning resource center. Please use the
activity form provided for you.
Name of Center observed: Computer lab,Library,Science Center & English Center
Date of Observation: September 15, 2015
Name of Observer: SAN JUAN ELEMENTARY SCHOOL AGDAO DAVAO CITY

Course/Year/School: Professional Education Unit Eaner/ North Davao Colleges

List of Available Learning Resources


Available learning
Resources
(Enumerate in bullet form)
1. Print Resources
Books in Science,
(Biology,
Chemistry
and
Physics), also for
English,
Literature, Values
Education.
Encyclopedia
Research studies
of students

Charts

Visual Aids

Dictionary

Characteristics and
Unique Capabilities

Resources
Globes, maps, Charts

4. ICT Resources

Computer
Laboratory

where the Resource is


Most Useful

-The
books
are
appropriate and new.
They are updated and
some
are
newly
released.

-The books are used


mainly
for research purposes of
the students for their
reports in class

-Encyclopedias are well


arranged by category
and the books are
arranged specifically.

- They are very useful for both


teacher and learners. Useful
in any subject area depending
about the subject matter to be
discussed.

-They
are
well-organized
according to its uses and
functions. Some of there were
new, while others seem too
old. Visual aids and charts are
well printed.

-NONE2. Audio Resources


There
were
no
audio
recording
present
3. Non-electronic Visual

Teaching Approaches

-NONE-

The non-electronic visual


resources like their globe
and their maps are still in
good condition despite
being used widely by the
students in their history
class.

The globe and the map


are used in their history
class as an instructional
tool.

The ICT resources of


their
school are
relatively new
but still
in
tip-top
condition.

The computer units are


used
for
hands-on
computer
laboratory
activities,
while
the
overhead projector is for
transparency
slide
presentations.

Impression:
In all, Naga National High School has a very good number of
available learning resources, which are still very relevant to
the needs of the students and the teachers and the same
time it is also congruent to their curriculum. Hopefully, when
budget warrants, they will be able to obtain more resources to
fully establish their science, arts and basic education curriculum.

Name and Signature of Observer: John Russell V. Morales

Name and Signature of the Learning Resource Center In-change:

My Analysis
Where the learning resources/ materials arranged properly according to their functions and
characteristics?
Yes, learning resources/materials are arranged properly according to their functions and
characteristics. Books are arranged depending to its subject contents and other materials are arranged
properly.

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
- Since there was no guidelines and procedures, but still pupils can use materials easily. They will
just ask permission from the teacher when they want to borrow or use. The materials are accessible for the
teacher because all are organized.

What are the strengths of this Learning Resource Center? - The strengths of the learning resource
center are:
1. All are arranged and classified according to its uses and functions.
2. Accessible for everybody to use.
3. Pupils have no difficulty in getting the materials because it is within their reach.
4. It is free from dust and moisture.

What are its weaknesses?


The library needs better lighting especially during cloudy days and better ventilation
on warm and humid days.
The numbers of computer is not enough to accommodate all the students in one
section. The ratio sometimes was one is to two.
What suggestions can you make?
When finances can suffice, it would be better to add more lighting fixtures and
ventilation measures to the library. It is also good if the institution add their units of computers and
high tech learning gadgets someday.

My Reflections
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
Among the materials in the learning resources at SAN JUAN ELEMENTARY SCHOOL, the
books really caught my interest because ever since I was a kid I really love reading
books, despite some difficulty in relating to some topics.
The learning resources/materials are arranged properly according to their functions
and characteristics. The books, magazines, article news are properly arranged by each
place. The guidelines and procedures facilitate easy access to the materials by the
teachers because the books are free from dust moisture, arranged by each type and
easy to get by the learners. Library serves as permanent sources of information. The
books present accurate facts and details. They are reusable. Students can control their
own pace of learning by using books at a convenient time. The material that I already
confident to use are the books because it widen my knowledge and the one that I need
to learn more is using of the new computerized library system.
3. Which gadgets/materials are you already confident to use/operate?
Among the gadgets that I am confident to use are the computer and the overhead
projector. I just felt comfortable operating it, it also makes me easy to use because it is
not new in my part as a former Computer programmer student. We also experienced
using it in our reports and presentations.
4. Which ones do you feel you need to learn more about?
All the materials present in the learning resource center are easy to use. Therefore, I can say that I dont
need to learn more about those materials. However, although I am confident that I can use the

computer as an instructional tool, I definitely would like to learn more about the Web
2.0 tools like blogging and social bookmarking as well as the issues that may be
encountered in using them for distance learning.

My Portfolio
Paste an article about an example of technology gadget/material that you want to learn more about.
How can this gadget/material be useful in instruction/teaching?

The article I have read for my answer in number 3 is from the Internet written by Ladd The
article I have read for my answer in number 3 is from the Internet written by Laddie Odom,
the multimedia producer of the Center for Support Instruction, University of Maryland
University College. Its URL is
http://deoracle.org/online-pedagogy/emerging-technologies/mapping-newly-identifiedweb2-benefits.html
Mapping Web 2.0 Benefits to Known Best Practices in Distance Education
Laddie Odom
Multimedia Producer
Center for Support of Instruction
Published: January-February 2010
Introduction

The last several years have been filled with enthusiastic discussion regarding Web 2.0 technologies and their
positive, dynamic enhancements to a users experience on the Internet. This same wave has somewhat belatedly
crashed over the realm of online education, and it has been a much-mulled subject ever since. The reason is for this
is simple: The potential positive impact of Web 2.0 tools on the online learning experience is believed to be myriad
and vast.
Recent research has confirmed and identified benefits to the use of Web 2.0 technologies within the online
classroom. Such benefits can be mapped to known best practices from the distance education literature to help
enhance and optimize their potential positive effects within the online classroom. This article outlines the suspected
and documented benefits of Web 2.0 technologies and links them to known best best practices in distance education.
Potential Benefits of Web 2.0 Technologies

The benefits of using Web 2.0 tools and technologies in the online classroom reaches far and wide. This section
looks at both documented and undocumented advantages.
Undocumented/Presumed Potential Benefits

Since their inception, Web 2.0 tools have widely been believed to produce several positive impacts:
They provide a constructivist-friendly toolkit. Constructivist theory is generally acknowledged and utilized in
online education as an effective roadmap towards successful, deep learning outcomes for students. The requirements
of a successful constructivist approach include encouraging the student's own role in the continuing process of
constructing knowledge and deep learning. Prior to Web 2.0, one of the key assumptions was that online classrooms
would serve well as platforms for creating constructivist learning environments, but they actually often proved to
simply act as transmission models of education (Allen & Long, 2009) usually due to the high expertise levels
required of earlier technologies. More recently, the surge in user-friendly Web 2.0 tools such as wikis, blogs, video
sharing services, social networks, and other collaborative tools have lent support to a key component of
constructivist practice: the promotion of collaborative learning, capable of helping to create "an entire constructivist
learning environment" (Seitzinger, 2006, p.13) within an online class.

