FS 3
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This course is designed to enrich the students͛ 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: Educational Technology 1 Educational Technology 2͛ u 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.
uu
The School͛s Learning Resources
Episode 1 ake a ocular visit to the learning resources center of a school (media center, AVR, computer room, library, internet facilities, resources center) ake an inventory of its
u
Curriculum
An Inventory and classification of Learning Resources
Identifies and classifies resources that facilitate teaching and learning processes
available learning resources Classify them according to their functions and characteristics
Bulletin Board Episode 2 Displays u
Utilization of Teaching Aids
Look around a school for bulletin board displays.
Evaluate the display.
Propose enhancements to make the display more effective
An evaluation Report on Viewed Bulletin Boards Displays
A Proposed Bulletin Board Design Enhancement
Episode 3
A Teaching Aids Bank
Curriculum
`bserve a class on its regular schedule.
ote down the various teaching aids that were utilized in the teachinglearning processes. Comment on the appropriateness of the teaching aids to the learning task.
Episode 4
Decide on a specific content area (i.e., your
Designs a bulletin board displays
Curriculum
Determines the appropriatenes s of teaching aids to learning tasks.
Curriculum
Prepares instructional materials that are appropriate to the learning
A list of Teaching Aids that were utilized Comments on the appropriatenes s of the Teaching
A Bank of Varied Teaching Aids
Appraises the effectiveness of displays as learning resources
Classroom Handouts
Slide Presentation
major field, area of concentration) or theme. Develop a pile of each of these teaching aids: - Flashcards - Word cards - Pictures - Cut-outs - Transparencies - `thers `rganize them in a box.
Episode 5 Prepare handouts for a selected topic (i.e., flowcharts, schema, and graphic organizers). Describe your handouts Present it you your FS Teacher before reproducing it.
Episode 6
Select a topic or subject matter Develop a slide presentation to support a learning activity on the topic (using transparencies, still slides, or relevant computer programs) Try out your presentation to a group of learners Write a narrative pointing out the strengths and
content.
A Compilation of Sample Classroom Handouts
Curriculum
Prepares instructional materials that are appropriate to the learning content.
A Description of the Classroom Handouts
Curriculum A Slide Presentation on a Selected Topic
A arrative on the Strengths and Weaknesses of the aterials Developed
Develops and utilizes materials which involve students in meaningful learning.
Recognizes strengths and weaknesses of slide presentations
weaknesses of your presentation.
`n-Line Learning
Episode 7 `bserve a class. Take a note of the topic being presented. Surf the net to find sites that provided support materials and/or interactive programs on the topic. Evaluate the materials/programs.
in facilitating teachinglearning process. An Evaluation Report ob Visited Websites
Curriculum
Determines the appropriatenes s of the internet resources to the learning tasks.
ote: The Field Study Teacher may decide:
1. To choose all or any of the suggested activities. However, ͞The School͛s Learning Resources͟ Activity is required as a preparatory task of the course. 2. `n the mode of implementing the tasks (i.e., individually, dyad, or by group). 3. `n the time allotment for each activity to sufficiently cover the 17-hour requirement of the course.
ame of FS Student _________________________________________________ Course _____________________
Year & Section ____________
Resource Teacher ____________________
Signature ________________
Cooperating School _______________________________________________ ! " # At the end of this activity, you will be competent in identifying and classifying resources that facilitate teaching and learning processes. !$ i For this process, explore the world through these steps:
%& Visit a school͛s learning resources 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. ake inventory of its available Resources and classify them according To their characteristics and functions. 4. Write down a brief reflection of your experience.
# '( !)#*+*#, - .( provided for you to document your observation. Ask the assistance of the one manning the center courteously.
/0( +!#* /u *1 - ! u !1#2 - '' 3*/"(#!# . /#()! - '',0 - , 0( + . 1. uo 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 for borrowing of materials. Are these 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).
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.
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.
