Field Study 1 – Observation of Teaching-Learning in Actual School Environment

NAME: Lavilla, Czai R. DATE: March 23, 2021

PROGRAM & SECTION: BSE-English 3A INSTRUCTOR: Maria Rizalyn C. Flores

LEARNING EXPERIENCE I
The School for the Learners
Learning Experience 1 opens an interesting door for you to enter and gaze at the bigger
world for the learners, the school! As the teacher converts the classroom to become an
environment for active learning for his/her class, the school head, together with all other
personnel, organizes the school to provide other program facilities and resources that will
support the development of the learners. This is what you will aim at doing in this episode i.e
discover these school program resources for supporting learners’ developmental need.

Domain: Intended learning outcome:

Learning Environment Advocate school programs for
addressing learner’s developmental needs
Strand:
Support for learner participation
Promotion of purposive learning

Your Experiential Task Your Reflection Trigger

1.1 Exposure
Sketching the map of school showing its
structures
1.2 Participation
Getting acquainted with the facilities and
resources of the school
1.3 Identification
Determining the purpose of the school
facilities and resources for learner How can the school support the
development development of learners?
1.4 Internalization
Identifying the challenges of the school in
providing more opportunities for
development

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.5 Dissemination
Preparing an ideal profile of a school
which can meet the physical, social,
emotional and intellectual needs of
learners.

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.1 EXPOSURE
SKETCHING THE MAP OF A SCHOOL SHOWING ITS STRUCTURE

An initial activity for FS students is to become more or less familiar with school they are
assigned to. Using your own experience, try to remember the different buildings or structures
inside the school perimeter. Try to approximate the shape of the school area in your writing pad.
It may not be a perfect rectangle but an irregular one. Situate each structure you locate inside
the school perimeter using shapes and number each one for identification in your aerial map.
Note that a building is single detached, i.e. not connected to another structure and which may
contain more than one room. Locate the entrance of the school in your map. (See the sample
map.)

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

Draw your map here:

Name of School: Carmona National High School

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.2 PARTICIPATION
GETTING ACQUIANTED WITH THE FACILITIES AND RESOURCES OF THE SCHOOL

This time try to determine what is/are found inside each building. List them according to
how you have numbered them in your map and enumerate the specific facilities and
resources found in each building. (You may use your past experience or you may also
conduct an interview with your former teacher) Just make sure that the school you have
drawn on 1.1 Exposure is same with the school you will be using in 1.2 Participation.

No of
Building/Structure Facilities Resources Found
s
Chairs, tables, books,
Library computer, learning materials,
etc.
Chairs, tables, computers,
Admin Bldg.
printers, etc.

Tables, chairs, speaker, white

Practice House
board, etc.

1
Chairs, tables, computer,
Alternative Learning System
printer, learning materials,
Room
projector, etc.

Chairs, tables, computer,

SPED Room printer, learning materials,
projector etc.

Chairs, tables, learning

Grade 9 and Grade 10 Rooms materials, etc.

Chairs, tables, learning

Grade 8 Rooms
materials, etc.
2
Garbage bin, Recycling
Materials Recovery Facility
materials

Chairs, tables, learning

3 Grade 9 and Grade 10 Room
materials, etc.

4 Grade 8 Rooms Chairs, tables, learning

© Field Study 1 Observation of Teaching-Learning in Actual School Environment
Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

materials, etc.
Chairs, tables, learning
Grade 8 Rooms
5 materials, etc.
Araling Panlipunan Museum Artifacts, books, etc.
Chairs, tables, learning
Grade 8 Rooms
materials, etc.
6
Music Room Musical Instruments, computer,
speaker, table. Chairs, etc.

Tables, chairs, computer,

Filipino Learning Resources
projector, printer, books,
Center
learning materials, etc.
Chairs, tables, learning
Grade 7 Rooms
materials, etc.
7 Kitchen equipment and
Food Laboratory utensils, food testing
equipment, etc.
Tables, chairs, learning
Lecture Room
materials, etc.
8 Welding and electrical
Welding and Electrical Shop equipment. safety equipment,
safety dress

Chairs, tables, learning

9 Grade 7, 8 and 9 Rooms
materials, etc.

Chairs, tables, learning

10 Grade 7 Rooms
materials, etc.

Faculty Room Tables, chairs, computers,

projectors, etc.
11
Grade 7 Rooms Chairs, tables, learning
materials, etc.
Faculty Room Tables, chairs, computers,
projectors, etc.
Grade 8 Rooms Chairs, tables, learning
materials, etc.
12
Tables, chairs, computer,
projector, printer, books,
Math Learning Resources

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

Center learning materials, etc.

