Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 11-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE BSED/BPED COURSE NO. PROF ED 11

PROGRAM
SPECIALIZATION All Majors COURSE FIELD STUDY 1 (Observations of
TITLE Teaching-Learning in Actual
Environment)
YEAR LEVEL 4 TIME FRAME 3hrs WK 1 IM 1
NO. NO.

I. UNIT TITLE/CHAPTER TITLE

I. The School Environment

II. LESSON TITLE

1. Exploring the School Campus

2. Observing bulletin board displays

III. LESSON OVERVIEW

This episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.

IV. DESIRED LEARNING OUTCOMES

a. to determine the characteristics of a school environment that is safe, secure and is

supportive of learning (PPST 2.1.1).

V. LESSON CONTENT

MODULE 1
The School Environment

A physical environment conducive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly ad free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social, and psychological needs of the students

Display boards can be powerful in communicating information about the learning environment.
They help building and establishing the school culture. These boards become one way for
everyone to learn about the vision-mission, goals, and values that the school upholds.

As a basic part of the school’s visual environment, display boards have four general purposes:
 Decorative- they offer visual stimulation and appeal to aesthetics. They set the
social and psychological atmosphere of the school

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 11-1STSEM-2021-2022

 Motivational- they encourage students to perform better and have greater

confidence. An example would be the display of students’ outputs that show each
output is recognized and valued. The bulletin boards help celebrate the learners’
growth and progress.
 Informational- they are used as a strategy to readily disseminate information.
 Instructional- they move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.

The set of criteria for evaluating bulletin board displays includes effective communications,
attractiveness, balance, unity, interactivity, legibility, correctness, and durability.

VI. LEARNING ACTIVITIES:(separate sheet)

Activity 1.1 EXPLORING THE SCHOOL CAMPUS

Resource Teacher: ________________________________ Teacher’s Signature: ___________

School: _________________________________________ Year Level:
___________________
Subject Area: ____________________________________ Date:
________________________

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

SCHOOL FACILITIES OBSERVATION CHECKLIST

(do it on a separate sheet)

Facilities / or x Description Will it contribute to the

students’ learning and
development? WHY?
Office of the Principal
Library
Guidance Office
Canteen
Health Clinic
Audio Visual/Learning
Resource Center
Science Laboratory
Gymnasium/Auditorium
Garden
Home Economics
Room
Industrial Workshop
Area
PTA Office
Comfort Room for
Boys
Comfort Room for Girls

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 11-1STSEM-2021-2022

AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT

(do it on a separate sheet)

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
Describe the community
or neighborhood where
the school is found.
Describe the school
campus. What colors do
you see? What is the
condition of the
buildings?
Pass by the offices.
What impression do you
have of these offices?
Walk through the school
halls, the library, the
canteen. Look around
and find out the other
facilities that the school
has.

AN OBSERVATION GUIDE OF THE CLASSROOM VISIT

(do it on a separate sheet)

Be guided by these tasks as you do your observation. Then accomplish the matrix to record
your data.
CLASSROOM FACILITIES MATRIX
Classroom Description
Facilities (location, number, arrangement, condition)
Wall Displays
Teacher’s Table
Learner’s Desks
Blackboard
Learning
Materials/Visual
Aids

ANALYZE: Separate Sheet

1. How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
2. How does this relate to your knowledge of the child and adolescent development? How
does this relate to your knowledge of facilitating learning?

REFLECT: Separate Sheet

1. Would you like to teach in the school environment you just observed? Why?
2. What kind of school campus is conducive to learning?
3. What kind of classroom is conducive to learning?
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 11-1STSEM-2021-2022

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learnings and insights regarding your observations.

Activity 1.2 OBSERVING BULLETIN BOARD DISPLAYS (do it on a separate sheet)

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

Read the following carefully before you observe:

1. Go around the school and examine the board displays. How many board displays do you
see?
2. Where are the display board found? Are they in places where target viewers can see them?
3. What are the displays about? What key messages do they convey? What images and colors
do you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar, and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display board.

*Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
* a hand-mad drawing or layout
* an electronic (computer) drawing/illustration or layout
* a collage

ANALYZE: (separate sheet)

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

2. Did the board display design reflect the likes/interest of its target audience? Why? Why not?
3. Was the language used clear and simple for the target audience to understand? Why? Why
not?
4. Was the board display effective? Why? Why not?
5. What suggestions can you make?

REFLECT: (separate sheet)

1. Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.
2. Which of the skills you named in number 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.

VII. ASSIGNMENT: (separate sheet)

1. Make your Personal Illustration of an Effective School Environment through any of these:
a. Descriptive paragraph
b. Photo essay
c. Sketch or drawing

VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 4 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 11-1STSEM-2021-2022

IX. REFERENCES

A. Books
1. Anderson, M. (2010) Well-balanced teacher. ASCD Alexandra, Va. USA.
2. Baudu, C. (2012) Anti-oppresive education through English language arts: A recollecting
journey. Unpublished Master’s Thesis, University of Regina, Canada.
3. Bilbao, P. Corpuz, B.; Llagas, A. Salandanan, G. (2018) The teaching profession. Quezon City,
Philippines: Lorimar Publishing Inc.
4. Borabo, M. and Borabo, H.G. (2015) Field Study 4 Exploring the Curriculum. Quezon City,
Philippines: Lorimar Publishing Inc.
5. CHED (2004) Commission on Higher Education. Memorandum Order 30, series 2004.
6. Corpuz, B.; Lucas, M.R.; (2018). Child and Adolescent Learners and Learning Principles.
Philippines: Lorimar Publishing Inc.
7. DepEd Order No. 73, s. (2012). Guidelines on Assessment and Ratings of Assessment
Outcomes under the Kto12 Basic Education Curriculum.

B. e-Resources
1. http://www.explorance.com/blog/2013/11/4-ways-evaluate-massive-open-online-courses-
moocs/
2. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
3. http://www.greatschoolspartnertship.org/wp-content/upload/2014/06/
x3B_Marzano_New_Taxonom_Chart_wit_verbs_3.16.121.pdf

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 5 of 5
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED 11-1STSEM-2021-2022

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 6 of 5