Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then
in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to
the school site. A good understanding of the activities and tasks to be accomplished in
the activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give, a brief description of those that are available,
and say how each will contribute to the students' learning and development.
Facilities / Description Will it contribute to the
student’s learning and
development? Why?
Office of the
Principal
Library
Counseling Room
Canteen/
Cafeteria
Medical Clinic
Audio Visual/

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 1

ACTUAL SCHOOL ENVIRONMENT
 Learning
Resource Center

Science
Laboratory
Gymnasium
Auditorium
Outdoor/Garden

Home Economics
Room:

Industrial
Workshop Area
PTA Office
Comfort Room for
Boys
Comfort Room for
Girls
Speech
Laboratory
Park
Oval
Electrical
powerhouse
SSG Office

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the
space provided.
Guide Question Classroom Observation Report
1. Describe the
community or
Neighborhood where
the school is found.
2. Describe the school
campus. What colors
do you see? What is
the condition of the

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 2

ACTUAL SCHOOL ENVIRONMENT
 buildings?
3. Pass by the offices.
What impression do
you have of these
offices?
4. Walk through the
school halls, the
library, and the
cafeteria. Look around
and find out the other
facilities that the
school has.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.

Description
Classroom Facilities (Location, number, arrangement, condition)

Wall Display

Teacher’s Table
Learner’s Desks
Blackboard
Learning Materials

Lights

Electric Fan

Write your observation report here.

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 3
ACTUAL SCHOOL ENVIRONMENT
Name of the School Observed:
Location of the School:
Date to Visit:

1. How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?

2. How does this relate to your knowledge of child and adolescent development/
How does this relate to your knowledge of facilitating learning?

1. Would you like to teach in the school environment you just observed?
Why? Why not?

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learning and insights her

Activity 1.2 Observing Bulletin Board Displays

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
The display board, or what we more commonly refer to as bulletin board, is one of the
most readily available and versatile learning resources

As you look around and examine board displays, use observation guide and forms
provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 4

ACTUAL SCHOOL ENVIRONMENT
Read the following carefully before you observe.
1. Go around the school and examine board displays. How many board
displays do you see?
2. Where are the display boards found? Are they in places where target
viewers can see them?
3. What are the displays about? What key messages do they convey?
What images and colors do you see? How are the pieces of
information and images arranged?
4. What are the displays about? What key messages do they convey?
What images and colors do you see? How are the pieces of
information and images arranged?
5. Do you notice errors? (Misspelled words, grammar inconsistencies
and the like?
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display board,

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:
Location of the Board Display in School:

Check the column that indicates your rating. Write comments to back up
your ratings.

4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement

CRITERIA NI S VS O COMMENTS
Effective Communication
It conveys the message /
quickly and clearly.
Attractiveness /
Colors and arrangement
catch and hold interest.
FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 5
ACTUAL SCHOOL ENVIRONMENT
 Balance
Objects are arranged, so /
stability is perceived.
Unity
Repeated shapes or colors /
or use of borders
hold display together.
Interactivity /
The style and approach
entice learners to be
involved and engaged.
Legibility /
Letters and illustrations can
be seen from a good
distance.
Correctness /
It is free from grammar
errors, misspelled words,
ambiguity.
Durability /
It is well-constructed, items
are securely
attached.

Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
EVALUATION

Strengths Weaknesses
Description of the Bulletin
Board layout
Evaluation of educational
content and other aspects
Recommendations or
Suggestions for
improvement

Signature of Evaluator
over Printed Name:

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 6

ACTUAL SCHOOL ENVIRONMENT
1. What do you think was the purpose was the purpose of the board display?

2. Did the board display design reflect the likes/interests of its target audience? Why?
Why not?
3. Was the language used clear and simple for the target audience to understand?
Why? Why not?
4. Was the board display effective? Why? Why not?

5. What suggestions can you make?

Based on your suggestion, propose or enhances version of the display board. Use the
form below
My proposed Board Display
Theme:
Board Title:
Rationale (Purpose):
Objectives:
Best features of my Proposed bulletin enhancement:
Materials for aesthetic enhancement:

1.Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.

2.Which of the skills you named in # I do you already have? Recall your past
experiences in making board displays. How do you practice these skills?

3.Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills?

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 7

ACTUAL SCHOOL ENVIRONMENT
LINK Theory to Practice
With the PPST as a guide, an ideal learning environment should have the
following characteristics, EXCEPT
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establishes and maintains consistent standards of learner’s behavior
1. Which facilities are present in a health-promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III and IV D. III and IV
2. Which physical school environment supports learning?
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
3. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive C. Motivational
B. Informational D. Decorative
4. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive C. Motivational
B. Informational D. Decorative
5. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional-interactive
B. Informational,
decorative
C. Motivational, decorative
D. Instructional,
informational

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN 8

ACTUAL SCHOOL ENVIRONMENT
SHOW Your Learning Artifacts

EVALUATE Performance Task

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN9
ACTUAL SCHOOL ENVIRONMENT
Name of FS Student: Date Submitted:
Year & Section: Course:
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/tasks (2) observation observation observation
Sheet completely questions/ questions/ questions/
answered/ tasks not tasks not tasks not
accomplished answered/ answered/ answered/
accomplished. accomplished. accomplished
Analysis All questions All questions Questions were Four (4) or
were answered were answered not answered more
completely; completely; completely; observation
answers are answers are answers are questions were
with depth and clearly not clearly not answered;
are thoroughly connected to connected to answers not
grounded on theories; theories; one connected to
theories; grammar and (1) to three (3) theories; more
grammar and spelling are grammatical/ than four (4)
spelling are free free from spelling errors. grammatical
from error. errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; and shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
Complete, well- Complete; well- Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning learning
outcome outcome. outcome.
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN10
ACTUAL SCHOOL ENVIRONMENT
 deadline
COMMENT/S
Over-all Score Rating;
(Based on

Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19- 17 16 15 14 13- 11 10 9-8 7-Below
18 12
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 90 93 87 84 81 78 75 72 71-Below

Signature of FS Teacher above Printed Name

Date

FIELD STUDY 1: OBSERVATION OF TEACHING-LEARNING IN11

ACTUAL SCHOOL ENVIRONMENT