Tables, chairs, computer,
projector, printer, books,
Science Learning Resources
learning materials, etc.
Center
Funnels and bottles, beakers,
conical flask, lab stands, test
tubes, microscopes, burettes
Science Laboratory and pipettes, lab burners,
rubber tubing, safety
equipment, etc.

13 Grade 8 Rooms Chairs, tables, learning

materials, etc.

14 Grade 7 Rooms Chairs, tables, learning

materials, etc.

15 Science Class Rooms Chairs, tables, learning

materials, etc.
Kitchen equipment and
utensils, food testing
16 Food Laboratory
equipment, etc.
Tables, chairs, kitchen utensils
and equipment, food supply,
Canteen
etc.

Computer Room Computers, projectors,

speakers, tables, chairs, etc.

Limelight Tables, chairs, computer,

printer, projector, etc.

Clinic Tables, chairs, bed, medical

supplies, etc.
Grade 9 and 10 Rooms Chairs, tables, learning
materials, etc.
Guidance Tables, chairs, computer, etc.

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

17 Grade 9 and Grade 10 Rooms Chairs, tables, learning

materials, etc.

1.3 IDENTIFICATION
DETERMINING THE PURPOSE OF THE SIOCIAL FCAILITIES AND RESOURCES FOR
LEARNER DEVELOPMENT

Below is the list of the possible facilities in a school. Check those which are available in
your school. With the resources that you have found, indicate which domain(s) is/are being
developed and provided for by each one. Indicate the program(s) the school carries out
under the three developmental domains. You may want to consult the head of the school
and the teachers in charge of the program.

Available Programs
Check (/)
Facilities if Physical/ Social/ Cognitive/
available
Motor Emotional Intellectual
Library/
e.g. Reading
Reading 
Enhancement
Room

Computer

Room

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

Home
Technology N/A
Center
Industrial
Arts Center
(Welding 
Shop and
Electricity
Room)

Health

Clinics

Guidance

Room

Gymnasium N/A

Canteens 

Music Room 

Playground N/A

Science

Center

Performance
N/A
Center

Office of
School Head 

Practice
House 

Food Lab

Museum
(Araling 
Panlipunan)

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

English
Learning
Resources
Center 
Mathematics
Learning
Resources
Center 
Science
Learning
Resources
Center 
Filipino
Learning
Resources
Center 

1.4 INTERNALIZATION
IDENTIFYING CHALLENGES OF THE SCHOOL IN PROVIDING MORE
OPPORTUNITIES FOR DEVELOPMENT

● You have identified the facilities and resources of your school. What other facilities
and resources do you think are needed for other development programs?
As I identified the facilities and resources of my previous school, I have found
that there are facilities that still need to be added and developed. If this would be
addressed, it would make learning more comfortable and effective for students. First
and foremost, is to add more classrooms so that multiple grade levels will not share
the same space since this is what actually happens in this school due to the lack
classroom. Secondly, school’s hand washing station has to be added, it should be
spacious and has an adequate water supply to avoid and reduce the spread of
infectious diseases. Next to be added is an Indoor Multipurpose hall considering
that it is an ideal place for productive brainstorming sessions. It will allow the
students and teachers to conduct school activities in the benefit of the learners.
Furthermore, an ICT laboratory should be developed, as it is one of the most
important learning platforms for students in the twenty-first century. While the school
clinic is the second facility to be developed; I propose that this should be expanded,
with adequate emergency medical supplies given and monitored. Last facility to be
© Field Study 1 Observation of Teaching-Learning in Actual School Environment
Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

developed is the library; it should more spacious, has a better ventilation and air
quality so that students will find learning to be more relaxed and dynamic.

● What aspects or development domains can you suggest as needing attention by the
school? What programs can be suggested?
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© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.5 DISSEMINATION
PREPARING AN IDEAL PROFILE OF A SCHOOL WHICH CAN MEET THE PHYSICAL,
SOCIAL, EMOPIONAL, AND INTELLECTUAL NEEDS OF LEARNERS

The school Head in your exit meeting would like to get some suggestion on how they can
improve or enrich the programs they are carrying out for the learners in their school. Prepare a
simple development plan which will show what structures or facilities your dream school must
have and the programs which can be offered. Use the information you have gathered earlier
and your observations of other schools as input to your plan.