They create a connection to today's students' (and our own) "real world." Web 2.0 has also already proven
valuable in various corporate, government, and institutional settings, and its adoption has been quite rapid compared
to other IT technologies (Bughin, 2008). As such, implementing thse tools in the educational arena can help prepare
students to use them in real-world venues.
They allow for authentic assessment. The effects of Web 2.0 simply cannot be ignored today. It is now a nearly
unavoidable aspect within the daily lives of most students and even some instructors these days. Some have argued
that it must now be accounted for in creating an authentic assessment of learning objectives, and of the formal and
informal learning going on inside and outside the classroom. Allen (2009) goes so far as to note that "developments
in assessment using the Internet will only be authentic if they take account of the way the Internet functions outside
of higher education, rather than seeing it as an educational technology divorced from its own authenticity" (p. 1).
Allen goes even further to state:
Since this kind of knowledge work is becoming the norm, without a social media / Web 2.0 approach
to assessment, traditional approaches (essays, tests, student-centred discussions and presentations)
will begin to appear inauthentic if they do not, to some extent at least, recognize and embrace
Internet-enabled knowledge networking. (p. 4)

They can be repurposed for multiple stakeholder levels within an organization. The same Google Apps for
Education tools used for student collaborations can also be used by an instructor to share documents with a
colleague, possibly allowing them to co-author research in a much simpler and efficient manner than ever before.
The administration can also benefit from use of such tools for the same reasons.
They are cost efficient. An institution making use of Web 2.0 tools will see efficiencies of scale due to savings in
cost (usually free) and resources expended to create the tools (virtually none). These are ample savings potentials
compared to the usually large fixed costs required to produce similar proprietary materials. Web 2.0 tools are proving
beneficial to institutions seeking affordable, scalable solutions for course content.
Some institutions are using Web 2.0 technologies for course management (Rienzo& Han, 2009). It would seem such
institutions must examine these tools now, when considering the threat of a truly Web 2.0 style service such as
Ududtu.com, which offers a free method of not only creating learning objects but also a means of creating a
standalone LMS within the confines of Facebook, a popular social networking site. The user can upload interactive
content made at Udutu and then track a student's graded progress within the LMS app. Some of the more hyperbolic
enthusiasts of Web 2.0 applications such as this have claimed that it brings a "transformation of learning" (Selwyn,
2009, p. 1). While there is ample room for skepticism of such lofty claimsand some of it well deservedrecent
research has discerned and noted definitive benefits to using Web 2.0 technologies in the online classroom.
Documented Benefits

While there seems to be a general paucity of directly measurable data on the benefits of Web 2.0 technology for
online education, there is some relatively fresh evidentiary research that can be referenced. A recent research report
funded by Becta, a British government agency charged with effective use of innovative technology in learning,
recently released a major report on the impact of Web 2.0 technology on secondary schools (Crook, Fisher, Graber,
Harrison, &Lewin., 2009). The report is based on evidence gathered from field studies, guided surveys of 2600
students, and interviews and online surveys conducted with instructors, technical staff, administration, and parents.
The report contains many fascinating findings regarding usage of Web 2.0 technologies, challenges to
implementation, policy, and more. It also explicitly cites four potential benefits of Web 2.0 on teaching and learning:

It stimulates new modes of inquiry.

It creates new opportunities for collaborative learning.

It allows students to engage with new literacies and express themselves in different media.

It encourages a proficiency in the publication of content, which creates a sense of ownership,


audience engagement, peer assessment, and informal learning.

These documented benefits lend much support to the undocumented benefits being on the right track in terms of how
Web 2.0 technologies can positively impact the teaching and learning process. But how do these benefits play out
against the most commonly known and agreed-upon best practices in online education?
Mapping Benefits to Best Practices

Much has been written in the literature regarding best practices in distance educationfrom Chickering and
Gamsons seven principles (1987) to Hacker and Niederhauser (2000) to Berge (2002) and many others. Throughout
the literature, four common themes are reiterated as being best practices for online/distance education. In short,
faculty need to:

Facilitate learning

Foster interaction

Use collaborative problem solving

Provide prompt feedback

The examples below discuss these four best practices in more detail and examine where Web 2.0 technologies align
with them.
Facilitate Learning

In pursuit of Lewis and Al-Hamids (2006) notion of the importance of facilitating learning in online education, the
authors note that "[t]he use of learning objects such as video clips and other digital resources was another strategy for
some of the exemplary faculty" (p.12). One of the richest Web 2.0 veins to be mined is learning objects. Users of
such sites may simply access and utilize the pre-authored content on a site, or may, in the true spirit of Web 2.0,
create and share their own content with the community. Additionally, the user may collaborate with others in this
creation and sharing of content.
If an instructor or student is not interested in authoring his or her own content, thousands of free videos are available
from services such as YouTube, Hulu, and dozens of other lesser-known video-sharing sites. Pertinent videos on
virtually any imaginable subject can now be found online, and they can be embedded directly within an online
classroom via auto-generated HTML code supplied by the servicescreating a highly contextualized, engaging
experience for the learner. Video services continue to develop additional features, making the content even more
beneficial to learning via functions such as Hulus ability to select and embed only a segment of a video and
YouTubes new automated closed-captioning service.
Other types of learning objects abound, like those found in repositories of pre-authored interactive learning objects
such as Merlot, where objects are freely shared. Learning objects themselves may actually be authored and then
shared within a Web 2.0 service community such as Flickr for pictures, ZohoShare for presentations, or Google Docs

for collaboration on various types of documents. Students themselves may then participate in the selection (or
outright creation) and sharing of such learning objects within a class, supporting Anderson and Wark's (2004) vision
of a classroom that is populated with student-supplied content and their conclusion that
an instructional design based on student construction and sharing of knowledge in a web based
portal is perceived to be a valued and worthwhile learning experience. Students report this design
provides as much or more learning, challenge and skill acquisition as other courses in the program
do. (Conclusion section, paragraph 2)

Not only does this sort of model enable constructivist learning to occur, but the content itself, which is located or
created by the students, can also save instructors the time investment required to locate or create such materials
themselves.
Foster Interaction

The importance of interaction between the online instructor, students, and peers has been noted numerous times in
the literature, due to a sense that isolation can arise in the online learning experience (Lewis & Al-Hamid, 2006).
While attempting to meet online learners' expectations of the instructors constant presence, or at least the
appearance of a constant presence, the already heavy workload of the instructor can be increased. Various strategies,
which are supported by Web 2.0 technologies, are available to the instructor to lessen the strain of maintaining a high
degree of interaction, including the use of a synchronous peer tutoring mechanism (Westera, De Bakker,
&Wagemans, 2009).
Web 2.0 technologies and services are by their very nature about interaction, some more specifically than others.
Internet phone services such as Skype and instant messaging services such as AIM enable synchronous interactions;
blogs and microblogs, wikis, and social networks all offer ample asynchronous interaction opportunities. Googles
highly anticipated Wave tool promises to take interaction to a whole new level (Devaney, 2009).
Use Collaborative Problem Solving

Theorists and practitioners alike have often flagged collaborative activities as a best practice for enhancing online
learning. Research (Gokhale, 1995) has also shown this to be true. However, the Internet prior to Web 2.0 could not
offer a great variety or very dynamic modesof collaboration. This situation has been transformed by the
possibilities that Web 2.0 technologies can offer. Powerful new tools abound to enable enhanced collaborative
learning opportunities. One such class of tools involves Web conferencing environments. At one time, Web
conferencing was a technically challenging and expensive resource of the elite. Even a short time ago, a proprietary
Web conferencing system would require large sums of money and time to support it. Now, with the availability of
Web 2.0 versions of this class of tool, the door has been opened to all. Tools such as Mikogo offer a large array of
collaborative features, such as desktop and application sharing, remote keyboard and mouse control, meeting
recording and playback, whiteboards, file exchange, and more for free.
Other sorts of Web 2.0 tools for collaboration include the document sharing class of tools. Web 2.0 versions of office
suites are numerous, but perhaps the most notable is Google Docs and its sister project, Google Apps for Education.
Google Docs is free and available to anyone with Internet access. It allows one to use the Internet cloud as a new sort
of desktop, with all the functionality of a users local computer. The key difference is that the documents created in
Google Docs are available to the user from any computer in the world that has an Internet connectionand they also
allow for synchronous or asynchronous collaboration.