After you have observed, classify the resource available in the learning resource center. Please use the !)#*+*#,- . provided for you.
ame of Center `bserved: ____________________________________________ Date of `bservation: ________________________________________________
ame of `bserver:_________________________________________________ Course/Year/School: ________________________________________________
*(# -+!*'!0' ! /*/" ( ) ( +!*'!0' ! /*/" ( ) (
2! !)# *(#*)!/1 /*4 !$!0*'*#* (
(Enumerate in bullet form)
1. Print Resources Books in Science, (Biology, Chemistry and Physics), also for English, Literature,
The bo appropriate, relatively oks age new and is used by a good n for their studies. Encyclopedia, umber of students
!)2*/"$$ !)2 ( 32 #2 ( ) *( (#( - ' The books are used mainly for research purposes of the students for their reports in class.
Values Education. Encyclopedia Research studies of students
2. Audio Resources There were no audio recordings present
3. on-electronic Visual Resources ulobes, maps
4. ICT Resources
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 ICT resources of their school are relatively new but still in tip-top condition.
The globe and the map are used in their history class as an instructional tool.
The computer units are used for hands-on computer laboratory activities, while the overhead projector is for transparency slide presentations.
.$ ((* /5 In all, the Iligan City East High School (ICEHS) 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.
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1. Were the learning resources/materials arranged properly according to their functions and characteristics? Answer: At ICEHS the learning resources/materials are arranged properly according to their functions, although they were assigned to different areas
2. Do the guidelines and procedures facilities easy access to the materials by the teachers? Why? Why not? Answer: Yes, the guidelines are pretty much simple and the teachers can easily access the materials because the incharge of the facilities is always around
3. What are the strengths of this Learning Resource Center? Answer: The main learning resource center of ICEHS is their library. `ne good thing about it is that it is always open even though the persons-in-charge are teachers. They have arranged their schedule well so that they can accommodate library users anytime of the day. Aside from this, the library also has a good number of books and encyclopedia that the students can use.
4. What are its weaknesses?
Answer: The library needs better lighting especially during cloudy days and better ventilation on warm and humid days.
5. What suggestion can you make? Answer: When finances can suffice, it would be better to add more lighting fixtures and ventilation measures to the library.
-' )#* /( 1. Which of the materials in the learning resources caught your interest the most? Why? Answer: Among the materials in the learning resources at ICEHS, 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.
2. Which gadgets/materials are you already confident to use/operate? Answer: Among the gadgets that I am confident to use are the computer and the overhead projector.
3. Which ones do you feel you need to learn more about? Answer:
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
4. Read an article about your answer in number 3. Paste a copy of the article here.
The article I have read for my answer in number 3 is from the Internet written by Laddie `dom, the multimedia producer of the Center for Support Instructio, University of aryland University College. Its URL is http://deoracle.org/online-pedagogy/emerging-technologies/mapping-newly-identifiedweb2-benefits.html *the pdf version of the article will be submitted along with this portfolio
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ame of FS Student ______________________________________________ Course ___________________________ Resource Teacher ______________
Year & Section _____________ Signature __________________
Cooperating School _____________________________________________
! " # At the end of this activity, you will be competent in appraising the effectiveness of display boards as learning resources.
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Display boards, or what we more commonly refer to as bulletin board, is one of the most readily available and versatile learning resources. To reach your #! " #, follow the boards below:
Pick one and evaluate the display. Look around a school for bulletin board displays.
Propose enhancements to make the display more effective.
'( the !)#*+*#, - .( provided for you to document your observations.
/0( +!#* /u *1 -
1. 2. 3. 4. 5. 6. 7.
!1#2 - '' 3*/"(#!# . /#()! - '',0 - , 0( + & uo around the school and examine the board displays. How many board displays do you see? Where is 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? How are the pieces of information arranged? 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 displays board (if allowed)
ame of the School `bserved Location of the School Date of Visit The board display design reflects the likes/interests of its target audience because it͛s 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, wellorganized in doing board displays and have a good time management.
