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Commission on Higher Education
SANTO
SANTO TOMAS
TOMAS COLLEGE
COLLEGE OF AGRICULTURE,
OF AGRICULTURE, SCIENCES
SCIENCES ANDAND TECHNOLOGY
TECHNOLOGY
SANTO TOMAS COLLEGE Feeder
Feeder RoadRoad
OF
4, Brgy.
AGRICULTURE,
4, Brgy. Tibal-Og,
Tibal-Og, SantoSanto Tomas,
Tomas, Davao
SCIENCES
Davao del Norte,
del Norte, 8112,8112,
AND TECHNOLOGY
Philippines
Philippines

Feeder Road 4, Brgy. Tibal-Og, Santo Tomas, Davao Del Norte, 8112, Philippines
Name: Elprethy B. Falconet
Year & Section: BTVTED 4E-1
LEARNING EXPERIENCE 2:
THE CLASSROOM FOR LEARNING
2.1 EXPOSURE
Observing features of two classrooms of different grade levels
Classroom 1 Classroom 2
Grade: 8- Sycamore Room: Grade: 9 Dagohoy Room:
No. of Children: 49 Boys: 24 Girls: No. of Children: 45 Boys: 20 Girls:
25 20

FURNITURE How FURNITURE How

many? many?

 Learner’s Yes √ 49  Learner’s desks Yes √ 16

desks/arm chair Yes √ 1  Teacher’s table Yes √ 2
 Teacher’s table Yes  Book cabinets Yes √ 1
 Book cabinets Yes √ 1  Learner’s locker Yes
 Learner’s locker Yes  Teacher’s locker Yes
 Teacher’s locker  Others Yes
 Others

DISPLAYS Locatio DISPLAYS Locatio

n (Left, n (Left,
Right, Right,
Front, Front,
Back) Back)
 Visuals for new Yes  Visuals for new Yes
or current lesson or current lesson
 Learner’s art Yes  Learner’s art Yes
works works
 Honor Roll Yes  Honor Roll Yes
 Group Yes √ Left  Group Yes
tasks/Responsibi tasks/Responsib
lities ilities
 Attendance Yes √ Front  Experiments Yes
 Experiments Yes  Projects Yes
 Projects Yes  Rules & Yes √ Front
 Rules & Yes Standards
Standards  Others
  Others
TEACHING AIDS Locatio TEACHING AIDS Locatio
n (Left, n (Left,
Right, Right,
Front, Front,
Back) Back)

 Musical Yes √ Back  Musical Yes

Instruments Instruments
 Maps/Globes Yes  Maps/Globes Yes
 Math Kits Yes  Math Kits Yes
 Art Kits Yes  Art Kits Yes
 Charts Yes √ Front/  Charts Yes √ Front/
 Flannel Board Yes Back  Flannel Board Yes Back
 Computers Yes  Computers Yes
 LCD Yes  LCD Yes
 Story Yes √ Back  Story Yes
Books/Trade Books/Trade
Books Books
 Reference Books Yes  Reference Yes
 Audio Tapes Yes Books Yes
 Blackboards Yes √ Front  Audio Tapes Yes √ Front
 Bulletin Boards Yes √ Back  Blackboards Yes
 Others  Bulletin Boards
 Others

2.2 PARTICIPATION
Recognizing difference in the structure and display of classroom used by two different
levels
1. What resources are available in both classroom? Write those common
resources in the matrix.
Common Resources
 FURNITURE Chairs, Tables, Blackboard, Electric
Fan, Mirror, Television
 DISPLAYS Chart, Reading Corner, Bulletin
Board
 TEACHING AIDS Books, posters

2. What resources are exclusively found only in one classroom?

RESOURCES Classroom 1 Classroom 2

(Lower Grade) (Upper Grade)
 FURNITURE Book Shelves Cabinet
 DISPLAYS Attendance, Rules Reading Corner,
and standards, Model art works,
 Exemplary Learners students projects
 TEACHING AIDS LCD Television

3. How will you differentiate the resources found in the two classrooms terms
of type, size, arrangement, color, number or location?

Classroom 1 Classroom 2
(Lower Grade) (Upper Grade)
 FURNITURE In classroom 1 has a In classroom 2 has a
book shelves cabinet
 DISPLAYS In classroom 1 has In classroom 2 has a
an Attendance Reading Corner
Board
 TEACHING AIDS Posters (Front) Posters (Left)
Books ( Left) Books( Right)

4. What could have significantly made the type of resources in the two
classrooms different?
 The significantly made the type of resources in the two classrooms different
resources there are many kinds of instructional materials, but some of the
most used ones are traditional resources, graphic organizers, and teacher-
made resources. Traditional resources include textbooks and workbooks.
These are useful tools for introducing new concepts that might be difficult for
your students. inside the classroom differs directly from the needs of the
students and their grade level. The teaching aids, displays and furniture must
be suited based on their number of students inside the classroom.