For synchronous usage, a user could overlay the use of Skype to collaboratively examine, review, and discuss a
particular phrase in a document, a formula in a spreadsheet cell, or the images included in a PowerPoint presentation.
An asynchronous approach could involve a user simply making edits and then inviting the collaborator to visit and
review automatically tracked changes at his/her convenience. Other services related to these initiatives include
Google Groups, which creates interest groups, and Google Sites, which allows collaborative creation of Web sites
and related files. All of these tools are examples of Web 2.0 technology that encourage publishing proficiency.

Provide Prompt Feedback

There seems to be nearly unanimous agreement in the literature on the need for prompt feedback in the online
classroom. This task is also acknowledged as being time-intensive for the instructor. It is possible that the creative
use of some Web 2.0 tools could help eliminate this burden.
In an earlier age, the notion of using voice-based feedback to reduce the writing load and speed up the feedback
process was technically difficult and required ownership of software to create and edit the recordings. The instructor
would then be responsible for sending the file to the student. In a Web 2.0 world, the whole process becomes much
simpler, with a free service offering the entire process from a single location in the cloud. Services such
VoiceThread, for example, can create a sort of voice thread (not surprising then, its choice of name) that goes one
step further in that it can "enable asynchronous comments and feedback from students and tutors alike around pieces
of media such as video clips, images and presentations" (Burden & Atkinson, 2008, p. 2).
Conclusion

While it has been believed for some time that Web 2.0 technologies held strong promise to benefit online classrooms,
there is now also corroborating evidence from recent research that testifies to Web 2.0's positive impact on teaching
and learning. These benefits can be directly aligned to key existing best practices in online education, which serves
to further substantiate the validity of these tools for the educational environment.

FS3

Technology in the Learning

Environment
Field Study

Episode 2
BULLETIN BOARD DISPLAYS
Name of FS Student :
Antonio C. Corullo
Course :
BSED Major in English
Year &Section:
Resource Teacher : Ms. Obilis
Signature:
Cooperating School:
Naga National High School
.

III-A

._____________________________________________________________________________________________________________________

My Target
At the end of this activity, you will be competent in appraising the effectiveness of display board as
learning resources.

My Performance

(How I Will Be Rated)

Field Study 3, Episode 2 Bulletin Board Displays


Focused on: Appraising the effectiveness of display boards as learning
resources
Task
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/
All task were All or nearly all Nearly all tasks Fewer
than
Documentation: done
with tasks
were were done with half of tasks
outstanding
done with high acceptable
were done; or
quality;
work quality
quality
most
exceeds
objectives met
expectations
but with poor
quality
4
3
2
1
My Analysis
Analysis
Analysis
Analysis
Analysis
questions were questions were questions were questions were

answered
completely; in
depth answers;
thoroughly
grounded
on
theories

My Reflection

My Portfolio

-Exemplary
grammar and
spelling
4
Reflection
statements are
profound and
clear,
supported by
experiences
from
the
episode.
4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections clearly
designated.

answered
completely

not answered not answered.


completely.
Grammar and
Clear
Vaguely related spelling
connection with to the theories
unsatisfactory.
theories
Grammar and
Grammar and spelling
spelling
are acceptable.
superior.
3
2
1
Reflection
Reflection
Reflection
statements are statements are statements are
clear, but not shallow;
unclear
and
clearly
supported by shallow
and
supported by experiences
are
not
experiences
from
the supported by
from
the episode.
experiences
episode.
from
the
episode.
3
2
1
Portfolio
is Portfolio
is Portfolio
has
complete,
incomplete;
many lacking
clear,
well- supporting
components; is
organized and documentation unorganized
most
is
organized and unclear.
supporting
but is lacking.
documentation
are
available
and/or
in
logical
and
clearly marked
locations.
3
2
1

Over-all Score

Signature of FS Teacher
Above Printed Name

Transmutation of score to grade/rating

Rating:
(Based on
transmutation)

Date

Field Study 3 Technology In The Learning Environment

Score

17
16
15
14

Grade

Score

Grade

20
- 1.0 - 99
12-13 - 2.50 - 81
18-19 - 1.25 - 96
11 - 2.75 - 78
- 1.5 - 93
10 - 3.00 - 75
- 1.75 - 90
8-9 - 3.5 - 72 and
- 2.00 - 87
7 - 5.00 - below
- 2.25 - 84

My Map
Display board, or what we more commonly refer to as bulletin board, is one of the most readily
available and versatile learning resources.
To reach your target, follow the boards below:

Look
around a
school
bulletin
board

Pick one
and
evaluate
the
display

Propose
enhancem
ent to
make the
display
more

My Tools
As you look around and examine board display, use the activity forms
provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS
statements carefully before you observe.

Read
thefollowing

1. Go around the school and examine the board displays. How many board displays do you see?
2. Where is the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What images and colors do you see? How are the pieces of
information 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. You may choose to take a photo of a display board (if allowed).
OBSERVATION REPORT
Name of the school observed:Naga National High School
Location of the school: Naglagbong, Naga, Tiwi, Albay
Date of visit: January, 2013

The board display design reflects the likes/interests of its target


audience because its information. The language used was cleared and
simple for the target audience to understand because it has no
corrections in grammar.
The skills that teachers have to be able to come with effective
board displays are creative, artistic, and imaginative, have knowledge
in doing board display, well-organized in doing board displays and

have a good time management.


The board was display in the hall way so that everyone has to see it.
The way it is written was clear and visible enough to view by the
naked eyes of the target viewers.

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 DISPLAYS EVALUATION FORM


Topic of the Board display: The Smokers Body
Location of the Board Display in the School:

in hallway

Check the column that indicates your rating. Write comments to back
up your ratings.
4 Outstanding
3 Very Satisfactory
2 Satisfactory
NI
1

Criteria
Effective Communication
Conveys the message quickly
and clearly.

1 Needs Improvement
S
2

VS
3

O
4

Comments
The over-all impact of the display
would not even consider smoking as
habit.

so

Although the depiction of the


diseases onesomewhat morbid even
but the chosencolors for its design
compliment it in a waygiving it
aesthetic value.
The design itself has stability but
somehow lacks of elements of
balance

Repeated shape or colors or


use of borders holds display
together

There is unity among the elements


used inthe display. There are no
repeated shapesbecause the design
does not call for it.

