Field Study 3 Episode 2

1. LEARNINGEPISODE2 – Bulletin Board Displays
My Learning Episode Overview
Episode 2 provides me with an opportunity to give a more intent look at bulletin board
displays and determine the effectiveness of these displays in delivering in purpose and
message.
My Intended Learning outcomes
In this Episode, I must be able to:
 Evaluate bulletin board displays using a set of criteria for quality.
 Apply principles in designing an effective bulletin board display.
My Performance Criteria
I will be rated along the following:
 Quality of my observation and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of my portfolio.
My Learning Essentials
1. Bulletin Boards have four general purposes:
 Decorative- They offer visual stimulation and appeal to the aesthetics. They set the
social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that show that
each output is recognized and valued.
FS 3
FIELD STUDY
Learning Episode

2. LEARNINGEPISODE2 – Bulletin Board Displays
 Informational- They are used as a strategy to disseminate information.
 Instructional- They invite students to respond and participate through interactive
displays.
2. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.
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 these steps:

3. LEARNINGEPISODE2 – Bulletin 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.
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
An Observation Guide for a BOARD DISPLAYS
Name of the School Observed: Our Lady of Remedios Montessori SChool
Location of the School: Buenavista II, General Trias, Cavite
Date of Visit: August 3, 2016
 There are many bulletin boards display around the school. They were display
near the agate, school administration office, elementary student are and high
School student area. It is all about the reminders to the teacher’s students and
parents and celebrations of the month. The boards are made of cartolina’s with
different design and boarders. I can see that they put an effort to their bulletin
boards because the message is clear and there are no misspelled words,
grammar inconsistencies can found.

4. LEARNINGEPISODE2 – Bulletin Board Displays
From among the board displays that you saw, pick the one that you got most
interested in. Evaluate it using the evaluation form below.
Criteria NI
1
S
2
VS
3
O
4
Comments
Effective Communication
It conveys the message quickly and clearly.
 The message can easily see
by the teachers, students and
parents because it is near the
gate.
Attractiveness
Colors and arrangement catch and hold
interest.
 Some bond paper posted on
the board is broken.
Balance
Objects are arranged so stability is
perceived
 Every bond paper posted
have small space so they
were not very close to each
other.
Unity
Repeated shapes and colors or use of
borders holds display together.
 It is good in the eyes
because there is only one
boarder to the bulletin
boards.
Interactivity
The style and approach entice learners to
be involved.
Legibility
Letters and illustrations can be seen from a
good distance.
 The letter is not to big so it
cannot be easily seen when
you were far.
Correctness
It is free from grammar errors, misspelled
words, ambiguity.
 There are no grammar errors
or misspelled words.
Durability
It is well-constructed, items are securely
attached.
 The bond paper that are
attached to the bulletin
board were not securely
attached so it can be easily
broken.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display: School Reminders
Location of the Board Display in School: At the gate
Check the column that indicates your rating. Write comments to back up your ratings.
4-Outstanding 3-Very Satisfactory
2-Satisfactory 1-Needs Improvement

5. LEARNINGEPISODE2 – Bulletin Board Displays
An Evaluation Report of a Bulletin Board
(Option 2)
Bulletin Board Evaluated by: Alexa Jean Q. Colocado
Location: Beside the learning resource center
Brief Description of the Bulletin Board:
 The bulletin board is about “Buwan ng Wika”. There are attached pictures about our
language.
EVALUATION
Strengths Weaknesses
Description of the Bulletin
Board lay-out
 The layout of the bulletin
board is very colorfull, it
has many designs about
our National language
and I can see that they
put an effort on making
it.
 Some fonts of the poems
are too small.
 There is no plastic cover
on the bulletin board.
Evaluation of educational
content and other aspects
 There are picture of
Manuel L. Quezon
 Slogans made by the
students.
 Popular Filipino poems.
 There are only few
Filipino language
attached on the board.
Recommendations or Suggestions for improvement:
 I suggest that they need to put plastic coven on the bulletin board.
Signature of Evaluator over Printed Name:
 ALEXA JEAN Q. COLOCADO

6. LEARNINGEPISODE2 – Bulletin Board Displays
My Analysis
Did the board display design reflect the likes/interests of its target audience? Why? Why
not?
 Yes, because the board display was appropriate on the interest of the
audience (students, teachers, and school employees)
Was the language used clear and simple for the target audience to understand? Why?
Why not?
 Yes, everyone understands the language on the board display because they
are good in interpreting languages.
What do you think was the purpose of the board display? Was it effective? Why? Why
not?
 I think the purpose of the board is to remind the teachers, students and
school employees to be aware about the celebrations.
What suggestions can you make?
 I suggest that they need to put more bulletin board around the school so the
students will be aware on the important information on their school.

7. LEARNINGEPISODE2 – Bulletin Board Displays
Based on your suggestions, propose an enhanced version of the display board. Use
the form below.
My Proposed Board Display
Theme: Nutrition Month Celebration
Board Title: Healthy eating to have good nutrition
Rationale (Purpose):
 To appreciate the importance of vegetable and fruits on our body.
Objectives:
 To remind the students about eating healthy foods.
 To make the students realize that healthy eating is healthy living.
Best features of my proposed bulletin enhancement:
 Quotation about healthy foods.
Content Resources Name each needed resource and give each a brief description):
 The pictures are come from the internet.
Materials for aesthetic enhancement:
 Cartolina
 Colored papers
 Plastic cover

8. LEARNINGEPISODE2 – Bulletin Board Displays
My Reflection/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.
 Creativity – to make the bulletin board more attractive to the student.
 Responsibility – to finish the bulletin board easily.
 Patience – For the teachers to not lose hope in making bulletin boards.
 Optimistism – so there are no negative ideas on the boards.
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?
 One skill that I had is responsibility. When I was making board display I am
responsible in doing it, so I can easily finished it.
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?
 I think one of skill that I need to improve is creativity. To improve/develop
this skill I will watch videos on how to make bulletin boards so I will have
ideas when I will make aboard again.

9. LEARNINGEPISODE2 – Bulletin Board Displays
Integrating Theory and Practice
Direction: Read the items given below and encircle the correct answer.
1. Examine the bulletin board display. This bulletin board
fufills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
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

10. LEARNINGEPISODE2 – Bulletin Board Displays
My Learning Portfolio
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

11. LEARNINGEPISODE2 – Bulletin Board Displays
My Learning Rubric
Field Study 3, Episode 2 – Bulletin Board Display
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 StudentAlexa Jean Q. Colocado Date Submitted: August 11, 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