2.3 IDENTIFICATION
Identifying the purpose of the resources found in the classroom
Classrooms Display Classroom 1 Classroom 2
(Beginning Grade) (Upper Grade)
1. Materials for new To draw attention to the To make alive the class
lesson attainment of new session and improve
knowledge. learning
comprehension.
2. Model art works Model artworks capture This might spark a new
the learners' curiosity. pastime or skill in the
The teacher guides the students. As they may
pupils through the experiment with such
process of creating artworks.
such artworks.
3. Honor roll Individual Development Class Standing
 4. Group Tasks/ Collaborative effort and
As students participate
Assignment/ teamwork in collaborative group
Responsibilities projects, they develop
rapport and healthy
competitiveness among
themselves.
5. Student projects/ Effective scaffolding is Required for student’s
experiments required for independent learning
independent learning. and growth.

6. Exemplary Individual Progress Progress and

learner’s written accomplishment in
output independent learning.
7. Supplementary Learning aids and Learning aids and
books and other motivators for acquiring motivators for acquiring
materials new knowledge new knowledge.
8. Rules and Classroom Classroom
standards for management, behavior, management, behavior,
class to follow and ethics and ethics.

 Do the two classrooms always share the same purposes or reasons for
having those displays? What could be the reason why they vary?
 The only thing and primary goal of the two classrooms is to provide a
favorable and successful teaching-learning environment. The furniture,
exhibits, and instructional tools in the classroom differ based on the number
of students. Thus, teaching and learning acquisition must not be
compromised due to a shortage of materials and resources for learning.

2.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics
FOR BSEd
 Given the physical, social, and intellectual characteristics you have learned of
lower grade learners, how do you describe or characterize the resources that
must be found in their classroom?

Basic Resources of Classrooms Suggested

Characteristics/Description/Contents
1. Learner’s desks  Height level
 Appropriate for the general weight
and size of the students
 Spacious for writing
2. Bulletin Boards  Readable
  Colors were light and
complementary to each other
 Motivational
 Instructional
 Informational
 Has structure and dimension
 Eye level of the students
 Comprehensive
3. Books  Informational
 Grasp interest of the learners
 Suits to their grade level and
learning needs
 Must be scaffolded by the teacher
4. Learning Kits  Has context and information
 Can be used by all learners
 Free from harm and danger
 Suitable for grade level and learning
needs of the students
5. Learning Stations  Informational
 Arouses independent and
collaborative learning
 Interactive
6. Play materials  Attractive but meaningful
 Informational and has context
 Free from harm and danger
 Supports individual growth and
interactive learning
7. Musical devices  Supports learning
 Has a background of information
 Free from harm and danger

 Given the physical, social, emotional and cognitive/intellectual characteristics of

upper grade learners, what activities will interest them to carry out inside or
outside their classroom? What classroom resources should be available to carry
these out?

Interesting Activities for Upper Grade Learners Useful resources

1. SCATTER-GORIES GAME  Pad Paper
 Pen
 Timer
2. PICTIONARY  Varieties of picture
displays
 Moving charts
3. GROUP CONCEPT MAPPING  Pen and Paper
4. TABOO GAME (BY PAIR)  Mystery picture
  Charts
5. EDUCATIONAL HOT POTATO GAME  Speaker
 Notebook
 A bowl of
questionnaire
6. FOUR CORNERS GALLERY GAME  Flannel board
 Flannel charts

2.5 DISSEMINATION Designing an ideal classroom structure that can promote

active learning for a given development stage

Growth Portfolio Entry no. 2-A

My Idea of a classroom for Grade 9
I want to design a learning environment in my classroom that satisfies the
requirements of 21st-century learners. All of my prospective pupils will feel comfortable
in my classroom. The four corners I'll be constructing won't be ostentatious or overly
elaborate in terms of design. As a consequence, the classroom will have an up-to-date
digital setup and design that is plain and basic.
Additionally, I'll hang bulletin boards on the right and back walls of the classroom.
a display wall for student work, along with a small library for better comprehension and
learning. The front desk of the teacher will be in the center of the seating layout.
A separate cabinet for teaching aids and instructional materials is next to a
cabinet for student belongings. a refrigerator for food and refreshments that kids are
planning to bring to school, as well as a storage space for first aid supplies.
An interactive whiteboard with a rear projection and speakers for watching e-
learning films and other materials is essential for effective learning. My classroom
design is only a template for what I hope to create in the near future; I wanted to have a
space that was prepared for 21st-century learning that is global and competitive. I want
to instill in the minds of the students that there is much more learning available than
what is found in books.
to impart knowledge to students using contemporary tools and a learning
progression that will get them ready for the pace of the workplace. should have an
inclusive attitude toward education and a classroom layout that allows everyone to
contribute their skills, knowledge, and abilities.

My Ideal classroom for Grade 9

ASSESSMENT

For the Use of the FS Program Coordinator

Criterion: Depth of Understanding

Rubric

Score Description
91- Reflection in both narrative and graphic form exemplary demonstrate
100 application of development theories to classroom practices.

81-90 Reflection is well-supported by observation of application of related

development theories to learning.

71-80 Reflection shows minimal application of the observations made and

the theories previously learned to learning.

61-70 Reflection is hampered by minimal understanding of the concept of

growth and development as applied in structuring the learning
environment.
51-60 Reflection shows no understanding at all in applying learner's
development to their environment.

Rating for LE 2:_________

________________________
Signature of FS Program Coordinator