Interactivity

The style actually entices learners to

Attractiveness
Colors
and
arrangement
catch and hold interest.
Balance
Objects are arranged
stability is perceived.
Unity

The style and approach


entice learners to be involved.
Legibility
Letters and illustrations can
be seen from a good
distance.

do thereverse of so that they will not


get sick
The letters are not that visible from
a good distance; the viewer needs to
one to twometers from the display.
Despite its scientific nature, there
are nomistakes, grammatically and
conceptually.

Correctness
Free from grammar errors,
misspelled words, and
ambiguity.
Durability
Well-constructed, items are
securely attached.

The display is very durable because


it is made of tarpaulin

My Analysis
Did the board display design reflect the like/ interests of its target audience? Why? Why not?

Yes, the display actually reflects the interests of its target audience because teenagers actually like toexperiment
on things like smoking.
Was the language used clear and simple for the target audience to understand? Why? Why not?

Yes, the language used is clear and simple in fact the diseases are written in Filipino and in English.
What do you think was the purpose of the board display? Was it effective? Why? Why not?

I think the display is very effective, in a sense that one would not smoke or even inhale secondhand smoke
because of the visual message it delivers
What suggestions can you make?

10SuggestionsForAnEffectiveDisplayBoard
1. Create an attention-getter at the top. This should clue the viewer in to the topic of the
display.
2. Use diagonal lines. Diagonal lines give the feeling of action and make it more interesting
to look at. Diagonal lines can also be created by the placement of the information cards.
3. Use contrasting colors: dark on light or light on dark. This makes things stand out.
Remember the viewer needs to be able to see your information clearly. Also, check font size
for ease of reading. Colors should also be appropriate to the topic.

4. Have LOTS of visuals. Keep the words to a minimum.


5. Set up your board logically from left to right.
6. Use 3-D (form) if possible on your board. An example would be a map that "pops out".
7. Have an interactive section (optional). Create things for people to move, touch, and learn
from.
8. Include objects, artifacts, and food when possible.
9. Utilize the space on your display board. There should be no big, empty areas.
10. Make your presentation board look PROFESSIONAL.Based on your suggestions, propose an
enhanced version of the display board. Use the form below.

My Proposed Board Display


Theme:
Love is patient, love is kind. It does not envy, it does not boast, it is not
proud. 5 It does not dishonor others, it is not self-seeking, it is not easily
angered, it keeps no record of wrongs. 6 Love does not delight in evil but
rejoices with the truth. 7 It always protects, always trusts, always hopes,
always perseveres.8 Love never fails.
4

Board Title: Valentines Day


Rationale:
(Purpose)
To inspire the viewers and let them know that everyday should be consider as
valentines day coz this does not end in February 15 but forever if we give and take love
It is also serves as an announcement.
Objectives:
To inform
To inspire
To educate
To give love
To greet
To feel the essence of Valentines
Best Features of my proposed bulletin enhancement:
-

Announcement

Information

Events

My Portfolio
Based on your suggestions, make your own 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

TIWI COMMUNITY COLLEGE


Tiwi, Albay
COLLEGE STUDENT GOVERNMENT

A night of Elegance, Love,


and Happiness

Event
Requirements:

Event Information:

Corporate/Formal
attire

February 16, 2013

Dont forget to
bring school I.D or
Library Card

Tiwi Gymnasium

7:00 p.m

(Strictly No Outsiders

My Reflection
1. Name at least 5 skills that a teacher should have to be able to come
up with effective board displays. Elaborate on why each skill is
needed.
The skills that a teacher should possess in order to come up

with an effective board display are


Creativity she/he must be able to come up with unique
ways to portray lessons or concepts.
Elegance she/he must strive for balance between vibrant and conservative design
so that themessage will be delivered properly.
Ingenuity she/he will be able to apply problem solving skills in coming up with a
display.

Resourcefulness she/he will be able to come up with an effective board display


using the availableresources at hand.
Innovativeness she/he will be able to introduce contemporary topics to his/her
board display.
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?
The skills that I already have are creativity, resourcefulness and innovativeness. I do not have much
experience in making board display, the one that I could clearly remember was in elementary, but I am
able to practicethese skills through the lessons in the course I am taking right now.

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?
I feel that I need to develop more elegance and ingenuity in coming up with designs not only in making
aboard display and other instructional materials. I can improve on these skills by constant practice and
byresearch on various designs helpful in coming up with instructional materials.

FS3

Technology

in

the

Learning

Environment
Field Study

Episode 3
SEE AND SAY

(Utilization of Teaching Aids)

Name of FS Student:
Antonio C. Corullo
Course:
BSED Major in English
Year &Section:
Resource Teacher : Ms. Obilis
Signature:
Cooperating School:
Naga National High School
.

III-A

._____________________________________________________________________________________________________________________

My Target
At the end of this activity, you will gain competence in determining the appropriateness of teaching
aids to learning tasks.

My Performance

(How I Will Be Rated)

Field Study 3, Episode 1- The Schools Learning Resource Center


Focused on: Identifying and classifying resource that facilitate teaching and
learning processes
Task
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/
All task were All or nearly all Nearly all tasks Fewer
than
Documentation: done
with tasks
were were done with half of tasks
outstanding
done with high acceptable
were done; or
quality;
work quality
quality
most
exceeds
objectives met
expectations
but with poor
quality
4
3
2
1
My Analysis
Analysis
Analysis
Analysis
Analysis
questions were questions were questions were questions were
answered
answered
not answered not answered.
completely; in completely
completely.
depth answers;
Grammar and
thoroughly
Clear
Vaguely related spelling
grounded
on connection with to the theories
unsatisfactory.
theories
theories
Grammar and
-Exemplary
Grammar and spelling
grammar and spelling
are acceptable.
spelling
superior.
4
3
2
1
My Reflection
Reflection
Reflection
Reflection
Reflection
statements are statements are statements are statements are
profound and clear, but not shallow;
unclear
and
clear,
clearly
supported by shallow
and
supported by supported by experiences
are
not
experiences
experiences
from
the supported by
from
the from
the episode.
experiences
episode.
episode.
from
the
episode.
4
3
2
1
My Portfolio
Portfolio
is Portfolio
is Portfolio
is Portfolio
has
complete,
complete,
incomplete;
many lacking
clear,
well- clear,
well- supporting
components; is
organized and organized and documentation unorganized
all supporting most
is
organized and unclear.
documentation supporting
but is lacking.
are located in documentation
sections clearly are
available
designated.
and/or
in

logical
and
clearly marked
locations.
3

Rating:
(Based on
transmutation)

Over-all Score

Signature of FS Teacher
Above Printed Name

Date

Transmutation of score to grade/rating


Score

17
16
15
14

Grade

Score

Grade

20
- 1.0 - 99
12-13 - 2.50 - 81
18-19 - 1.25 - 96
11 - 2.75 - 78
- 1.5 - 93
10 - 3.00 - 75
- 1.75 - 90
8-9 - 3.5 - 72 and
- 2.00 - 87
7 - 5.00 - below
- 2.25 - 84

My Map
To reach your target, follow the steps below:

Step 1. Observe a class on its


regular schedule.
Step 2. Note down the various
teaching aids utilized in the teaching
learning process.

