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FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT

Legal Foundations
CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 2004 for the purpose of
rationalizing the undergraduate teacher education in the country to keep pace with the demands of global
competiveness. It is in accordance with the pertinent provisions of Republic Act No. 7722 , the Higher
Education Act of 1004. CMO 30 embodies the policies and standards for the undergraduate teacher
education curriculum.
Article V. Sec.13 of CMO 30 states that, field study courses are intended to provide students with
practical learning experiences in which they observe, verify, reflect on, in actual school settings. The
experiences will be given with field observation and gradually intensify until students undertake practice
teaching.

Theoretical Foundation
This workbook adheres to the Vygotskian principle of social construction of knowledge, meaningful
learning and construction of knowledge will occur if learners work hands-on in relevant settings and with the
proper guidance. Complementary to Vygotskys theory is Albert Banduras Social Learning Theory. Bandura
Asserted that learning takes place not only through imitation but also observation. Recently, the Situated
Learning Theory reiterated Vygotskys and Banduras views. It emphasize the knowledge needs to be
presented in an authentic contex, settings and applications that would normally involve that knowledge; and
that, learning requires social interaction and collaboration. 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.
Another important theoretical basis of this field study experience is reflective education. John
Dewey stressed the vital role that reflection played in the growth and development of teachers. Reflection
allows the learner explore his/her experiences in order to arrive at new understandings or insights. It may
be done individually or through sharing and discussion with others.
Ramasamy (2002), in his review of literature on reflective practice highlighted the following: Kolb
(1984) in his model of the experiential learning cyle regards the process of reflecting upon experience as a
crucial stage. Experience without reflection does not lead to learning. According to Boud et.al, (1997, just
having an experience does not necessarily mean that learning has occurred. The important factor which
can turn raw experience into learning is the process of reflection. Brown and Mc.Cartney (1999) point out
that reflection on both the content and the process of learning help learners move towards and stay within
a deep approach to learning. Throughout the workbook, reflection is an integral component and is used to
conclude each learning episode.

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Approach to Field Study


The approach taken in this workbook is of course derived from its theoretical underpinnings.
We use the acronym OAR to represent the general cyclical pattern of the tasks that pre service teachers
are expected to do in the different learning episodes. After the Goal/Target and the map are given per
episode, they will basically, Observe in actual setting or Orchestrate a plan, or Organize an output. They will
then Analyze/Synthesize the experience, and Reflect on the experience.

Observation

in actual setting is meant for the FS students to train their senses to really focus
on important details of the learning situation and perceive them with clarity and objectivity. It entails that
students learn to differentiate making an observation and interpreting the observation.

Analysis involves the use of critical thinking to breakdown the components of what was observed,
orchestrated or organized. Further on it will also involve th ability to synthesize,,, to organize into a coherent
pattern the salient points of what one has analyzed and learned.

Reflection involves the past, the present and the future of the field study student. In light of each
field experience episode, the Field Study students reflect on relevant past experiences that might have
affected their beliefs, values and attitudes about learning. The students also reflect on how each episode is
affecting their present thinking and finally, how their learning will impact on their future as teachers. This
allows for integration of the future teacher as first and foremost a person with beliefs, values and attitudes.
The fruits of reflection then affect subsequent observation and analysis, thus making the model
cyclical.
This approach answers in part to the challenge of developing affective mechanisms for the
Experiential Learning Component of Pre-Service Teacher Education. It moves away from the old view that,
Teacher development is simply informational; that it only involves providing new and updated technical
knowledge for teachers. It adheres to the new NCBTS paradigm that, teacher development is
transformational, experiential, and contextual; it involves engaging teachers to critically reflect on old and
new technical knowledge as these facilitate student learning in actual context.
Through the six field study courses, the students will have repeated exposure and practice in
reflective teaching. The end goal is for them to imbibe reflective teaching that it becomes second nature to
them.

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Field study 3 SUBJECT Matrix


SUBJECT
TITLE

DOMAIN

COMPETENCIES

UNIT

Field Study 3
Technology in the
Learning
Environment

Curriculum

-Identifies and classifies resources that facilitate


teaching and learning processes.

-Appraises the effectiveness of displays as learning


resources
-Designs a bulletin board display
-Determines the appropriateness of teaching aids to
learning tasks
-Prepares instructional materials
appropriate to the learning content

that

are

-Develops and utilizes materials which involves


students in meaningful learning
-Recognizes strengths and weaknesses of slide
presentations in facilitating teaching- learning
processes.

