1. THE SCHOOL’S LEARNING RESOURCE CENTER
Name of FS Student _Deliman, Jundel L.__________________________________________
Course _Bachelor of Secondary Education________________________ Year & Section _II__
Resource Teacher _Mary Juliet Doño __________ Signature ___________ Date _02-22-16__
Cooperating School _JH Cerilles State College______________________________________
My Performance (How I Will Be Rated)
Field Study 3 Episode 1 - The Schools’ Learning Resource Center
Focused on: Identifying and classifying resources that facilitate teaching and learning
processes
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation 4 3 2 1
My Analysis 4 3 2 1
My Reflection 4 3 2 1
My Portfolio 4 3 2 1
Submission 4 3 2 1
Sub Totals
{
Over-all Score
Rating: (Based on
transmutation)
_______________________
Signature of FS Teacher
above Printed Name
_______________________
Date
Transmutation of score to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 75
16 - 1.75 - 90 8-9 - 3.5 - 72 and
15 - 2.00 - 87 7-below - 5.00 - below
14 - 2.25 - 84

2. My Tools
As you visit and observe the Learning Resource Center, use the activity form provided
for you to document your observations. Ask the assistance of the one manning the center
courteously.
An Observation Guide for a LEARNING RESOURCE CENTER
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 the users to refer to?
5. Familiarize yourself with the guidelines and procedures. You may choose to take
photos of the center (if allowed).
The JHCSC Dumingag Campus has many Learning Resource Center. One is the
library. Inside it are different learning materials like books, pamphlets, magazines,
computers and many other more. These materials are used by students and teachers alike
in their studies and researches.
Yes, the materials are arranged and classified according to their use. They are
arranged in a way that the custodians and the users can access them easily. They are free
from dust and moisture because the in-charge maintained the cleanliness on the materials
and on the surroundings of the library.
Also, guidelines/procedures for using and borrowing the materials are posted in the
library. It is posted near the entrance which gives users a quick reference as they enter
the library.
Some of these guidelines are on handling of books and other materials. Others deal
on proper conduct to be shown in the library and other guidelines deal on borrowing
books and how to return it.

3. Name of Center Observed: Library
Date of Observation: 02-22-16
name of Observer: Jundel L. Deliman
Course /Year / School: BSED-II JH Cerilles State College Dumingag Campus
List of Available Learning Resources
Available Learning
Resources
Characteristics and
Capabilities
Teaching Approaches
where the Resource is
Most Useful
1. Print Resources
 Research Materials
 Thesis Resources
 Printed Books
Comes from different studies
of students and teachers.
Useful in Research-
Based Approach and in other
fields of Education.
2. Audio Resources
 Cd Tapes Compact Disks are handy.
Need a CD player to use it in
the classroom.
Useful in Divergent
Teaching. Also needed in
Ed. Tech. classes and
Humanities.
3. Non-electronic Visual
Resources
 Maps
 Globes
It helps to locate different
countries and provinces.
It helps to locate the counties
all over the world.
Provides presentation of all
parts of earth surface.
Provides presentation of all
parts of earth surface.
4. ICT Resources
 Computer These are electronic devices
that may/may not use an
internet. It is very useful
machine for research.
It is very useful in Research-
Based teaching approach.
Impression: The library is well-ventilated and well-lighted. Books and other resources are
arranged orderly in order that students can access them easily. Noise are also controlled in
the library making the learners study in peace.
y
Name and Signature of the Observer: JUNDEL L. DELIMAN
Name and Signature of the Learning Resource Center In-charge: DANILO SUGOT

4. My Analysis
Were the learning resource/materials are arranged properly according to their functions and
characteristics?
Yes, the learning resources/materials are neatly arranged and organized
according to their category, functions and characteristics. Newspapers and magazines
are put separately from books. Even books are further classified according to its
nature; whether Reserved, Filipiniana and so on.
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
Yes, the guidelines and procedures did facilitate an easy access to the
materials. It not only gives the proper conduct while in the library but also guides the
borrowers on how to handle books and other materials. It helps them where exactly the
book be found thus making the use of the library easy and convenient.
What are the strengths of these Learning Resource Center?
The strengths of this Learning Resource Center are the following: it
provides needed information to student and teachers alike. It is peaceful there thus
making learners focus on their study. It has also a computer set which allows the
students to browse on the internet in finding relevant information in their research.

5. What are its weaknesses?
Among its weaknesses are the following: Books are limited in number.
Electronic devices such as computer are very few. And also the proper entrance and
exit are not strictly implemented by the custodians.
What suggestions can you make?
To meet the needs of the students and also to lessen the negative side of
learning resource center, I would suggest that it would be better to deal more books
which are relatively cheap and useful tostudents. Maybe, in time,there will be a larger
allocation to the library. This could help improve its facilities.

6. My Reflections
1. Which of the materials in the learning resource center caught your interest the most?
Why?
Among many materials in the Learning Resource Center, I was interested in
using Encyclopedias. Not just that, I am interested in using the computer in the library
and browse the internet for fundamental information. This caught my interest the most
because these are new and it gives me convenience in looking for information.
2. Which gadgets/materials are you already confident to use/operate?
Among the materials that I’m already confident to use/operate are books and
magazines. They are almost everywhere in our library. Using them is relatively easy
that’s why I’m very confident to use it.
3. Which ones do you feel you need to learn more about?
For me, I think, I should study more on how to use the computer set in our
library and the OPAC section. These are new to our library but they are very important
to my studies. Therefore, I need to learn more about them.

7. My 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 multiple connections, they likely settled for a large machine stationed in a
multimedia center or other shared room where they had to relocate their class for that lesson - making
it impractical for daily use. In both cases, these projectors were often difficult to operate, requiring
assistance from an 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 specialists 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

8. as essential classroom tools. In fact, AV specialists who participated predict a projector in every
classroom within the next five years.
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 89percent 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
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 projectors allow teachers to provide diverse content to all students in the
classroom at once, allowing students to have a visual and colorful learning experience during a given
lesson. These projectors are perfect 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

9. 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 having students crowd around a PC, the entire class can
view one 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, calculate formulas, and utilize charts 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 are using portable units in the
classroom to display multimedia presentations and project images from the 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 interactive
whiteboards and DVD players, which are perfect complements to multimedia projectors.