The document provides information about Learning Episode 1, which has students examine a school's Learning Resource Center. It outlines the intended learning outcomes, which are to describe the center's goals, identify and classify resources that support teaching and learning, and explain the center's services. The document then provides details about what students will be evaluated on and lists learning essentials that describe the purpose and functions of a learning resource center. It provides a map of the steps students will take in the learning episode and tools to document their observations of the center's resources and facilities.

1. LEARNINGEPISODE1 - The School’s Learning Resource Center
My Learning Episode Overview
Episode 1 provides an opportunity for students to examine a Learning Resource Center or
Multi Media Center and learn about its collection, services, equipment and reflect on how it
supports the teaching learning process.
My Intended Learning outcomes
In this Episode, I must be able to:
 Describe the goals of a Learning Resource/Multi Media Center.
 Identify and classify resources that facilitate the teaching-learning processes.
 Explain the services of the center that support learning.
My Performance Criteria
I will be rated along the following:
a. Quality of my observation and documentation,
b. Completeness and depth of analysis,
c. Depth and clarity of classroom observation-based reflection,
d. Completeness, organization, clarity of portfolio and
e. Time of submission of my portfolio.
My Learning Essentials
1. A school usually sets up a center which will provide valuable support to the teaching-
learningprocess.Over the years the name of this center has evolved. Some of the names
are Audio-Visual Center, Media and Technology Resource Center, Teaching-Learning
Technology Department, or Simply Learning Resource center.
2. Withthe veryfastdevelopmentof information and communications technology (ICT), the
natural outcome wasthe ever-expandinginterface between the traditional library and ICT
both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC).
Some have replacedthe termlibrarywithLRC.Some have aseparate library,LRCand Audio
Visual or Media Center. Some just have the LRC both for teachers and students.
FS 3
FIELD STUDY
Learning Episode

2. LEARNINGEPISODE1 - The School’s Learning Resource Center
4. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process.
5. The goals of the Center may include, orienting and training teachers in the use of audio
visual and ICT resources, working with teachers and administrators in producing
instructional materials,makingavailable usefulresourcestothe students,teachers and the
school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions:
 Center of resources
 Laboratory of learning
 Agent of teaching
 Service agency
 Coordinating agency
 Recreational reading center
 A link to other community resources

3. LEARNINGEPISODE1 - The School’s Learning Resource Center
My Map
To realize my Intended Learning Outcomes,Iwill workmy way through thesesteps:
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.
3. Make an
inventory of its
available resources
and classify them
according to their
characteristics and
functions.
4. Write down a brie reflection of

4. LEARNINGEPISODE1 - The School’s 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.
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. See 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 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 of the school can help the student in learning, because they have
computers, textbook, audio and visual resources. They were arranged orderly according
to its types and all of them are clean and free from dust and it is good that it is place that
the student will be easily saw it. And they have guidelines/procedure in using the
resources.
An Observation Guide for a
LEARNING RESOURCE CENTER

5. LEARNINGEPISODE1 - The School’s Learning Resource Center
After you have observed, classify the resources available in the learning resource center.
Please use the activity form provided for you.
Name of Center Observed: Learning Resource Center
Date of Observation: August 3, 2016
Name of Observer: Alexa Jean Q. Colocado
Course/ Year/ School: SED301 / BSE-ENGL / LPU CAVITE
List of Available Learning Resources
Available Learning Resources
(Enumerate in bullet form)
Characteristics and Unique
Capabilities
Teaching Approaches where the
Resource is Most Useful
1. Print Resources  There are books, dictionary
and encyclopedia that can be
use by the students for their
studies.
 It is useful not only for the
students but also fro the
teacher because it have
many information that can
help them.
2. Audio Resources  The speaker and lapel can be
use by when discussing and
presenting audio or video
presentation and headset by
the student when they were
in computer laboratory.
 These resources can help the
students to develop their
auditory skills.
3. Non-electronicVisual
Resources
 Instructional materials that
helps the teacher in
discussing the lesson.
 These materials can help the
teacher in classroom
discussion.
4. ICT Resources  Computers help the student
on their assignments or
project while the projector
help the teacher in presenting
the lesson.
 The resources can help the
students in their studies.
Impression About the LRC:
 Their LRC has a great help the students on their learning.
Name and Signature of Observer:
 ALEXA JEAN Q. COLOCADO
Name and Signature of the Learning Resource Center In-Charge:
 MS. CHARMAINEC. USITA (ENGLISH)