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SUGGESTED GUIDELINES FOR FIELD STUDY


STUDENTS
These set of guidelines are suggested to help pre-service students in the successful conduct of
their field studies. Each TEI shall address some institutional peculiarities that are not covered in this
guideline.
1. Field Study students are required to accomplish successfully activities in at least 17 hours for every
semester in every field study course to earn a 1 unit credit.
2. Field Study activities should be under the supervision of the Field Study Faculty of the TEI in
collaboration with the Field Study Cooperating Schools.
3. Field Study student shall secure appropriate Field Study permits and undergo orientation/ briefing
before he/she deployed in cooperating schools.
4. Each Field Study student shall secure a Field Study Notebook for each course.
5. Field Study Student shall wear official school uniform during the field study in cooperating schools
6. Field Study student shall demonstrate personal qualities that reflect a good image of a teacher. The
qualities includes as courtesy, respect, honesty, diligence, open-mindedness, critical thinking and
others while doing field study.
7. Field Study student shall demonstrate proper behavior in the presence of the learners , teachers,
school personnel, administration and parents.
8. Field Study students shall request the signature of the resource teacher or person or the field study
faculty immediately after the activity has been done.
9. Field Study student is required to prepare a portfolio for every field study course. The FS teacher is
encouraged to prepare his/her own rubric for authentic assessment of the portfolios. This rubric
can be discussed with the students as part of the orientation so they would know what criteria will
be used and how their portfolio will be assessed.

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FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT

Credit: 1 unit
Duration: 17hours

Course Description
This course is designed to provide students experiences in developing and utilizing appropriate
technology to facilitate learning. it shall also provide exposure and hands-on opportunities in the use of
Information and Communications Technology (ICT).
Field Study 3 can be anchored on the following Professional Education subjects:
1. Educational Technology 1
2. Educational Technology 2

General Objectives
1. Select the teaching materials that best suit the needs of the learners;
2. Apply the principles of developing instructional materials;
3. Develop and utilize instructional materials appropriate to a chosen subject area.

SUGGESTED ACTIVITIES
FOCUS
The Schools
Learning
Resources

SPECIFIC TASKS

LEARNING
EVIDENCE

Episode 1
Name and Tell
Make an Ocular visit to
the learning resource
center of school(Media
center, AVR, computer
room, library, internet
facilities, resource center.

Curriculu
m

COMPETENCIES/PERFORMANCE INDICATORS
Identifies and classifies resources
that facilitate teaching and
Learning processes.

An inventory
and
classification
of Learning
Resources

Make an inventory of its


available learning
resources

Creates healthy psychological


climate for learners.

Classify them according


to their functions and
characteristics
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DOMAIN

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Bulletin Board
Display

Episode 2
My Insight and
Boardwork
Look around a school for
bulletin Board Displays

An evaluation
report on
viewed bulletin
board
displays.

Curriculu
m

Appraise the effectiveness of


Displays as learning resource.

Evaluate the displays.


Propose enhancement to
make the display more
effective.

Utilizations of
Teaching Aids

A proposed
bulletin board
design
enhancement

Design a Bulletin Board Displays.

Episode 3
SEE AND SAY
Observe a class on its
regular schedule
Note down the various
teaching aids that were
utilized in the teachinglearning processes

Determines appropriateness of
teaching aids to learning tasks.
A list of
Teaching Aids
were utilized
Comments on
the
appropriatene
ss of the
learning tasks

Comment on the
appropriateness of the
teaching aids to the
learning tasks.

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Curriculu
m

FIELD STUDY 3: TECHNOLOGY IN THE LEARNING ENVIRONMENT

Episode 1
THE SCHOOLS LEARNING RESOURCE CETER
E
Name of FS student

NYear/Course

Date

Resource Teacher

Signature

Cooperating School

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:

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

The School Learning Resource Center

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LEARNING RESOURCE CENTER OBSERVATION


REPORT
School Observed: Pagbilao Central Elementary
School (PCES)
List of Available Learning Resources in their
Library and Computer Center
Name of center observed: ______________________________________________________________
Date of Observation:___________________________________________________________________
Name of Observer:_____________________________________________________________________
Course/Year/School:___________________________________________________________________

Available Learning Resources


Print Resources:

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Characteristics and Unique Capabilities


The book age appropriate, relatively new and was used by a good number of students for their studies.
The encyclopedia is inside the cabinet and useful not only for the students but also for the teacher.
Teaching Approaches where the Resource is Most Useful
The books are mainly for research purposes of the students for their assignments in class.

