FIELD STUDY 3

TECHNOLOGY IN THE LEARNING ENVIRONMENT

Episode 1

THE SCHOOL’S LEARNING RESOURCE CENTER

Name of FS Student Arnel A. Trinidad _______________________________________

Course BSED-Biological science______________ Year & Section ___________________
Resource Teacher Ma. Luz Murillo____________ Signature _______________________
Cooperating School Calbayog City National High School (Main Campus) _______ _____

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

Your 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:

Step 1. Visit a school’s learning resource center. Look around and see what
resources and facilities are available inside.
Step 2. Ask the learning resource center in-charge about how some equipment
or facilities are used.
Step 3. Make an inventory of its available resources and classify them according
to their characteristics and functions.
Step 4. Write down a brief reflection of your experience.

Your Tools
As you visit and observe the learning 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 the following statements carefully before you observe.

1. Go around the Learning Resource Center.
2. See what learning resources are present.
3. Examine how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Look for the guidelines/procedures posted or available for the users to refer
to?
5. Familiarize yourself with the guidelines and procedures. You may choose to
take photos of the center (if allowed).

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 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: Calbayog City National High School (Main Campus)
Date of Observation: August 25, 2017________________________________
Name of Observer: Arnel A. Trinidad_________________________________
Course/Year/School: BSED- Biosci_______________________________________________

List of Available Learning Resources

Available Learning Resources Characteristics and Teaching Approaches where
(Enumerate in bullet form) Unique Capabilities the Resource is Most Useful

Useful in terms of Direct method

1. Print Resources direction, it gives an
 Computer direction to the students
manual on how take care and
 Computer
utilize the computers.
charts

Very loud and the sound Audio-lingual method

2. Audio Resources cover all the classroom,
 Speaker new equipment and easy
 Microphone to handle.
 Audio player

Useful also in giving Deductive approach

3. Non-electronic information, provide
Visual Resources regulations and guidelines.
 Whiteboard
 Illustrations

Very accessible to use for Demonstrative approach

4. ICT Resources study purposes, it helps
 Computers also for teaching
 Projectors processes.
 LED

Impression:

Name and Signature of Observer: Arnel A. Trinidad

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

Your Analysis

1. Were the learning resources/materials arranged properly according to their

functions and characteristics?

Yes, all equipment are properly arranged according their functions and if its
functioning well. The computers arranged in a long table together with mouses
and below you can find the CPU. Rules and regulations are highly implemented
inside the computer laboratory.

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 2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?

Yes, they are easy to access to the materials since everyday theres a students
inside the computer laboratory the teachers are everyday utilizing also.

3. What are the strengths of this Learning Resource Center?

The main campus don’t have learning resource center they are planning to build
one but they have computer laboratory where compose of many computers and
the strength of this facility are:
1.) It helps the student to use the computers for efficient learning process.
2.) It helps also to explore computer concepts.

4. What are its weaknesses?

For a better computer learning center it should provide wide spaces enough to
passed in every corner since the facility don’t have any air conditioning unit. This
condition may damage the computers. Because of that students may linit their
gestures and they would feel uncomfortable inside.

5. What suggestions can you make?

Considering the number of students that main campus had, approximately Four
thousands students, the school should provide a wide space or the should build
one building for another computer laboratory and also provide air conditioning
unit to make every equipment functional in a long period of time.

Your Reflections

1. Which of the materials in the learning resources caught your interest the most? Why?

The computer facility, because of our modern day students now are more engaged to
the computer and they find it interactive so if we use this the students may learn
faster and interact to the various learning activities provided. The advantage of main
campus that all of their students are widely engaged to this equipment unlike to other
school.

2. Which gadgets/materials are you already confident to use/operate?

I feel comfortable using the computer, computers not only provide one function but
several function. Computers today are already considered one of the important aide of
21st century teachers.

3. Which ones do you feel you need to learn more about?

Since the main campus already had the computer they only need to do is to provide
interactive activities program specially in the field of science and mathemathis. The
utilization of this program will greatly help in the forming of ideas of every learners.

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4. Read an article about your answer in number 3. Paste a copy of the article here.

USING INTERACTIVE NOTEBOOK FOR INQUIRY BASED SCIENCE

Educators know that there is nothing so personally and professionally degrading than the
sight of the garbage cans overflowing with discarded student work on the last day of school.
I have often asked myself whether we are doing all we can as professional educators to
ensure that our students get the most of their education. A garbage can full of tangible
examples of student learning seems to do nothing but suggest otherwise.
In my first six years of teaching middle school science I often asked myself questions such
as, What exactly do my students remember from my science class? How can I get my
students to be better learners in general? How can I get students to see the inherent link
between emotion, personal connections, and learning? How can I better differentiate
assignments to meet the unique developmental needs of a wider base of my middle school
science students? How can I get away with using less paper? The answer to my questions
came at the beginning of my seventh year when I was introduced to Jocelyn Young’s
publication Science Interactive Notebooks in the Classroom (Young 2003). I interpreted her
methodology and tailored the notebook concept and setup to my own teaching style and the
inquiry-based Carolina Science and Technology Concepts for Middle Schools (NSRC 2000)
modules used by my district. These modules emphasize the process of focusing, exploring,
reflecting, and then applying as a systematic means of students conducting inquiry-based
learning, and the interactive science notebook is an excellent way of promoting that model.

Using interactive science notebooks in the classroom

The interactive science notebook (ISN) is a perfect opportunity for science educators to
encapsulate and promote the most cutting-edge constructivist teaching strategies while
simultaneously addressing standards, differentiation of instruction, literacy development,
and maintenance of an organized notebook as laboratory and field scientists do. Students
then have a packaged notebook representing all of their learning throughout the year.

The notebook used in my eighth-grade classroom is a bound 200-page composition journal

that students purchase at the beginning of the school year. (They also buy separate
notebooks for the chemistry and physics portions of the school year.) The notebook is small
enough to fit in the pocket of a three-ring binder, and is therefore less likely to be lost or
misplaced. More so, it remains essentially intact, whereas spiral-bound notebooks typically
become inaccessible once the spirals are crushed or unraveled. I’ve found that the
notebooks with plastic covers are the most durable and tend not to come apart as easily as
the cardboard ones. Students are asked to bring in a roll of clear tape during the first week
of school, and this tends to be enough to use in the classroom throughout the school year.
The tape is placed in a plastic box on their classroom tables along with the colored markers,
pencils, and sticky notes that I provide. I discourage the use of glue because it can make
the pages stick together. Total cost for one box of supplies for a group of four runs on the
order of $12–$15. Having the box in such an accessible place for students allows them to
efficiently fold and tape any handouts to the appropriate notebook pages.

When setting up the notebook, students are required to label and date each page based on
the assignment or lesson. Handouts can be cut and taped to pages, or taped so they flip up
as pages of a clipboard notebook might. The first page of the notebook is skipped and is
used by me to indicate scores for notebook assessments. At the end of the year a student
generates a condensed foldout table of contents to be taped to that front page. Students cut
and tape an assessment rubric (see Figure 1) to the inside cover of the notebook for quick
and easy reference for both the student and teacher. The rubric is used for assessments
throughout the year, and each point is assessed with a different color marker to show trends
in performance from one notebook check to another. I collect the notebooks at the end of
each marking period for a 60-point score.

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