From among the 0 ! 1 1*($'!,( that you saw, pick the / that you got most */# (# 1 in. Evaluate it using the evaluation from below. 6
$*) -#2 ! 1*($'!, ___________________________________ )!#* / -#2 ! 1*($'!,*/ )2 '_________________________ 2 )7 #2 ) ' ./ #2!# */1*)!# ( , !#*/"& *# ) .. /#( # 0!)7 $ , !#*/"(&89 #(#!/1*/":9 , !#*(-!)# , ;9 !#*(-!)# ,%9 1( .$ + . /# *# *!
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-- )#*+ .. /*)!#* / Conveys the message quickly and clearly
## !)#*+ / (( Colors and arrangement catches and holds interest
!'!/) `bjects are arranged so stability is perceived
/*#, Repeated shapes or colors or use of borders holds display together
/# !)#*+*#, The style and approach entice learners to be Involved
The over-all impact of the display would really make you think twice about or do not even consider smoking as habit. Although the depiction of the diseases one would suffer due to smoking is very vivid somewhat morbid even but the chosen colors for its design compliment it in a way giving it aesthetic value.
The design itself has stability but somehow lacks elements of balance. There is unity among the elements used in the display. There are no repeated shapes because the design does not call for it. The style actually entices learners to do the reverse of so that they will not
get sick. The letters are not that visible from a good distance; the viewer needs to one to two meters from the display.
"*0*'*#, Letters and illustrations can be seen from a good distance
Despite its scientific nature, there are no mistakes, grammatically and conceptually. The display is very durable because it is made of tarpaulin.
)#/ (( Free from grammar errors, misspelled words, ambiguity
!0*'*#, Well ʹ constructed, items are securely attached
/ +!' !#* / $ # -! '' #*/ ! 1 (`ption 2)
Bulletin Board Evaluated by: Location: Brief Description of the Board:
EVALUATI`
Strengths `bservations:
Weaknesses
Judgments / Evaluation of educational content and other aspects:
Recommendations or Suggestions for Improvement
Signature of Evaluator over Printed ame: /!',(*( 1. Did the board display design reflect the likes/interests of its target audience? Why? Why not?
Yes, the display actually reflects the interests of its target audience because teenagers actually like to experiment on things like smoking.
The board display design reflects the likes/interests of its target audience because it͛s information. The language used was cleared and simple for the target audience to understand because it has no corrections in grammar.
The skills that a teacher have to be able to come with effective board displays are creative, artistic, imaginative, have knowledge in doing board display, well-organized in doing board displays and have a good time management.
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 ʹ in fact the diseases are written in Filipino and in English.
3. What do you think was the purpose of the board displays? 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.
4. What suggestion can you make?
Although the display is very effective, there must be another display to balance its somewhat negative impression, like perhaps what happens when one maintains a healthy lifestyle.
Based on your suggestion, propose an enhanced version of the displays board. Use the form below.
, $ ( 1 ! 1*($'!, Theme: Board Title: Rationale: (Purpose)
`bjectives:
Best features of my proposed bulletin enhancement:
Content Resources ( ame each needed resource and give each a brief description):
aterials for aesthetic enhancement:
(`ptional Activity) Based on your suggestions, make your own board display lay ʹ out. You may present your output through any of these: M A hand ʹ made drawing or layout M An electronic (computer) drawing/illustration or layout M A collage
, ! 1*($'!,'!,9 #
-' )#* / 1. ame 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.
2. Which of the skills do you already have? Recall your past experience in making board displays? How do you practice these skills?
Artistic- I was a member of the an art organization during my year level before. I, together with my group mates usually given a tasked to design our bulletin board and if ever there were programs held in our school. But we don͛t mind the contents of it only the design so that the students will look at and read what is on the board.
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 practice these skills through the lessons in the EdTech course I am taking right now.