Audio Resources:

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Characteristics and Unique Capabilities


The television was in good condition and working well as well as the speakers. It is not that big enough
for a big crowd of students to use in film showing to clearly see the images that would be shown and the
speakers is also useful which is located inside their classroom
Teaching Approaches where the Resource is Most Useful
It could be used on film showing in particular with Science and Sibika at Kultura for them to really
visualize and internalize the lesson because we cannot erase the fact that they can learn best through
the use of their five senses especially the sense of hearing and seeing/sight..

Non-electronic visual resources:

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Characteristics and Unique Capabilities


The non-electronic visual resources like globe and their maps are still in good condition despite being
used widely by the students in their Sibika at Kultura class. As you can see the map is in the center of the
blackboard and the globe is in the right corner in front of the classroom.
Teaching Approaches where the Resource is Most Useful
The globe and the map are used in their Sibika at Kultura class as an instructional tool. And the charts
are used only every time the teacher did evaluation or shall I say every time there is a quiz for the class.

ICT Resources:

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The security Guard of PCES wont let me enter but he let me take some
pictures he told me that I dont have a permission to enter. I am so
thankful for his cooperation.

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Characteristics and Unique Capabilities


The computers are definitely new and still in good condition. The projector in the ceiling was carefully
attached and still work like a new one. The most amazing of all, the interactive while board that is touch
screen in nature by using your hand or by a stylus (looks like an ordinary pen) and could be also
controlled by another computer.
Teaching Approaches where the Resource is Most Useful
The computers and also the interactive have pre-programmed lessons on subjects like English, Science
and Mathematics which helps. It includes the lecture by using dramatization and an evaluation test after
each lesson that has been discussed.

Impression:

The school that Ive been observed are divided in to three namely Pagbilao East Elementary School next is Pagbilao West
Elementary School, lastly is Pagbilao Central Elementary School (PCES).I conducted an interview with the caretaker or the
person in-charge of the school as a whole. He told me that All of them has a very sophisticated gadget like the interactive
whiteboard which would be of great help for the students as well to the teachers who could teach their lessons easily by
using that kind of instructional aids in a particular subjects which is available on their school. The library was located on
PCES and also they have a good number of available learning resources which are still relevant to the needs of the
students and the teachers and at the same time it is also congruent to the curriculum. Hopefully, when they do have enough
budget, they would obtain more computer units because the 6 units of computer is not enough to sustain the needs of the
students and is not that proportionate to the number of students .
I was impressed to interactive whiteboard that they are using for teaching. It is attached to the wall of E-CLASSROOM.
They took good care of the said gadget.

Name and Signature of the Observer:__________________________________________________________________

Name and Signature of the Learning Resource Center Incharge:____________________________________________________________________

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ANALYSIS
1. Were the learning resources/ materials arranged properly according to their functions and
characteristics?
At PCES the learning resources/ materials are arranged properly according to their functions, although they
were assigned to different areas. Aside from being organized, they have a system to be followed before
using the learning resources materials. They took good care of such gadgets and printed materials
including the audio and Non-electronic materials which provide the pupils a better learning experience
towards the realization of a particular subject matter.
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
Yes, the guidelines are pretty much simple and the teachers can easily access the materials because the
in- charge of the facilities is always around but theres a system that it should be approve first by the
Principal before a teacher can use and access.
3. What are the strengths of this Learning resource Center?
The library and the E-classroom were the learning resource center of PCES. One good thing about it is that
the Learning resource center is very useful for the pupils but unlike the library the E-Classroom were not
always open. They have arranged schedule well so that they can accommodate E-classroom users
anytime of the day. Aside from this, the library also has a good number of books and encyclopedia that the
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students can use. It is well cared for the benefit of the student that uses the facilities for longer use of the
next generation.
4. What are its weaknesses?
The library is in the corner of the said school. I would say that one of the weaknesses of the library is the
so-called room temperature especially during sunny days. I have noticed that theres no electric fan inside
the library and the windows are not so big enough to enter such air from the outside. It also needs better
lighting especially during cloudy and rainy days and better ventilation on warm and humid days. Also the
number of students that would be accommodated by the library is not that good, maximum of 10-15
students could be there to read.
5. What suggestions can you make?
When finance can suffice, it would be better to add more lighting fixtures and ventilation to the library. I also
suggest that at least two electric fans could be inside for the students may feel at ease or comfortable while
searching and reading such materials they needed the most.

