School Learning Resources Center Observation

4. Write down a brief reflection of
3. Make an
inventory of its
available
resources and
classify them
according to their
characteristics
and functions.
1. Visit a school's
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.
FIELD STUDY 3
Technology in the Learning Environment
My Map
To realize my Intended learning Outcomes, I will work my way through these
steps:

Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read 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).
An Observation Guide for a
LEARNING RESOURCE CENTER
My Tools
As you visit and observe the Learning Resource Center, use activity forms provided for you
to document your observations. Ask the assistance of the one manning the Center
courteously.

After you have observed, classify the resources available that you believe are most
useful. Please use the activity form provided for you.
Name of Center Observed:
Date of Observation:
Name of Observer:
Course/ Year/ School:
List of Available Learning Resources
Available Learning
Resources
(Enumerate in bullet form)
Characteristics and Unique
Capabilities
Teaching Approaches where
the
Resource is Most Usefull
1. Print Resources



2. Audio Resources



3. Non-Electronic
Visual Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center in-charge:

My Analysis
Were the learning resources/materials arranged properly according to their functions and
characteristic?
Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
What are the strengths of this Learning Resource Center?
What are its weakness?
What suggestions can you make?

My Reflection/ Insights
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
2. Which gadgets/materials are you already confident to use/ operate?
3. Which ones do you feel you need to learn more about?
Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
1. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational
Technology Center of a school EXCEPT .
A. Make available technology equipment for use of teachers and students.
B. Conduct training for teachers on how to use technology tools
C. Work with teachers in producing instructional materials
D. Accomplish the students’ technology project for them
2. The Learning Resource / Audio-Visual / Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available in
the city which are relevant to the different subjects they teach. This fulfills which
function?
A. Recreational reading center

B. A link to other community resources
C. Laboratory of learning
D. Center of resources
4. The Learning Resource / Audio-Visual / Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest presenter
applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
My Learning Portfolio
Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?

Look around a
school for bulletin
board displays.
Pick one and
evaluate the display.
Propose
enhancements to
make the display
more effective.
My Map
Display board, or what we more commonly refer to as bulletin board, is one of the most readily
available and versatile learning resources.
To realize my Intended Learning Outcomes, I will work my way through steps

1. Go around the school and examine the board displays. How many board displays do you see?
2. Where are the displays boards found?are they in places where target viewers can see them?
3. What are the display about? What images and colors do you see? How are the pieces of information
arranged?
4. What materials ere used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. You may choose to take a photo of the display board (if allowed).
OBSERVATION REPORT
Name of school
Observed
Location of the School
Date of Visit
An Observation Guide for BOARD DISPLAYS
My Tools
As you look around and examine board displays, use the activity forms provided for you to
document your observations.

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 in School
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 N
1
S
2
VS
3
O Comments
Effective
Communication
It conveys the
message quickly and
clearly
Attractiveness
Colors and
arrangement catch and
hold interest.
Balance
Objects are arranged
so stability is
perceived.
Unity
Repeated shapes or
colors or use of
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
It is grammar errors,
misspelled words,
ambiguity.
Durability
It is well-constructed,
items, are securely
attached.

An Evaluation Report of a Bulletin Board
(Option 2)
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board
EVALUATION
Strengths Weaknesses
Description of the
Bulletin Board
lay-out
Evaluation of
educational
content and other
aspects,
Recommendations or
Suggestion for improvement
Signature of Evaluator over Printed Name

My Analysis
Did the board display design reflect the likes/interests of its target audience?
Why? Why not?
Was the language used clear and simple for the target audience to understand?
Why? Why not?
What do you think was the purpose of the board display? Was it effective?
Why? Why not?
What suggestions can you make?

Based on your suggestion, propose an enhanced 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:
Content Resources (Name each needed resource and give each a brief description)
Materials for aesthetic enhancement:

My Reflections/Insights
1. Name at least 5 skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why skill is needed.
2. Which of the skills you named in # 1 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?