3. Which skills do you still need to develop? Reflect on how you can improve on or acquire these skills.
I think I need develop my thinking skills when it comes to organizing the content of the article or announcement displayed on the board. I must research more about the ideas I will post on the board so that students will be attracted as well as understand what͛s on the board.
I feel that I need to develop more elegance and ingenuity in coming up with designs not only in making a board display and other instructional materials. I can improve on these skills by constant practice and by research on various designs helpful in coming up with instructional materials.
(Utilization of Teaching Aids)
! " # At the end of this activity, you will gain competence in determining the appropriateness of teaching aids to learning tasks. !$ To reach you #! " #, follow the steps below:
Step. 1. `bserve a class on its regular schedule. Step 2. ote down the various teaching aids that were utilized in the teaching learning process. Step. 3. Comment on the appropriateness of the teaching aids to the learning asks. Step. 4. Reflect on your learnings.
'( for you to document your observations.
1. 2. 3. 4.
'!((0( +!#* /u *1 !1#2 - '' 3*/"(#!# . /#()! - '',0 - , 0( + & What is the lesson about? What visual aids/materials/learning resources is the teacher using? `bserve and take notes on how the teacher presents/uses the learning resources. Closely observe the learners͛ response to the teacher͛s use of learning
resources. Listen to their verbal responses. What do their responses indicate? Do their responses show attentiveness, eagerness and understanding? 5. Focus on their non-verbal responses. Are they leaning 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? Date of `bservation __________________________________________ School ____________________________________________________ Subject ___________________ Topic ____________________________ urade/Year Level _____________________________________________ The lesson of the class that I observed was all about ultiplying terms by another term. The visual aid/material/learning resource is only chalk and blackboard. The teacher write all the equation on the board , then discuss the topic on the students. The chalkboards were used effectively because it is convenient to use both for formally prepared lessons and for spontaneous sessions. I would do similarly the teachers͛ strategy that I observed by establishing discipline.
/!',(*( u urade or Year Level of Class `bserved: Date of `bservation:
Subject atter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used (Enumerate in bullet form)
Strengths
Weaknesses
Comments on Appropriateness of the Teaching Aids used
/!',(*( 1. What do you think prompted the teacher to choose the materials/learning resources that she/he used? Activity 3
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The lesson of the class that I observed was all about ultiplying terms by another term. The visual aid/material/learning resource is only chalk and blackboard. The teacher write all the equation on the board , then discuss the topic on the students.
The chalkboards were used effectively because it is convenient to use both for formally prepared lessons and for spontaneous sessions. I would do similarly the teachers͛ strategy that I observed by establishing discipline.
2. What difficulties, if any, did the teacher experience? How can this be managed?
The difficulties that the teacher had while the class was going on, is primarily on making the students relate to the story (it was ͞Ang Tipaklong at ang Langgam͟, although the story was relayed in Cebuano by the teacher). She was able to manage by gently explaining the story and by pointing out experiences that they may have that relates to the story
3. `ver-all, were the learning resources/materials used effectively? Why? Why not?
Yes, the big book really was effective in keeping the students attention at the same time it enhanced their imagination.
-' )#* /(
1. 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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Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô Ô
I would probably do the same with the recitations of the syllables and I would also have a storytelling session using a big book because of the positive response of the students. But I will probably not include the writing activity after the recitation because some students found the activity not so interesting, so they began standing up and began talking.
c (Teaching Aids Bank)
ame of FS Student _________________________________________________ Course _________________________
Year & Section _____________
Resource Teacher _________________
Signature ________________
Cooperating School ______________________________________________
! " # At the end of this activity, you will gain competence in preparing instructional materials that are appropriate to the learning content.
!$ To reach your target, follow the steps below: Step 1. Decide on a specific content area. Step 2. Find out the learning resources relevant to your topic that are available from your school/university learning resource center. step 3. Develop a pile of teaching aids (flash cards, pictures, cut-outs transparencies). Step 4. `rganize them in a box.
'( for you to document your observations.
1. 2. 3. 4.
/0( +!#* /
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