REFLECTIONS
1. Which of the materials in the learning resources caught your interest the most? Why?
The Interactive Whiteboard wherein as we all know that kind of gadget is expensive. And that kind of
instructional material is available in our town that students could experience that kind of high technology
material not just surfing it on the internet for them to know what is it and how it works. It also eases the
teachers when they do have lessons in Science and Mathematics because there were available activities
and visual aids programmed for the lessons that they would teach.
2. Which gadgets/ materials are you already confident to use/ operate?
Among the gadgets that I am confident to use are the computer and its projector for PowerPoint
presentation which I really like to do so.
3. Which ones do you feel you need to learn about?
Although I am confident that I can use the computer as an instructional tool, I definitely would like to
learn on how to operate the interactive whiteboard because I was amazed when I saw it and what would be
the feeling if I would use that in reporting and in teaching. Not like the computer and the projector when you
use it, that instructional material it cant have any direct interaction with the audience but the interactive
whiteboard because of it is touch screen in nature so interaction would be encourage to the maximum.
4. Read about an article your answer in number 3.
Paste of a copy of it here.
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Interactive Whiteboards Enhance Classroom Instruction and Learning


Although the first interactive whiteboard was released in 1991, only in the last several years have
whiteboards become a must-have tool in K-12 classrooms. New emphasis on developing 21st century skills
for students, the requirement for educator proficiency in technology, and research documenting increased
learning with the use of interactive whiteboards have spurred its adoption.
Fundamentally, an interactive whiteboard combines a dry erase whiteboard with an LCD projector and is
usually mounted on a wall or floor stand. Powered by easy-to-use software, the whiteboard becomes a
computer screen viewable by an entire classroom. The projector projects the content from a computer onto
the surface of the board while the teacher controls the content either with a pointer or a touch of the hand
instead of a keyboard and mouse. The combination of software with the projector results in much more
than simply a projected image.
Anything that can be done on a computer monitor, can be replicated on the interactive white board. A
teacher can create engaging lessons that focus on one task such as a matching activity where students
use either their fingers or a pen to match items. Another teacher might integrate multiple items into a lesson
plan such as websites, photos, and music that students can interact with, respond to verbally or even write
comments on the board itself. Image size and placement can change with a simple touch to the screen.
This technology makes the one-computer classroom a workable instructional model. Imagine taking a class
on a photo safari to Africa complete with embedded videos, animal sounds and mapping software.
Research has repeatedly demonstrated that students learn better when they are fully engaged and that
multisensory, hands-on learning is the best way to engage them. Interactive whiteboards facilitate
multisensory learning whether it is a collaboration exercise for math problem solving or a Google Earth tour
of the Amazon rainforest.
In September 2008, Newsweek magazine reported that more than 70% of primary and secondary schools
in the U.K. have interactive whiteboards compared to only 16% in the U.S. Not surprisingly, the majority of
the research findings originate in the U.K., although recent U.S. studies report increased student
engagement, school attendance, and higher test scores. Judging from recent news reports, it is likely that a
portion of the new federal education stimulus funding will be invested in interactive whiteboards.

Classroom applications for using interactive whiteboards include:

Multimedia lessons and presentations including audio and video


Collaborative problem solving
Showcasing student projects and presentations
Virtual field trips
Recorded lessons that can be used by substitute teachers
Documentation of student achievement

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There are now many interactive whiteboard companies to choose from, and most feature video, image, and
lesson libraries. Here are some of the leading brands:
SMART introduced the first interactive whiteboard in 1991 and it is the worlds best-selling interactive
whiteboard. A leader in introducing touch technology into the classroom, SMART boards allow teachers to
access 6,600 learning objects and customizable lesson plans.http://smarttech.com/
Promethean now offers an integrated system that packages the interactive white board, Learner Response
System, lesson design and delivery software and online support and professional
development.http://www.prometheanworld.com/
Mimio is a system that creates an interactive whiteboard out of a standard whiteboard. For districts that are
trying to manage tight budgets and already own whiteboards, Mimio is a good option. It also includes online
training and certification. http://www.mimio.dymo.com
Numonics features electromagnetic technology and a multimedia pen to utilize a full range of crosscurricular activities and training. Their website, http://www.interactivewhiteboards.com/, offers the following
research statistics:

A study by the University of Wisconsin confirmed that using visual aids improved learning up to 200%.
Harvard and Columbia Universities found that student retention is improved up to 38%.
Wharton School of Business proved that the time to explain complex subjects is reduced by 25% to 40%.
eInstructions newest product offering, Interwrite Workspace, includes more than 4,000 digital, K-20
teaching resources from math to language arts and science. Publisher-independent, Interwrite
Workspace includes 50 tools to create, display, organize, record and share teaching
materials. http://www.einstruction.com/
Polyvisions eno board can be used as a traditional marker board, a magnetic board, or an interactive white
board with no plugs or cables. It promises the lowest total cost of ownership for schools and districts
looking for the most affordable interactivity. http://www.polyvision.com/
NEA member Chad Lehman of Horace Mann Elementary School in West Allis, Wisconsin, has seen a
marked increase in student attentiveness and engagement since his district began integrating interactive
white boards into elementary classrooms. As his schools media specialist and technology coordinator,
Lehman reviewed the districts technology plan which recommended both SMART and Mimio. Although
SMART had a much larger user community, he chose Mimio because it was more affordable and portable
whereas SMART boards are mounted on walls.
The down side to choosing Mimio is that they have fewer software and lesson resources, Lehman stated.
Our district has invested heavily in computers, video equipment and LCD projectors, so Mimio is very
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popular. He went on to say that the district technology goal is to have an interactive whiteboard in every
classroom, but finding the money could be a problem. Lehman did not know if his district would receive
any new federal stimulus funds, but said it was not likely that they would be used to buy interactive
whiteboards. This kind of technology helps us teach students 21st century skills, and Im confident well
continue to fund our implementation and training on this.
There are interactive whiteboards that meet every school and district budget. Teachers report that
increased student engagement is the number one benefit to teaching with this tool. The technology allows
teachers to integrate multiple information streams into a coherent lesson individualized for their students.
Interactive white boards provide an extraordinary opportunity to create classroom environments where
students with different learning styles can engage and learn from each other. This easy-to-learn technology
ensures that both students and teachers are developing 21st century skills.

Episode 2
BULLETIN BOARD DISPLAYS

Name of FS student ___________________________________


Year/Course _______________________
_____________________________________

Date:

Resource Teacher :__________________________________


Signature:_________________________________
Cooperating

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

Your Map
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Display board or what we more commonly refer to us bulletin board, is one of the most readily available and
versatile learning resources.

Look around a school


For bulletin board

Pick one and evaluate


the display

Displays.

Propose
enhancements
For the display.

Your Target
As you look around and examine board displays, use activity forms provided for you to document your
observations

An Observation Guide for Board Displays

Read the following statements carefully before you observed.


Go around the school and examine the board displays. How many board displays do you see?
Where are the display boards found? Are they in places where target viewers can see them?
What are the displays about? What images and colors do you see? Are the pieces of information
are arrange?
What materials were used in making the displays? Are borders used?
Do you notice some errors? (Misspelled, words grammar, inconsistencies and the like?
Are the messages clear and easily understood?
You may choose to take a photo of the display board (if allowed)

OBSERVATION REPORT
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Name of School observed:


______________________________________________________________________
Location of the School:
_________________________________________________________________________
Date of Visit:

There are 5 bulletin board displays at PCES which is located right after I entered in the GATE. There is a
bulletin board like MAP of the said school so that the parents and visitors as well as students and teachers
are aware on the places inside the school. Then a bulletin board outside the library. Then bulletin board for
the process of enrollment and the most attracted is the one which is located outside the Audio Visual Room
of the said school. ALL BULLETIN BOARDS ARE colorful except one which is located outside the library. I
do not see some errors but some bulletin boards need to be improve. Yes. It is easily understood because
the letters are in Bold Type. Inside the classrooms as I roamed around the campus there are lots of bulletin
boards inside to inform the students specifically in the classroom of my cooperating teacher Mrs. Nympa
Guerrero.