1. Examine the bulletin board display. This
bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
B. Informational
C. Motivational
D. Decorative
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational

Based on your suggestions, make your own board display lay-out. You may present your
output through any of these:
☛ A hand-made drawing or layout
☛ An electronic (computer) drawing/illustration or layout
☛ A collage
My Board Display Lay-out

Select a topic or
subject matter.
Develop a slide
presentation to
support a learning
activity on the topic.
Try out your
presentation to a
group of learners.
Let the learners
evaluate your
presentation
Write a narrative
pointing out the
strengths and
weaknesses of your
presentation
My Map
An effective teacher makes it her/his business to create slide presentations that really enhance
instruction. To realize my Intended Learning Outcomes, I will work my way through these
steps:

My Tools
As you prepare your slide presentation, use the activity form below
Subject Matter/Topic:
Objectives:
Tittle of my Presentation:
Enhancements (Check appropriate box)
Graphics Music Hyperlink
Animation Voice Narration Embedded video
Sound effect Stylish Fonts
Others,please
specify
Description of Appropriate Use:
Presentation Storyboard
Slide 1 Slide 2 Slide 3 Slide 4

My Analysis
After working on your slide presentation, answer the following questions:
1. What are the good features of slide presentation?
2. Which of these features are present in the slide presentation you made?
3. Which features are not present in the slide presentation you made?

My Reflections/ Insights
1. What difficulties, if any, did you encounter in making the slide presentation? How did you
overcome them?

Integration Theory and Practice
1. In order for the students to clearly understand the structure and content of the teacher’s
presentation, the teacher should have .
A. a summary
B. several years of expirience as a presenter
C. a short conclutsion
D. a short preview
2. Miss Tria is preparing slides for her lesson demonstration, she remember to apply the
rule of six. Most likely she will .
A. limit her presentation to six slides with six sentences on each slide.
B. Identify six important points to discuss, and use about six minutes to explain each point.
C. have six lines on each slide with each line having not more than six words
D. Include six paragraphs presented in six slides
3. Miss Riel is very excited to do her presentation about the effects of global warming to
grade 5 students. She wants to make sure the children will be interested. While preparing
her slide, she should .
A. Put animation andslide transition on each slide to sustain attention
B. Include pictures and a short video clip that captures the effects of global warming
C. Use a different slide design with nature images for each slide to sustain interest
D. Put one paragraph per slide to emphasize the facts about global warming

My Map
To realize my Intended Learning Outcomes, I will work my way thourgh these steps.
Step 4. Organize them in a box
Step 3. Develop a pile of teaching aids
(Flashcards,pictures,cut-outs
transparencies).
Step 2. Find out the Learning
resources relevant to topic that are
available.
Step 1. Decide on a specific content
area and the level of learners
technology.

Subject Area / Topic
Grade / Year Level
Big Ideas about the topic
Objectives:
Before preparing
learing materials, a
resourceful teacher.
First, check the
availale learning
resources from varied
sources.
Second, determines
which will be most
appropriate for her
learning goals.
Third, makes
adaptations for more
effective use of
existing materials.
Fourth, creates own
materials.
My Tools

I should
remember:
The Bank of
Varied Teaching
Aids that I will
create must contain
well- organized
Teaching Aid
materials, each with
a written
description of the
following:
1. Grade/year
level, subject
area, and
subject matter
for which the
teaching aids
are used.
2. Procedures
in using the
teaching aid.
3. Teaching
approach where
the teaching aid
could be used
best.
An Observation / survey Guide
1. Are there learning resources useful for your topic in the resource center you
visited?
2. Are the available materials appropriate for your target grade/year level?
3. List down those that can be make? ( like flash card, posters, cut-
outs,transparencies, etc)?
OBSERVATION NOTES
Name of the School
Visited
Location of the School
Date of Visit

My Analysis
1. What skills did you have which helped you prepare the material?what skills did you lack that
made it difficult for you? ( Technological knowledge)
2. Disscuss some strategies on how you will use the materials you included here in this episode.
(pedagogical knowledge)
3. How well do you know the topic you have chosen? (content knowledge) discuss the big ideas
of this topic you want to focus on.