6. LEARNINGEPISODE1 - The School’s Learning Resource Center
My Analysis
1. Were the learning resources/ materials arranged properly according to their
functions and characteristics?
 Yes, the learning resources/materials are arranged properly according to their
functions so the student can easily use it when they need it.
2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
 Yes, by the help of their guidelines, the student can easily access the
computer or other materials and also there are LRC in charge to guide them
while using.
3. What are the strengths of this Learning Resource Center?
 Their LRC is too big, so many student can use it and it is well ventilated
because it is air-conditioned and also it is clean and free from dust.
4. What are its weaknesses?
 They have many tables but only few chairs and also they don’t have internet
connection so the students cannot use it to get information.
5. What suggestions can you make?
 I suggested that they need to avail internet connection for the student to use
it in their learning and also they need to add more chairs.

7. LEARNINGEPISODE1 - The School’s Learning Resource Center
My Reflection/Insights
1. Which of the materials in the Learning Resource Center caught your interest
the most? Why?
 Their computers caught my interest because I can see that it is new and
clean, and also it is easy to use because it is working fast.
2. Which gadgets/ materials are you already confident to use/ operate?
 I am confident in using computer because I am familiar in its parts and its
functions, and I can use it when making presentations or projects in school.
3. Which ones do you feel you need to learn more about?
 I think that the materials that I need to learn more about is operating the
projector because I am not familiar on how to operate it.

8. LEARNINGEPISODE1 - The School’s Learning Resource Center
Integrating Theory and Practice
Direction:Readthe situationthenanswerthe questions.
1. All are responsibilities of the Learning Resource/Audio-Visual/Educational
Technology Center of a school EXCEPT ?
A. make available technology equipment for useof teachers and students
B. conducttraining for teachers on how to use technology tools
C. work with teachers in producing instructionalmaterials
D. accomplish the students’ technology projectfor them
2. The Learning Resource/Audio-Visual/Educational Technology Center regularly
provides the teachersalist of websites, apps and instructional materials availablein
the city which are relevant tothe different subjects they teach. This fulfils which
function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
3. The Learning Resource/Audio-Visual/Educational Technology Center sponsorsa
seminar-workshopfor teachers andadministratorsonthe use of the latest
presenter applications. This fulfils whichfunction?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

9. LEARNINGEPISODE1 - The School’s Learning Resource 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?
Multimedia Projectors: A Key Component in the Classroom of the Future
Classrooms have changed dramatically over the last decade with the advent of new technologies and
equipment developed to make teaching and learning more diversified and interactive. Today, more teachers
than ever are using multimedia projectors in the classroom. Students no longer have to crowd around a
computer monitor to view presentations, Web sites or training programs. Multimedia projectors are
becoming the centerpiece of classroom technology hubs that directly engage students and add impact to
each lesson.
Identifying Classroom Needs
The education market's growing interest in multimedia projectors has led to increased research and
development efforts from product manufacturers. In the past, educators had to adapt projectors that were
intended for business use. When educators wanted a portable projector, they often settled for reduced image
quality, fewer connection options and a machine that could get very hot if run over long periods. However,
when educators wanted a projector to perform at a high level for many hours, and could accommodate
multipleconnections,they likely settled for a large machine stationed in a multimedia center or other shared
room where they had to relocatetheir class for thatlesson - makingit impractical for daily use. In both cases,
these projectors were often difficultto operate, requiringassistancefroman audiovisual specialist. The good
news is that more products are being introduced to meet specific classroom needs.
To get a better understanding of exactly what teachers, media and AV specialists are looking for, Philips
recently worked with Quality Education Data Inc.(QED) to survey 500 educators and media specialis ts in U.S.
public schools to learn more about technology and equipment trends in K-12 classrooms. Most significantly,
the study uncovered how highly educators value multimedia projectors as essential classroom tools. In fact,
AV specialists who participated predict a projector in every classroom within the next five years (see chart
below).
Important Features and Classroom Applications
Educators identified the following key features as what they liked best when purchasing a projector, in order
of those most important to them: picture performance, resolution, long lamp life, product portability,
brightness,PC connections and quiet operation.Other attributes considered critical included overall projector
performance, ease of use, purchase price and cost of operation. In short, the study showed schools need
affordable, high-performing, highly versatile and easy to use projectors.
When inquiring about what applications multimedia projectors are being used for (see chart below), 91
percent of the educators surveyed who are currently using a multimedia projector indicated their most
common use is for multimedia presentations. Educators commented that disseminating information to
students in more than one form -whether through the combined use of text, audio, graphics or full-motion
video - increases the student's chance of grasping and learning the lesson. Approximately 89 percent said
they used the units for projecting computer screen images of the Internet or other PC applications while
teaching, and 45 percent said they used them to display movies in the classroom.
Teacher, Student Benefits

