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___________________ - ___________________

Field Study 3 Episode 1 - The Schools’ Learning Resource CenterFocused on: Identifying and classifying resources that facilitate teaching and learning

processes

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

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 ScoreRating: (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

Episode 1

16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84

My Performance (How I Will Be Rated)

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.

Name of Center Observed: LibraryDate of Observation: 02-22-16name of Observer: Jundel L. DelimanCourse /Year / School: BSED-II JH Cerilles State College Dumingag Campus

List of Available Learning ResourcesAvailable Learning

ResourcesCharacteristics and

CapabilitiesTeaching Approaches where the Resource is

Most Useful1. 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

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.

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 to students. Maybe, in time, there will be a

larger allocation to the library. This could help improve its facilities.

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.

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 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 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

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 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.