Step 3. Comment on the


appropriateness of the teaching
aids to the learning tasks.

Class Observation Guide

Step 4. Reflect on your


learnings.

My Tools
As you observe the class, use the activity forms provided for you to document your observations.
Read the following statements carefully before you observe.
1. What is the lesson about?
The lesson that catches more my attention is the subject verb agreement.
2. What visual aids/ materials/learning resources is the teacher using?
Mrs. Lilia Subion provided a free copy of the lesson contents including the test
questionnaire. All the students have to do is to read and answer the exercise right
after the discussion.
3. Observe and take notes on how the teacher presents/ uses the learning resources.
The teacher discussing the lesson content that can be found on the given copy. The
students will read and participate, the teacher do a random calling of the students to
recite. The last activity and given test was also based in the provided copy. The
students can easily and clearly understand what they are going to do.
4 Closely observe the learners responses to the teachers use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do did their
responses show attentiveness, eagerness and understanding?
Yes the responses are good and motivating in part of both learners and teachers.

4. Focus on their non-verbal responses. Is their learning forward showing their interest
on the lesson and the materials? Are they looking towards the direction of the
teacher and the materials? Do their actions show attentiveness, eagerness and
understanding?
Yes, the materials add the interest of the students because it is very easy for them
to access the lesson proper.the students really learn.

My Analysis

UTILIZATION OF TEACHING AIDS FORM


Grade or Year Level of Class Observed: 1st year High School
Date of Observation: Jan- Feb. 2013
Subject matter: ENGLISH
Brief Description of Teaching Approach Used by The Teacher:
The teacher provides a copy of the lesson content and give instruction then after a
brief discussion she proceed to activities.
Teaching
used

Aids

Strengths

Weaknesses

(Enumerate in

Comments on
Appropriateness
of the Teaching
Aids used

Bullet form)

Printed Copy
of lesson

Visual aid

Books

Chalk & board

- All pupils
involve in the
reading process
since everyone
has a book.
- All students
read the
selection
through its
readable letter
and
construction of
words.

By reading the
books,
pupils
are
able
to
improve
their
speech skills.

The pupils get


confused
because some
words from the
books are hard
for them to
understand.

It is much better if the


teacher unlock difficult
words first then explains
to the pupils so that they
will be able to understand
the selection easily.

My Analysis
What do you think prompted the teacher to choose the materials/learning
resources that she/he used?
- I think the teacher used books to guide the learners and support their
learnings. The teacher prompted to use pictures of different places and
events because, maybe, she knew that pupils will listen to her attentively
using those aids.

What difficulties, if any, did the teacher experience? How can this be
managed?
- The difficulties experienced by the teacher in teaching those topics were the different level of intelligences
and different behaviors that her pupils possessed. Since, most of the pupils have short span of attention.
But still, she was able to manage them through his way of awakening the pupils in saying yelling to them
when they got bored.

Over-all, were the learning resources/materials used effectively? Why? Why not?
- All learning resources/materials used slight effective because only few learners got the passing
score. Most of them got score below the passing score. But, the teacher made a remedial to those who did
not pass her given exam

My Reflection
1. Put yourself in the place of the teacher. What would you do similarly
and what would do differently if you would teach the same lesson to
the same group of students? Why?

If I were the teacher, I would do similarly during my class


discussion. I would use books and pictures as visual aids to
support my teachings. But what would vary differently from
activities to my pupils. I would make my pictures big so that it
will be visible to the learners. I would also give first a motivational song related to my topic, explain
it to them. Later on, I would give lectures about adjectives that describe places and events by
giving them examples. Then, I will give them time to create sentences to their own.

FS3

Technology

Environment
Field Study

in

the

Learning

Episode 4
TOOLS OF THE TRADE

(Teaching Aids Bank)

Name of FS Student:
Antonio C. Corullo
Course:
BSED Major in English
Year &Section:
Resource Teacher : Ms. Obilis
Signature:
Cooperating School:
Naga National High School
.

III-A

._____________________________________________________________________________________________________________________

My Target

At the end of this activity, you will gain competence in preparing instructional materials that are
appropriate to the learning content

My Performance

(How I Will Be Rated)

Field Study 3, Episode 1- The Schools Learning Resource Center


Focused on: Identifying and classifying resource that facilitate teaching and
learning processes
Task
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/
All task were All or nearly all Nearly all tasks Fewer
than
Documentation: done
with tasks
were were done with half of tasks
outstanding
done with high acceptable
were done; or
quality;
work quality
quality
most
exceeds
objectives met
expectations
but with poor
quality
4
3
2
1
My Analysis
Analysis
Analysis
Analysis
Analysis
questions were questions were questions were questions were
answered
answered
not answered not answered.
completely; in completely
completely.
depth answers;
Grammar and
thoroughly
Clear
Vaguely related spelling
grounded
on connection with to the theories
unsatisfactory.
theories
theories
Grammar and
-Exemplary
Grammar and spelling
grammar and spelling
are acceptable.
spelling
superior.
4
3
2
1
My Reflection
Reflection
Reflection
Reflection
Reflection
statements are statements are statements are statements are
profound and clear, but not shallow;
unclear
and
clear,
clearly
supported by shallow
and
supported by supported by experiences
are
not
experiences
experiences
from
the supported by
from
the from
the episode.
experiences
episode.
episode.
from
the

My Portfolio

4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections clearly
designated.

episode.
3
2
1
Portfolio
is Portfolio
is Portfolio
has
complete,
incomplete;
many lacking
clear,
well- supporting
components; is
organized and documentation unorganized
most
is
organized and unclear.
supporting
but is lacking.
documentation
are
available
and/or
in
logical
and
clearly marked
locations.
3
2
1
Rating:
(Based on
transmutation)

Over-all Score

Signature of FS Teacher
Above Printed Name

Date

Transmutation of score to grade/rating


Score

17
16
15
14

Grade

Score

Grade

20
- 1.0 - 99
12-13 - 2.50 - 81
18-19 - 1.25 - 96
11 - 2.75 - 78
- 1.5 - 93
10 - 3.00 - 75
- 1.75 - 90
8-9 - 3.5 - 72 and
- 2.00 - 87
7 - 5.00 - below
- 2.25 - 84

My Map
To teach your target, follow the steps below:

Step 2. Find out the learning resources


Step
1.
specific
content
area.
3. Decide
Develop
aa
pile
of teaching
aids
(flash
relevant
to your on
topic
that
is available
from
cards,
pictures, cut-outslearning
transparencies).
your school/universitys
resource
Step
4.
Organize
them
in
a
box.
center.

An Observation/Survey Guide

My Tools
As you observe the class, use the activity forms provided for you to document your observations.

1. Are there learning resources useful for your topic in the resource center you visited?
- Yes, there are learning resources/materials useful for my topics that are present in the resource
center.

2. Are the available materials appropriate for your target grade/year level?
- Yes, there are available materials appropriate for my target grade/year level. These will surely help
and facilitate learnings to the pupils.

2. List down those that can be useful for your topic.


- Learning materials useful for my topic are the books, manila paper, pentel pen, chalks, pictures and
charts.

