Field Study 3 Technology in the Learning Environment

1. FSFIELD STUDY
2
BULLETIN BOARD
DISPLAYS

2. My Tools
As you look around and examine board displays, use the activity forms provided
for you to document your observations.
Name of the School Observed: __________________________________________
Location of the School: ________________________________________________
Date of Visit: ________________________________________________________
Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
An Observation Guide for BOARD DISPLAYS
Read the following statements 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 boards found? Are they in places where target viewers can
see them?
3. What are the displays about? What images and colors do you see? How are the
pieces of information arranged?
4. What materials were 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
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3. Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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 _________________________________________
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
NI
1
S
2
VS
3
O
4
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 and 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 free from grammar errors,
misspelled words, ambiguity.
Durability
It is well-constructed, items are
securely attached.
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4. 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
Suggestions for
Improvement
Signature of Evaluator
over Printed Name:
Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT

5. My Analysis
Did the board display design reflect the likes/interests of its target audience? Why?
Why not?
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Was the language used clear and simple for the target audience to understand? Why?
Why not?
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What do you think was the purpose of the board display? Was it effective? Why? Why
not?
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What suggestions can you make?
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Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT

6. Based on your suggestions, 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:
Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT

7. 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 each skill is needed.
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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?
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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?
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Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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8. Integrating Theory and Practice
Direction: Read the items given below and encircle the correct answer.
1. Examine the bulletin board display. This
bulletin board fulfils which primary
purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative.
Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
2. Examine the bulletin board display.
This bulletin board fulfils which
primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative.
3. Examine the bulletin board display.
This bulletin board fulfils which
primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative.

9. Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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 lay-out
 An electronic (computer) drawing/illustrations nor layout
 A college
My Board Display Lay-out
My Learning Portfolio

10. My Learning Rubric
Field Study 3, Episode 2 – BULLETIN BOARD DISPLAYS
Focused on:
• evaluating bulletin board displays using a set of criteria for quality
• applying principles in designing an effective bulletin board display
• explaining the services of the Center that support learning
Name of FS Student: _________________________________ Date Submitted: ________________
Year/Course : _____________________________ Program : _______________________________
Learning
Episodes
Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning
Activities
All tasks were done with
outstanding quality,
work exceeds
expectations.
All or nearly all tasks
were done with
acceptable quality.
Nearly all tasks were
done with acceptable
quality.
Fewer than half of tasks
were done, or most
objectives were met but
need improvement.
Analysis of
the Learning
Episode
All questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar and
spelling.
Analysis questions were
answered completely.
Clear connection with
theories Grammar and
spelling are superior.
Analysis questions were
not answered
completely.
Vaguely related to the
theories
Grammar and spelling
acceptable.
Analysis questions were
Not answered.
Grammar and spelling
Unsatisfactory.
Reflections/
Insights
Reflection Statements
are profound and clear;
supported by experiences
from the learning
episode.
Reflection statements are
clear but not clearly
supported by the
experiences from the
learning episodes.
Reflection statements are
shallow; supported by
experiences from the
learning episodes.
Reflection statements are
unclear and shallow and
are not supported by
experiences from the
learning episodes.
Learning
Portfolio
Portfolio is complete,
clear, well-organized and
all supporting;
documentations are
located in sections
clearly designated.
Portfolio is complete,
clear, well-organized,
most supporting
documentations are
available and logical and
clearly marked location.
Portfolio is incomplete,
supporting
documentations are
organized but are
lacking.
Analysis questions were
not answered.
Grammar and spelling
unsatisfactory.
Submission
of Learning
Episode
Submitted before the
deadline
Submitted on the
deadline
Submitted a day after the
deadline
Submitted two days or
more after the deadline.
Comment(s)
Over–all
Score
Rating:
(Based 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 7.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71– Below
_________________________________ _______________________
Signature of FS Teacher
above Printed Name
Date
Field Study 3, Episode 2 – TECHNOLOGY IN THE LEARNING ENVIRONMENT
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