My Reflection/insights
1. Reflect how to your technological knowledge(TK), pedagogical knowledge(PK) and content
knowledge (CK) worked together in fulfilling the tasks in this episode.
2. What are some of the things you can do to enhance and enrich your technological, pedagogical
content knowledge (TPACK) to be able to facilitate an active, interesting, learning, and fun-filled
learning environment in the future?

1. Miss Anyayahan I planning technology integration in her science lesson on states of matter.
She is applying her pedagogical knowledge when she .
A. Looks into the characteristics and interest of the learners in order to choose activities that
would match them
B. Studies how to attach video to her audio-visual presentation
C. Researches further on plasma as another state of matter
D. Learns how to scan pictures to include in her presentation.
2. Mr. Taqueban is planning technology integration in his social studies lesson on the EDSA
Revolution. He is applying his content knowledge when he .
A. Considers the learners’ multiple intelligences before preparing his technology integration
lesson plan.
B. Includes information from EDSA revolution video documentaries
C. Uses Prezi as an option to using powerpoint in his presentation
D. Sets up a wikispaces account for his students to blog about the EDSA Revolution lesson
3. Mrs. Gorres is implementing a technology-integration activity for 4th graders to work on
multiplication of two digit numbers. Which of the following illustrates the interaction of the
teachers technological, pedagogical, and content knowledge?
A. The teacher checks the math standards for the 4th graders and based on these standards,
lets her students answer multiplication exercises on the blackboard.
B. The teacher makes the children watch a video that she download from youtube and ask
the children to analyze it.
C. The teacher evaluates math apps on multiplication, matches them with her students skill
level, demonstrates how the apps are used, and allows her students to explore and work
on the apps.
D. The teacher makes the children play whatever math apps they find in the internet and lets
them share in class about their experience.

My Learning Profile
Learning Resources on a Specific Content Area
Use the graphic organizer to present the learning resourced relevant to the topic chosen.
On the line inside the box , indicate if the resource is already AVAILABLE, MAY
BEPURCHASED , OR WILL BE MADE ( by you, of course )
Specific Content Area

My Map
To realize my Intended Learning Outcomes, I will work my wat through these steps:
Step 1 : observe a class for three meetings, video tape if allowed
Step 2: describe how technology integrated in the lessons and how the students were involved.
Step 3: use the technology integration matrix to analyze the technology integration done by the
teacher.
Step 4 : reflect on what you learned

My tools
As you observe the class, use the activity forms provided for you to document your
observations.
Class Observation Guide
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learner’s response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses show attentiveness,
eagerness, and understanding?
5. Focus on their nonverbal responses. Are they learning forward showing their
interest in the lesson and in the materials? Are they looking towards the direction of
the teacher and the materials? Do their actions show attentiveness, eagerness, and
understanding?
OBSERVATION REPORT
School:
Subject: Topic:
Grade/Year Level :

My Analysis
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Subject Matter:
Brief description of teaching approach used by the teacher:
Teaching aids used
(enumerate in bullet
form )
Strength Weaknesses Appropriateness of
the teaching aids
used

My Analysis
Use the technology integration matrix to analyze the class you observed. In what level of
technology integration do you think the teacher operated? Why?
Based on the technology integration matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observation that justify your answer.
Over all, were the learning resources used effectively? Why? Why not? Give your suggestions.

My Reflections/ Insights
1. Put yourself in the place of the Teacher. What would you do similarly and what would you do
differently if you would teach the same lesson to the same group of the students? Why?

1. A science teacher uses a power point presentation to show the classifications in
kingdom Animalia. The Teacher then teaches them how to use a software in making
graphic organizer. Students then used this to create their own graphic organizers to
classify animals. This shows technology integration, which is .
A. entry-constructive
B. adaption-constructive
C. infusion-constructive
D. transformation-constructive
2. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide them sufficient practice in adding mixed fractions. This shows technology
integration which is .
A. entry-active
B. adaption- active
C. infusion- active
D. transformation- active
3. A Grade 7 Social Studies teacher gave a project where her class in manila will work
together with other Grade 7 classes in their school campuses in Visayas and
Mindanao. They will create posters and a video clip to communicate a message
about peace. They will use social media to spread their peace campaign. This project
involves technology integration which is .
A. entry-active
B. adaption- constructive
C. transformation- constructive
D. adaptation- collaborative

Include here pictures / illustration of the materials used by the teacher. Put your comments /
annotations about what you observed.