What other materials can you make? (Like flash cards, posters, cut-outs, transparencies,
etc)?
- The other materials that I can make are cut-out letters, flash cards and visual aids.

My Analysis
Give at least three benefits of doing a survey of available materials before making
your own materials? Explain each.
1. Surveying available materials improves your motivation in making creative
teaching aids for your discussion. In such a way, teaching aids support and
facilitate learnings to the pupils.
2. It gives you an idea what specific topic to be discussed, sometimes. Especially if
we are tired, we cannot ready/prepare our lesson plan to be discussed. Through
surveying available materials, we can get hint or idea what topic to be discussed
that is suited for available materials.
3. It helps you decide what activities to be included depending upon the available
resources suited to your specific topic. Yes, it is true for the fact that available
learning resources gives you an idea what activities to be included that could
facilitate learning.

4. It lessens cost/expenditures in making visual aids because once you knew that there
are visual aids appropriate for your topic, you dont need to buy manila paper and ink
for your pentel pen. The time and money spending will be lessened.

My Reflection
1. Which of the materials did you like making the most? Why?
- The materials that Id liked making the most were printed materials and cut-out letters. I liked it because it
is my passion since high school in making printed materials, I was always then, selected as secretary in our
classroom. I liked cutting letters though it was time-consuming but I enjoyed a lot.

2. What difficulties, if any, did you encounter in making the materials? How did you overcome them?
- I have not found difficulties in making printed materials. But in cutting letters, I found difficulties in folding
and cutting letters since my hands shake when I was about to cut the letters.

3. What tips can you give teachers regarding preparation of teaching materials?
they should have decided the topic to be discussed before going to the learning resource center.
b. Teachers should make teaching materials in a creative way, in order to get the attention of the pupils.
c. Teachers should have a survey on the available resources in the learning center, to lessen the
cost/expenditures in making visual aids if it is available.
d. After knowing the available resources, they should decide what activities to be imposed using those
available resources.

Learning Resources on a Specific Content Area

Will be made

Available

Will be made

Visual Aids

Books

Flashcards

Will be made
Cut-out Letters

Adjectives
That
Describes Things
Specific Content
Area

Will be
Purchased
Pentel
Pen/Permanent

Will be
Purchased

Available
Charts

Manila papers

Will be
purchased
Chalks

ANALYSIS
Give at least three benefits of doing a survey of available materials before making your own
materials? Explain
1. Surveying available materials improves your motivation in making creative teaching aids for your
discussion. In such a way, teaching aids support and facilitate learnings to the pupils.
2. It gives you an idea what specific topic to be discussed, sometimes. Especially if we are tired, we cannot
ready/prepare our lesson plan to be discussed. Through surveying available materials, we can get hint or idea what
topic to be discussed that is suited for available materials.
3. It helps you decide what activities to be included depending upon the available resources suited to your specific
topic. Yes, it is true for the fact that available learning resources gives you an idea what activities to be included that
could facilitate learning.
4. It lessens cost/expenditures in making visual aids because once you knew that there
are visual aids appropriate for your topic, you dont need to buy manila paper and ink
for your pentel pen. The time and money spending will be lessened.
REFLECTIONS
1. Which of the materials did you like making the most? Why?
- The materials that Id liked making the most were printed materials and cut-out letters. I liked it
because it is my passion since high school in making printed materials, I was always then, selected as
secretary in our classroom. I liked cutting letters though it was time-consuming but I enjoyed a lot.
2. What difficulties, if any, did you encounter in maki9ng the materials? How did you overcome them?
- I have not found difficulties in making printed materials. But in cutting letters, I found difficulties in
folding and cutting letters since my hands shake when I was about to cut the letters.
3. What tips can you give teachers regarding preparation of teaching materials?
- My tips that I can give to the teachers are:
a. they should have decided the topic to be discussed before going to the learning resource center.
b. Teachers should make teaching materials in a creative way, in order to get the attention of the pupils.
c. Teachers should have a survey on the available resources in the learning center, to lessen the
cost/expenditures in making visual aids if it is available.

d. After knowing the available resources, they should decide what activities to be imposed using those
available resources.

FS3

Technology in the Learning

Environment
Field Study

Episode 5
PAPER WORKS!

(Preparing Hand-outs)

Name of FS Student:
Antonio C. Corullo
Course:
BSED Major in English
Year &Section:
Resource Teacher : Ms. Obilis
Signature:
Cooperating School:
Naga National High School
.

III-A

._____________________________________________________________________________________________________________________

My Target
At the end of this activity, you will gain competence in preparing instructional materials (hand-outs)
that are appropriate to the learning content.

My Performance

(How I Will Be Rated)

Field Study 3, Episode 5- Paper Works! (Preparing Hand-outs)


Focused on: Preparing instructional materials (hand-outs) that are appropriate
to the learning content.
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/
All task were All or nearly all Nearly all tasks Fewer
than
Documentation: done
with tasks
were were done with half of tasks
outstanding
done with high acceptable
were done; or
quality;
work quality
quality
most
exceeds
objectives met
expectations
but with poor
quality
4
3
2
1
My Analysis
Analysis
Analysis
Analysis
Analysis
questions were questions were questions were questions were
answered
answered
not answered not answered.
completely; in completely
completely.
depth answers;
Grammar and
thoroughly
Clear
Vaguely related spelling
grounded
on connection with to the theories
unsatisfactory.
theories
theories

My Reflection

My Portfolio

-Exemplary
grammar and
spelling
4
Reflection
statements are
profound and
clear,
supported by
experiences
from
the
episode.
4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections clearly
designated.

Grammar and
and spelling
are acceptable.

Grammar
spelling
superior.
3
Reflection
statements are
clear, but not
clearly
supported by
experiences
from
the
episode.

2
Reflection
statements are
shallow;
supported by
experiences
from
the
episode.

1
Reflection
statements are
unclear
and
shallow
and
are
not
supported by
experiences
from
the
episode.
3
2
1
Portfolio
is Portfolio
is Portfolio
has
complete,
incomplete;
many lacking
clear,
well- supporting
components; is
organized and documentation unorganized
most
is
organized and unclear.
supporting
but is lacking.
documentation
are
available
and/or
in
logical
and
clearly marked
locations.
3
2
1
Rating:
(Based on
transmutation)

Over-all Score

Signature of FS Teacher
Above Printed Name

Date

Transmutation of score to grade/rating


Score

17
16
15
14

Grade

Score

Grade

20
- 1.0 - 99
12-13 - 2.50 - 81
18-19 - 1.25 - 96
11 - 2.75 - 78
- 1.5 - 93
10 - 3.00 - 75
- 1.75 - 90
8-9 - 3.5 - 72 and
- 2.00 - 87
7 - 5.00 - below
- 2.25 - 84

My Map
With a lot of reflective thinking coupled with your creativity, you can design hand-outs that will truly
work well to make learning effective. You will see that preparing hand-outs is not just any paper work.
When you produce high quality hand-outs and eventually try them out, you will discover that, indeed,
paper works! To reach your target, follow the steps below:
Step 1:

Step 2:

Step 3:

Prepare handouts

for a selected
topic (i.e.,
flowcharts,
schema, and
graphic
organizers).