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This Bulletin Board is more updated among others. But the size is
not enough to include some important information. Very colorful
that attracts the students, teachers, visitors to read such
information.

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BOARD DISPLAYS EVALUATION FORM


Topic of the board display: Board Display per Subject and the Campus of PCES
Location of the Board Display: School campus and Classroom of Mrs. Cardano of Pagbilao East
Elementary School,Pagbilao, Quezon
BOARD DISPLAYS EVALUATION FORM (continued)
Shade the column that indicates your rating. Write comments to back up your ratings.
4- Outstanding

3- Very Satisfactory

CRITERIA
EFFECTIVE
COMMUNICATION
Conveys the message quickly
and clearly

ATTRACTIVENESS
Colors and arrangement
catches and hold interest
BALANCE
Objects are arranged so
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2-Satisfactory
3

1- Needs Improvement

COMMENTS
Yes, because thematically it sends forth its
message to the target audience. But the
problem was the location of it and the font and
picture size was not that big enough to convey
the message clearly.
The colors were combined strategically, very
pleasant to the eyes in particular with the
caption that had been laid down to it. But for me
it doesnt hold the interest of the students
because it was not that colorful and beautiful
(poster) to catch and hold the interest of the
students.
The design itself has stability but somehow
lacks elements of balance.

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stability is perceived
UNITY
Repeated shapes or colors or
use borders holds display
together

INTERACTIVITY
The style and approach entice
learners to be involved.
LEGIBILITY
Letters and illustrations can
be seen from a good distance
CORRECTNESS
Free from grammar errors
misspelled words, ambiguity
DURABILITY
Well-constructed, items are
securely attached

There is unity among the elements used in the


display. There are no repeated shapes because
the design does not call for it.
I dont think so because the poster that had
been posted was almost a year ago. Maybe if
the teacher would quarterly replace a new
poster there would be something again that the
students would be looking at. And the calendar
itself is way back 2003 to be honest..
The letters are not that visible from a good
distance; the viewer needs to one to two meters
from the display. And they were just in the
isolated corners of the classroom.
There are no mistakes on grammar because
most of the displays are ready made posters
and others are mural painting.
It is well constructed but not properly cared
because some of its parts were detached and
was not put in its place again.

ANALYSIS
1. Did the board display design reflect the likes/ interest of its target audience? Why? Why
not?
As for me, it is not because the board displays are located in the isolated corners of the
classroom that before you could clearly see it you must go near, not well cared and the colors of it
have been faded away by time but in the school campus I would say yes because it really colorful
and big.
2. 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 information about the subjects is written in
Filipino and English.
3. What do you think was the purpose of the board display? Was it effective? Why? Why not?
The purpose of the display is that to inform the students on other information about their subjects
that is very rare to tackle in the classroom. But it is not effective due to its location in the classroom
was on the corners, the legibility of it was not that good and the colors are not that attractive so the
students just ignore what has been displayed inside the classroom but in the school campus

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everybody will be inform because it is located in an open area. I interviewed one student there and
he doesnt really know the contents of the board display.
4. What suggestions can you make?
a. Have a regular update of the information that was posted in the board display.
b. Have an ideal location of the board display wherein they could have an easy access on
reading the posted displays.
c. Have a research on the things that would be interesting to the students for them to be able to
be interested to the board display.

My Proposed Board Display


Theme: Mathematics in Everyday Life
Board Title: Going to School With Mathematics
Rationale:
This board display is intended to stimulate appreciation of math concepts in everyday situation so that they will understand
their mathematics lessons.
Objective:
To teach students about how to use mathematics as they travel from their home to school
Best features of my proposed bulletin enhancement:
An example of a students route in going to school
Content Resources ( Name each needed resource and give each brief description ):
The display shall contain pictures depicting the following content resources:
Time- the duration of travel from home to school

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Distance- the amount of space travelled from home to school


Speed- The rate of travelling from home to school
It will also include a map showing the hypothetical route from home to school of a certain student.
Materials for aesthetic enhancement:
Pictures, Printouts of concept, special papers and strings aside from glue and scissors

My Board Display Lay-out

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REFLECTIONS
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
displays are:

Creativity- you must be able to come up with unique ways to portray lessons or concepts.
Elegance- you must strive for balance and harmony so that the message will be delivered
properly.
Ingenuity- you must be able to apply problem solving skills in coming up with a display.
Resourcefulness- you must be able to come up with an effective board display using the available
resources at hand.
Innovativeness- you must be able to introduce contemporary topics to your board display

2. Which of the skills 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 have a little
experience in making board display, the one that I could clearly remember was my teen age years
that I am able to practice these skill because I am a part of the ARTS TEAM in our church so were
the one responsible in making the church bulletin.
3. Which skills do you still need to develop? Reflect on how you can improve on or acquire of
these skills.