My Map
For this process, explore the world through these steps:
5. Reflect on your FS experience.
1. Observe a class and
take note of the topic
being presented.
4. Evaluate the
materials or programs.
3. List and describe at
least five sites/ interactive
programs.
2. Surf the net to find sites
that provide support
materials and/ or interactive
programs (web quests game)
on the topic.

Class Observation Guide
My Tools
Please use the Class Observation Guide provided for you.
1. Read the following statements carefully before you observe.
What is the lesson about? What are the teacher’s objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.
_

My Analysis
Using the information you got from observing the class, surf the internet for electronic resources
that will be useful in teaching the same lesson. Evaluate the resources you found. Fill out the form
below.
Electronic Resources Evaluation Form
Grade/Year
Level
Subject
Matter/Topic
(Based on the
class you
observed)
Objectives
Name and Describe the Put a check if the resource satisfies the criterion. Describe
Type of
Electronic
Resource
electronic resource
(include author/
publisher/source).
how you
can use it if
you were to
teach in the
Accurate Appropriate Clear Complete Motivating Organized
class you
observed.

1. Describe your experience in surfing the internet for appropriate electronic resources for the
class. Did you find it easy or difficult?
2. How did you choose which electronic resources to include here? What did you consider?
Explain.
3. Reflect on your technology skills. What skills do you already have and what skills would you
continue to work on to be better at utilizing electronic resources?

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual
pieces of information found on the site are well documented and pictures and diagrams are
properly labelled. She is also checking that there are no misspelled words nor grammar
errors. Which criterion is focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the
app is uncluttered in appearance, is arranged in some order or difficulty, and that icons
represent what they were intended to present. Which criterion is she focusing?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her grade 8 Science class. She is finding out whether
the app will be helpful in meeting her objectives. She wants to make sure it is not too easy
nor too difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness

For your portfolio, do at least one of the three suggested activities below.
1. Visit www.teachnology.com or other teacher resources websites. Print useful instructional
materials (worksheets, visual aids, flash cards, rubrics, etc.) and include them here. Indicate
how they might be useful considering your major or area of specialization.
2. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you as a teacher.
3. Visit edtechteacher.org. This is a treasure box for you. Explore and share what you learned.

Step 1
Review the seven
domains of NCBTS and
identify competencies I
like to develop more.
Visit sites of MOOC
providers and explore
the courses offered that
are relevant to NCBTS
domains I want to work
on.
Reflect on how I can
continue developing my
skills through MOOCS.
My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.

My Tools
1. Get a copy of the NCBTS and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet, which are relevant to the competencies you identified.
You may try these sites:
 http://www.teachthought.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs- for-teachers-
theyre-learners-too/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.
NCBTS Domain Competencies I want to work on MOOCs related to the
competency/ies
(include a short
description)
MOOC Provider
1. Social Regard
for Learning
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum
5. Planning,
Assessing and
Reporting

6. Community
Linkages
7. Personal
Growth and
Professional
Development
My Analysis
From among the MOOCs you explored; pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?

2. MOOC Title
Provider:
Content Outline
3. MOOC Title
Provider:
Content Outline

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
2. What di you learn from the way the providers use technology to teach in the MOOCs?

3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may someday
teach a MOOC?
1. MOOCs are considered massive because .
A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a big group of experts
2. MOOCs are open because .
A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the
internet
C. openness to ideas is a strict requirement
D. one can avail of them only during the opening of a semester
3. MOOCs are considered as a course because .
A. they have a guide or a syllabus that indicates content, objectives, activities, and
assessment
B. they are always given by a fully-recognized university in the world
C. they are a requirement for a Bachelor’s degree
D. they are graded

Make a listing of MOOC providers (like Coursera, Edx, Udemy, Udacity, etc). Under each one,
include the most relevant MOOCs they offer for teachers. You may print their icons and course
listings. Highlights the ones you want to enroll in the future. Or if it is already possible, enroll in
one MOOC and document here what you learned and maybe paste your certificate of completion
here.

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