10. LEARNINGEPISODE1 - The School’s Learning Resource Center
When asked how multimedia projectors affected the teaching and learning experience, several areas of
influence were identified, including visual aid, greater flexibility for alternative teaching methods, enhanced
teacher demonstrations, heightened student awareness and customized curriculum applications.
Visual aid.Multimedia projectorsallowteachers to providediversecontent to all students in the classroom at
once, allowing students to have a visual and colorful learning experience during a given lesson. These
projectors areperfect for this generation's visually oriented youth because they help make abstract concepts
easier to understand.
Alternative way of teaching. By not forcing a teacher to rely solely on books, a multimedia projector makes
more educational information available to students. It changes conventional habits and rituals in the
classroom. In fact, some survey participants believe a multimedia projector could soon replace the
chalkboard and overhead projector.
Makes teaching easier and better. Instead of havingstudents crowd around a PC, the entire classcan viewone
big screen without difficulty. The multimedia projector has made the teaching of Internet-related subjects
and the demonstration of new software applications much easier - heightening stu-dents' awareness and
expectations, while captivating their attention and increasing their motivation. The projectors also
accommodate the electronic submission and viewing of student work.
Customized curriculum applications. Projectors are being used for a variety of curriculum-specific
applications. In language arts, a teacher linked up to an author's Web site to provide greater insight and
impact to a reading assignment. A science teacher created a PowerPoint presentation to demonstrate a frog
dissection. In social studies, a teacher developed a tornado presentation for increased audio and visual
impact. For math classes, projectors have been used to teach students how to work with spreadsheets,
calculateformulas,and utilizecharts and graphs.Athletic departments show practice and game films, as well
as illustrate plays, with the ability to pause, reverse and update them spontaneously.
Summary of Findings
With an average of 30 classrooms per school, 68 percent of respondents indicated they are currently using
multimedia projectors.Among these users,more than 80 percent areusingportableunits in the classroom to
display multimedia presentations and projectimages fromthe computer screen for teaching. Teachers believe
the minimum number of projectors each school should have is 16, even though most schools average less
than four. Despite keen interest in multimedia projectors, more than 90 percent of those surveyed have
traditional technologies available to them (see chart below), including: TVs (97 percent), VCRs (96.2 percent),
PC networks (86.4 percent), and laptop or desktop computers (82 percent). In addition, fewer than 25 percent
of those surveyed have access to interactivewhiteboards and DVD players, which are perfect complements to
multimedia projectors.
We gained valuable insights from the survey. We learned that although educators have strong opinions and
ideas of what tools they need to succeed, the majority of technology currently being installed in classrooms is
fairly traditional. This includes TVs and VCRs - equipment that trends show could be replaced in the near
future by multimedia projectors and DVD players. So, if you're making technology investments that need to
last for several years, keep in mind the future of multimedia equipment.
Source:
https://thejournal.com/Articles/2002/06/01/Multimedia-Projectors-A-Key-Component-in-the-Classroom-of-
the-Future.aspx?Page=3

11. LEARNINGEPISODE1 - The School’s Learning Resource Center
My Learning Rubric
Field Study 3, Episode 1 – The School’s Learning Resource Center
Focused on: - describing the goals of a learning resource/ multi-media center
- identifying and classify resources that facilitate the teaching-learning processes
- explaining the services of the Center that support learning
Name of FS StudentAlexa Jean Q. Colocado Date Submitted: August 8, 2016
Year & Section: Third Year/ SED301 Course:BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were
met but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
groundedon theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spellingare superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflectionstatements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflectionstatements andunclear
andshallowandare not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfoliois complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supportingdocumentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submittedtwo days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
MR. IAN KARLO OLEGARIO _________________
Signature of FS Teacher Date