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

Episode 3
SEE AND SAY (Utilization of Teaching Aids)

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

Your 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 that were utilized in the
teaching learning process.
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Step 3. Comment in the appropriateness of the teaching aids to the


learning task
Step 4. Reflect on your learning.
.

Class Observation Guide


Read the following statements carefully before you observe:
1.
2.
3.
4.

What is the lesson about?


What visual aids/materials/learning resources is the teacher using?
Observe and take notes on how the teacher presents/ uses the learning resources
Closely observe the learners response to the teachers use of learning resources. Listen to their
verbal responses. What do their response indicate? Do their responses show attractiveness,
eagerness and understanding?
5. Focus on their non-verbal responses. Do their actions show attentiveness, eagerness and
understanding?

OBSERVATION REPORT

Date of observation: ______________________________________________________________________


School: _________________________________________________________________________
Subject: _________________________________________________________________________________
Topic :__________________________________

The Lesson is about Circulatory System. Mrs.


Guerrero used charts and the students will see the
parts of the heart and the function of it but only the
basic parts not all parts. She presented the
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lessons well with active participation of students I


was amazed because they can understood the
topic well as a result most of them got high score
on the quiz because I guess of the teacher who
called the students to go in front to pinpoint a
particular parts and the function of each parts. It
was so amazing at their grade level to be honest.
Grade / Year Level of Class Observed:
Grade III
Date of Observation: AUGUST 20, 2014
(1:00- 3:00 P.M.)
Subject Matter: Science
(Circulatory System)
Brief Description of Teaching Approach Used by the Teacher:
The teaching approach used by the teacher is the interdisciplinary approach that while teaching that she integrates
something about health and hygiene. The method used was the deductive method, from describing the whole
system she breaks it down in to the main parts of the circulatory system.
Teaching
Aids

Word
Chart

Strengths

Clearly written
and very
colorful.

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Weakness

Comments on the Appropriateness


of the Teaching Aids Used

Not stored properly

The word chart gives definition to the parts and function of the
circulatory system. The teacher is expanding and explaining
the parts and asking the students to memorize and recite it.

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Mock-up

Appropriate
instructional
material and
insightful

The teacher together with the word chart uses the mock-up of
Small in size that
the heart to point out the parts of the heart and where it is
the students at the
located. It gives the students the real picture of it and it is very
back cannot see it
effective because the each parts of the heart is detachable and
clearly.
it eases the instruction.
ANALYSIS

1. What do you think prompted the teacher to choose the materials/ learning resources that she/he
used?
Using of that kind of instructional material would be the most appropriate to the lesson. The detailed parts
had been taught through the use of the mock-up and for defining the terms used she uses the word chart.
The two avenues wherein the students learn was catered enough, visually and in auditory.
2. What difficulties, if any, did the teacher experience? How can this be managed?
It would be the handling of the mock-up while teaching because she cannot move freely while teaching. So
pointing where the parts is very hard. Maybe the teacher must have called a student to hold the mock-up
while teaching or have a small table in the front to lay down the mock-up.
4.Over-all, were the learning resources/materials used effectively? Why? Why not?
I would probably say yes, because the discussion was very healthy and the students participate to the
recitation so there was interaction between the students and the teacher. And at the end of the lesson the
students were able to point out and recite the parts and function of the circulatory system. That instructional
material helps the teacher to keep the interest of the students and go along the lesson.
REFLECTIONS
Put yourself in the place of the teacher. What would you do similarly and what would you do
differently if you will teach the same lesson to the same group of students? Why?

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I would use the same instructional material to caught and keep the interest of my students while I am
teaching. I know that if they are interested in the lesson the interaction would be healthy though the time
that I would be teaching is a time for others to take a nap and be sleepy. But I would include using the
interactive whiteboard to gain more participation and imagine if the recitation would not be just merely
uttering the answer but touching it and directly interact also with the instructional material.

DAILY TIME RECORD

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