Describe your
handouts.

Prepare it to your

FS teacher before
reproducing it.

Hand-out Planning Guide


1. What topic do I like to work on?
- I like the topic about classification of animals.
2. For what grade or year level is my hand-out for?
- My hand-out is for grade IV level.
3. What components do I include in my outline?
- I will include those important and useful components in my outline so that my lesson will
have a sense of direction.
4. What type of graphic organizers/flow-charts/schemas do I need to use?
- I will use the correct concept pattern organizer to explain the main concepts through giving
characteristics and examples.
5. What references do I use?
- I will use Science 4 books as my references.

Hand-out Plan

Subject Matter: Classification of Animals


Grade/Year Level: 1st year High School
Outline:
1. Classification of Animals
A. Animals that eat plants only.
1. Carabao
2. Cow
3. Horse
2. Animals that eat meat only.
1. Frog
2. Snake
3. Lion
3. Animals that eat both plants and meat.
1. Pig
2. Mice
3. Rat
Hand-out Plan
Concept Pattern Organizer

Animals that eat


plants only

Animals that eat


meat only

Carabao

Cow

Frog
Classification of
Animals

Horse

Lion
Animals that eat
both plants and
meat.
Pig
Mice
Rat

ANALYSIS

Snake

1.

What

are the
are
the
a.
b.

good features of a hand-out?


The good features of a hand-out using graphic organizers, schema, and flowchart
following:
It shows relationships associated with the concept you are studying.
It facilitates learning since graphic organizers depict the relationships between
facts, concepts or ideas.
c. It helps students organize their thinking.
d. This is a powerful tool or aid in retention as well as in
understanding.
e. It may show similarity and differences between concepts.
f. It may display the steps or stages in a process.
g. It shows arrangement. It may also help in discussing cause and effect of
something

2. Which of these features are present in the hand-out I make?


- The features that are present in the hand-out I made are:
a. It shows arrangement.
b. It facilitates learning.
c. It helps students organize their thinking.
d. It is a powerful tool in retention and understanding.
3. Which of these features are not present in the hand-out I made?
- The features that are not present in the hand-out I made are:
a. It discusses cause and effect relationship.
b. It may display the steps or stages in a process.
c. It may show similarity and differences between concepts.
REFLECTIONS
1. What difficulties, if any, did you encounter in making the hand-outs? How did you overcome them?
- The difficulties I encountered in making the hand-out were the selection of what graphic organizer
to be used that is best suited to my topic, as well as, the preparation of the hand-out because it was timeconsuming.
2. What tips can you give teachers regarding preparation of hand-outs?
- In preparation of hand-outs, the teacher should decide what topic to be discussed. After deciding,
the teacher should choose what graphic organizer is best suited to the topic. The teacher should be flexible in
meeting the needs of the learners since learners have multiple intelligences and varied learning styles.

PERSONAL REFLECTION OF FS PORTFOLIO

FS portfolio is designed to exhibits Fs students works, their analysis, and their personal reflections from
their observation in field study activity. It focuses on how students acquire knowledge and understanding in the
process of learning to teach, and how they are acquired. Thus, field study is a component of the new Pre-service
Teacher Education Curriculum that aims to explore the students to actual field experiences so that they can relate

the theories learned inside the classroom with those experiences. These off-classroom experiences would
emphasize the importance of understanding the complex work of the teacher in this era of globalization.
Therefore, in this field study experiences we, as a pre-service teacher arrived at our own analysis and
reflection of what we have observed from the actual setting of teaching-learning process. Our personal reflection
played in the growth and development of us pre-service teacher. Reflection allows us explore our experiences in
order to arrive at new understanding or insights. Thus, The field study experience is geared towards exactly this, to
give pre-service teachers the opportunity to learn through meaningful and systematic exposure in actual settings.
Moreover, by this field study subject we are given an opportunity to experience the real setting of teaching.
In which we can therefore conclude that teaching is not an easy task. Teachers need to be patient and flexible in
dealing with the individual differences of the learners to cope up and transform them into high competitive
individual. With this experience, we were able to come up what a teacher can be, should be, and must be.

FS3

Technology

in

the

Learning

Environment
Field Study

Episode 6
SLIDESHOW BIZ

(Slide Presentation)

Name of FS Student:
Antonio C. Corullo
Course:
BSED Major in English
Year &Section:
Resource Teacher : Ms. Obilis
Signature:
Cooperating School:
Naga National High School
.

III-A

._____________________________________________________________________________________________________________________

My Target
At the end of this activity, you will gain competence in developing and utilizing materials (slide
presentations) which involve students in meaningful learning.

My Performance

(How I Will Be Rated)

Field Study 3, Episode 6- Slideshow Biz (Slide Presentations)


Focused on: Developing and utilizing materials (slide presentations) which
involve students in meaningful learning.
Task
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/
All task were All or nearly all Nearly all tasks Fewer
than
Documentation: done
with tasks
were were done with half of tasks
outstanding
done with high acceptable
were done; or
quality;
work quality
quality
most
exceeds
objectives met
expectations
but with poor
quality
4
3
2
1
My Analysis
Analysis
Analysis
Analysis
Analysis
questions were questions were questions were questions were
answered
answered
not answered not answered.
completely; in completely
completely.
depth answers;
Grammar and
thoroughly
Clear
Vaguely related spelling
grounded
on connection with to the theories
unsatisfactory.
theories
theories
Grammar and
-Exemplary
Grammar and spelling
grammar and spelling
are acceptable.
spelling
superior.
4
3
2
1
My Reflection
Reflection
Reflection
Reflection
Reflection
statements are statements are statements are statements are
profound and clear, but not shallow;
unclear
and
clear,
clearly
supported by shallow
and
supported by supported by experiences
are
not
experiences
experiences
from
the supported by
from
the from
the episode.
experiences
episode.
episode.
from
the
episode.
4
3
2
1
My Portfolio
Portfolio
is Portfolio
is Portfolio
is Portfolio
has
complete,
complete,
incomplete;
many lacking
clear,
well- clear,
well- supporting
components; is
organized and organized and documentation unorganized
all supporting most
is
organized and unclear.
documentation supporting
but is lacking.
are located in documentation
sections clearly are
available
designated.
and/or
in
logical
and

clearly marked
locations.
3

Rating:
(Based on
transmutation)

Over-all Score

Signature of FS Teacher
Above Printed Name

Date

Transmutation of score to grade/rating


Score

17
16
15
14

Grade

Score

Grade

20
- 1.0 - 99
12-13 - 2.50 - 81
18-19 - 1.25 - 96
11 - 2.75 - 78
- 1.5 - 93
10 - 3.00 - 75
- 1.75 - 90
8-9 - 3.5 - 72 and
- 2.00 - 87
7 - 5.00 - below
- 2.25 - 84

My Map
An effective teacher makes it her/his business to create slide presentations that really enhance
instruction.
To reach your target, follow the story board below:

Select a topic or
subject matter.

Write a narrative
Let the out
learners
pointing
the
evaluate
your
strengths and
presentation.
weaknesses
of your
presentation.

Develop a slide
presentation to
support a learning
activity on the
topic.
Try out your
presentation to a
group of learners.