GROWTH PORTFOLIO ENTRY 1A

A Development Plan for My Dream School

Structures to be built Purpose Needed Resources

Classrooms Provides a space where Tables, chairs, student and

Hand Washing Station
Indoor Multipurpose Hall
learning can take place
uninterrupted by outside
distractions.
To prevent or to eliminate the
spread of bacteria and
viruses, which increase the
spread of illness in the
cafeteria and classroom.
Creates a space that
facilitates
your school's curriculum and
your students' needs.
teacher’s locker, book shelf,
projector, white screen,
speaker, white board, aircon,
cleaning materials and
storage, covered trash
containers, first aid kit, etc.
Hot and cold running
drinkable water, soap, single-
use paper or cloth towels,
covered trash containers,
etc.
Big screen or television,
speakers, aircon, electric
fans, teacher and student
locker, covered trash
containers, etc.

Science Laboratory Allows students to interact Tables, chairs, funnels and

directly with the data bottles, beakers, conical
gathered. They get a first- flask, lab stands, test tubes,
hand learning experience by microscopes, burettes and
performing various pipettes, lab burners, rubber
experiments on their own. tubing, safety equipment,
© Field Study 1 Observation of Teaching-Learning in Actual School Environment
Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment
Food Laboratory Teaches students to monitor
overall quality of food,
including freshness, taste,
and nutrient and calorific
content, as well as physical
characteristics.
Library Supports and provides the
educational needs of the
students.
Clinic Provides first aid and triage
for illness and injuries, and
direct services for students
with special needs, and to
provide health counseling
and education for students,
staff, and parents.
Information and Serves as the center for
Communication Technology teaching computer use to
Laboratories whole classes. This is also
used for research, or for
creating technology-based
projects.
Outdoor Football Field Mainly for P.E classes that
allows the students to play
physical activities in benefit
to their well-being. The
continuation of the classroom
so that such lifetime values
as citizenship,
sportsmanship, teamwork,
and hard work are taught and
reinforced.
Basketball Court Mainly for P.E classes that
allows the students to play
physical activities in benefit
to their well-being. The
continuation of the classroom
so that such lifetime values
as citizenship,
sportsmanship, teamwork,
© Field Study 1 Observation of Teaching-Learning in Actual School Environment
covered trash containers etc.
Kitchen equipment and
utensils, sink, Hot and cold
running drinkable water,
single-use paper or cloth
towels, covered trash
container, etc.
Tables, chairs, textbooks,
bookshelves, computer,
internet, etc.
Tables, chairs, beds, first aid
kit, emergency medical
supplies, etc.
Tables, chairs, computers,
speakers, projector, white
screen, hardware tools such
as blower, tester and screw
driver, power supply tester,
flash disk, external hard disk
reader, docking station,
portable HDD, crimping tool,
etc.
Football net, equipment used
and worn by football players.
Court building tools, concrete
tools, bleachers, teacher and
student locker, covered trash
Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment
and hard work are taught and
reinforced.
Music Room A space that allows the
students to learn everything
regarding music.
Gymnasium Mainly for P.E classes that
allows the students to play
physical activities in benefit
to their well-being. The
continuation of the classroom
so that such lifetime values
as citizenship,
sportsmanship, teamwork,
and hard work are taught and
reinforced.
Swimming Pool Mainly for P.E classes which
allow the students to get
active.
Cafeteria
Theater A facility where the students
performs which can help to
build their self-esteem and
communication skills.
Fitness Center For the students, teachers
and school personnel to
maintain a healthy lifestyle.
© Field Study 1 Observation of Teaching-Learning in Actual School Environment
containers etc.
Tables, chairs, musical
instruments, computer,
speakers, music software for
music notation, composition,
sequencing for music not,
etc.
Big screen or television,
speakers, aircon, electric
fans, sports equipment,
teacher and student locker,
covered trash containers,
etc.
Swimming pool, essential
swimming pool equipment,
teacher and student locker,
Kitchen equipment and
utensils, Paper, plastic and
foam disposables, Trays,
dinnerware, and silverware,
Food containers, dispenser,
salad bars, cafeteria
equipment, enough food
supply, etc.
Chairs, big screen, lighting
and sounds, platforms, etc.
Work out equipment such as
treadmills, weight benches,
strength machines, balancing
boards, medicine balls, free
weights, jump ropes, and
much more.
Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
Field Study 1 – Observation of Teaching-Learning in Actual School Environment

GROWTH PORTFOLIO ENTRY 1B

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
 Field Study 1 – Observation of Teaching-Learning in Actual School Environment

ASSESSMENT

For use of the FS Program Coordinator

Criterion: Comprehensiveness of Plan
Rubric
Score: Description:
Plan shows comprehensiveness in meeting all the
91-100
significant developmental needs of learners.
Plan can meet many of the significant developmental needs
81-90
of the learners.
Plan covers only needed academic classrooms for the
71-80
learners.
Plan shows very little bearing on development needs on the
61-70
school learners.
51-60 No plan was presented at all

Rating for LE1: ___________________

___________________________________
Signature of the FS Program Coordinator

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.