My Tools
As you prepare your slide presentations, use the activity form below.
Title of my presentation: Subject verb agreement
Objectives: at the end of my presentation the students will be able to use correct verb
Subject Matter/Topic: verbs
Enhancements (check appropriate box):
Graphics
Animation

Music
Voice Narration

Hyperlink
Other, pleas
specify

Sound effects

Stylish fonts

My Analysis
After working on your slide presentation, answer the following questions:
What are the good features of a slide presentation?
The good features of a slide presentation are use links in the presentation, make the presentation not too long, keep it
simple, include transitions/effects in your slide to put emphasis on your point, and use the same theme for the whole
presentation.

My Reflections
1 What difficulties, if any, did you encounter in making the slide presentation? How did you overcome
them?
- In making a slide presentation the teacher should consider the learning process of the
students, it should be unique and at the same time creative in a way that the students
can understand what you have made. For me, there is no such thing as difficulties in
making a slide presentation as long as you strive hard or take an effort in doing that
thing. In presenting your slide presentation, the teacher should consider also the
interest of the students so that they will listen attentively and can catch the attention
of the students. In making a slide presentation it also helps the teacher summarize all
of his/her discussion and the length of the time required for discussion can be
lessened. Instead of making a visual aid it is better to make a slide presentation to
have an effective and good interaction with the students.
As a future teacher, I will do my very best in doing a slide presentation and can come
up with a good presentation. It can help the students to take down notes while Im
discussing. For me, it is good to make a slide presentation to make your work faster
and easier to handle.

My Portfolio
Attached a CD containing the following:
1. An electronic copy of your presentation here.
2. A collection of down-loaded slide presentations, slide templates, clip arts, fonts that may be
useful for you in the feature. (Be sure to paste listing of the contents of the CD on this page, too.)

FS3

Technology

in

the

Learning

Environment
Field Study

Episode 7
MY E-WORLD

(Websites)

Name of FS Student:
Antonio C. Corullo
Course:
BSED Major in English
Year &Section:
Resource Teacher : Ms. Obilis
Signature:
Cooperating School:
Naga National High School
.

III-A

._____________________________________________________________________________________________________________________

My Target

At the end of this activity, I will be competent in evaluating electronic resources for appropriate
instructional use.

My Performance

(How I Will Be Rated)

Field Study 3, Episode 7- My E-World


Focused on: Evaluating electronic resources for appropriate instructional use
Task
Observation/
Documentation:

Exemplary
4
All task were
done
with
outstanding
quality;
work
exceeds
expectations

Superior
3
All or nearly all
tasks
were
done with high
quality

Satisfactory
2
Nearly all tasks
were done with
acceptable
quality

Unsatisfactory
1
Fewer
than
half of tasks
were done; or
most
objectives met
but with poor

quality
My Analysis

My Reflection

My Portfolio

4
Analysis
questions were
answered
completely; in
depth answers;
thoroughly
grounded
on
theories
-Exemplary
grammar and
spelling
4
Reflection
statements are
profound and
clear,
supported by
experiences
from
the
episode.
4
Portfolio
is
complete,
clear,
wellorganized and
all supporting
documentation
are located in
sections clearly
designated.

Over-all Score

Signature of FS Teacher

3
Analysis
questions were
answered
completely

2
1
Analysis
Analysis
questions were questions were
not answered not answered.
completely.
Grammar and
Clear
Vaguely related spelling
connection with to the theories
unsatisfactory.
theories
Grammar and
Grammar and spelling
spelling
are acceptable.
superior.
3
2
1
Reflection
Reflection
Reflection
statements are statements are statements are
clear, but not shallow;
unclear
and
clearly
supported by shallow
and
supported by experiences
are
not
experiences
from
the supported by
from
the episode.
experiences
episode.
from
the
episode.
3
2
1
Portfolio
is Portfolio
is Portfolio
has
complete,
incomplete;
many lacking
clear,
well- supporting
components; is
organized and documentation unorganized
most
is
organized and unclear.
supporting
but is lacking.
documentation
are
available
and/or
in
logical
and
clearly marked
locations.
3
2
1
Rating:
(Based on
transmutation)

Date

Above Printed Name

Transmutation of score to grade/rating


Score

17
16
15
14

Grade

Score

Grade

20
- 1.0 - 99
12-13 - 2.50 - 81
18-19 - 1.25 - 96
11 - 2.75 - 78
- 1.5 - 93
10 - 3.00 - 75
- 1.75 - 90
8-9 - 3.5 - 72 and
- 2.00 - 87
7 - 5.00 - below
- 2.25 - 84

My Map
For this process, explore the world through these steps:

5. Reflect on your FS
experience.

1. Observe a class and


take note of the topic
being presented.

2. Surf the net to find


sites that provide
support materials
and/or interactive
programs (web
quests/games) on the
topic.

4. Evaluate the
materials or
programs.

3. List and describe at


least 5
sites/interactive
programs.

Class Observation Guide

My Tools
Please use the Class Observation Guide provided for you.

Read the following statements carefully before you observe.


1. What is lesson about? What are the teachers objectives?
The teacher discussed about the subject verb agreement. Her objective is after the lesson proper the
students could use appropriate verb for a particularsubject in the sentence.
2. Note the important concepts that the teacher is emphasizing.
The teacher wants to emphasize the correct usage of verb for a particular subject. She also considers
the rules in constructing a sentence using a correct subject and appropriate subject as well.
3. Note the skills that the teacher developing in the learners.
She is developing the grammar capacity of the students and the learner.

My Analysis
Using the information you got from observing the class, surf the internet for electronic resources that will
be useful in teaching the same lesson. Choose the most appropriate ones. Recall the guidelines you
learned in Educational Technology about evaluating electronic resources. These guidelines will help you
fill out the matrix below.
Grade/Year level of the Class: second year High school
Topic (of the class you observed) : Subject verb agreement
Objectives of the lesson: Correct usage of a verb in plural and singular subject
Name of

Description of the

How it can be used in

Electronic Resource

Electronic Resource

the class you observed

Website:http://leo.stcloudstate.edu/grammar/subverag.htm

It

is

an It

can

electronic
gadgets that
can
be
useful
in
discussion

assess the
learning of
the
students

My Reflections
1.Describe your experience in surfing the internet for appropriate electronic
resources for the class? Did you find it easy or difficult?
On my experiences in surfing the net to find sites that provide support materials
and interactive programs on my topic, I found out that it easy to get
information about your topic because there is a website that can assist you in
your field of specialization like in mathematics, the the virtual Math Lab. I
feel comfortable in searching information about my topic that I was observed. I
saw
and understand what is really the point of my topic and I learned how easily to come up
about my topic.
1. How did you choose which electronic resources to include here? What you consider? Explain.
I choose it by means of their specific functions and usage. I always consider the advantage and
disadvantages of using them in school as learning resources.
2. Reflect on your technology skills. What skills do you already have and what skills would you
continue to work on to be better at utilizing electronic resources?
I already master the basic programming and all the basics in computer operation which is really
helpful for me as a future mentor. I am literate in M.S Office application and other components that
might be very helpful in teaching career like photo editing and web surfing and etc. Since everyday
there is a change in technology, I prefer to study more regarding it.