1. Name of FS Student Formalejo, Ana Marielle L. & Joaquin, Jeus Kevin F.
Course, Year & Section BSED-Eng III-1
Resource Teacher Mr. Glen Samudio Signature Date
Cooperating School Saint Francis of Assisi College
My Target
At the end of this activity, you will be competent in identifying and
classifying resources that facilitate teaching and learning process.
Episode 1
The school’s Learning Resource Center

2. My Performance (How I Will Be Rated)
Tasks
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/
Documentation
All tasks were
done with
outstanding
quality; work
exceeds
expectations.
4
All or nearly all
tasks were done
with high quality
3
Nearly all tasks
were done with
acceptable
quality
2
Fewer than
half of tasks
were done;
or most
objectives
met but with
poor quality
1
My Analysis
Analysis question
were answered
completely; in
depth answers;
thoroughly
grounded on
theories
Exemplary
grammar and
spelling
4
Analysis
questions were
answered
completely
Clear
connection with
theories
Grammar and
spelling are
superior.
3
Analysis
questions were
not answered
completely.
Vaguely related
to the theories
Grammar and
spelling
acceptable.
2
Analysis
questions
were not
answered.
Grammar
and spelling
Unsatisfactory
1
My Reflection
Reflection
statements are
profound and
clear, supported
by experiences
fromthe episode.
4
Reflection
statements are
clear, but not
clearly
supported by
experiences
fromthe
episode.
3
Reflection
statements are
Shallow;
supported by
experiences from
the episode.
2
Reflection
statements
are unclear
and shallow
and are not
supported by
experiences
fromthe
episode.
1

3. My Portfolio
Portfolio is
complete, clear
well-organized and
all supporting
documentation are
located in sections
clearly designated
4
Portfolio is
complete, clear
well - organized
and most
supporting
documentation
are available
and/or in logical
and clearly
marked locations.
3
Portfolio is
incomplete;
supporting
documentation is
organized but is
lacking.
2
Portfolio has
many lacking
components; is
unorganized
and unclear.
1
Submission
Before deadline
4
On the deadline
3
A day after the
deadline
2
Two days or
more after the
deadline
1
Sub Totals
Over-all Score
Rating :
(Based on Transmutation)
Prof. Gina Dela Cruz
Signature of the FS Teacher
Above Printed Name
Date
Transmutation of Score to Grade or Rating
Score Grade Score Grade
20 1.00 (99) 12 – 13 2.50 (81)
18 – 19 1.25 (96) 11 2.75 (78)
17 1.50 (93) 10 3.00 (75)
16 1.75 (90) 8 – 9 4.00 (72)
15 2.00 (87) 7 5.00 (71 and below)
14 2.25 (84)

4. My Tools
As you visit and observe the Learning Resource Center, use activity forms
provided for you to document your observations. Ask the assistance of the one
manning the center courteously.
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 users to
refer to?
5. Familiarize yourself with the guidelines and procedures. You may
choose to take photos of the center (if allowed).
An Observation Guide for a
LEARNING RESOURCE CENTER

5. After you have observed, classify the resources available in the learning
resource center. Please use the activity form provided for you.
Name of Center Observed: Instructional Media Center
Date of Observation: September 22, 2014
Name of Observer: Ana Marielle Formalejo and Jeus Kevin Joaquin
Course/ Year/ School: BSED-ENG III-1/ AY: 2014-2015/ PUP Taguig
List of Available Learning Resources
Available Learning
Resources
Characteristics and
Unique Capabilities
Teaching Approaches
where the Resource is Most
Useful
1. Print Resources
•Books
•Newspapers
•Bibles
•Encyclopaedia
Some books are new
and some are old. They
varied according to
subjects and students’
year levels.
The books are used by
the students for their
research purposes.
2. Audio Resources
•Speakers
The two speakers are big
enough to let the sound
heard by the whole
room.
Speakers are used when
the students and
teachers are watching
educational videos.
3. Non-Electronic (Visual
Resources)
•Globe
•Maps
•Typewriter
The globe and maps are
still in good condition
despite of being used by
the students year ago.
The typewriter looks old
but it is still in good
condition.
The globe and maps are
used in history classes as
an instructional tool. The
typewriter is also used in
history or in computer
class to show the old
type of computer years
ago.
4. ICT Resources
•Computer unit
•Widescreen TV
The ICT resources are in
very good condition.
They are used for film
showing that is related to
education.
Impression: The Instructional Media is in a very good condition. It is well-
ventilated because of aircon. The atmosphere seems relaxing. There are a lot of
books where in you can borrow if you need to.

6. My Analysis
Were the learning resources/ materials arranged properly according to their
functions and characteristics?
Yes. The learning materials are arranged properly according to their
functions and characteristics because there are sections for different subjects.
And so you can easily find the book you need if you need to research
Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Yes because the instructional media center is intended for the students
and teachers of St. Francis of Assisi College. And so teachers can also use the
IMC. In fact, that is the locations where the faculty and the school
administrations meet for a purpose.
What are the strengths of this Learning Resource Center?
Well, this Instructional Media Center is well-ventilated because it has an
aircon and it has good lightings so that you can clearly see the text in books.
There are a lot of tables and chairs where in it can accommodate a number of
students. It also has a widescreen television and speakers where in you can use
as instructional tool in a certain subject.
What are its weaknesses?
It only has a piece of computer unit where the librarian has the only
access.
What suggestions can you make?
I may say that increase the number of computer unit so the students can
also use this in researching.

7. My Reflections
1. Which of the materials in the Learning Resource Center caught your interest
the most? Why?
The widescreen television because this is the only time I saw
widescreen television in a library. Also students and teachers use this in
their film showing. And so, I wanted to experience the feeling of watching
a movie inside a chilling library with your friends and classmates.
2. Which gadgets/ materials are you already confident to use/ operate?
I am confident to use and operate a desktop computer. Because I
have my own computer, I used to discover things in it until I learned its
different applications and how it functions. And maybe because I use my
computer every day, I already know how to fix it whenever it crushes.
I am also confident in using an android phone. Because I have my
own, it is easily for me to understand this gadget.
3. Which ones do you feel you need to learn more about?
I need to learn more about the single lens reflex camera. Because I
don’t have any, I don’t know the functions of buttons there. And the other
techniques that other photographers use in taking a picture.

8. My Portfolio
Paste an article about an example of technology gadget/ material that
you want to learn more about. How can this gadget/ materials be useful in
instruction/ teaching?
 Response pad: so far I have only seen these in TV shows, but they are
becoming more and more popular in classrooms as well. With these little
‘remotes’ students can actively engage in classes: when the teacher asks a
question students can submit their answer with the help of this clicker and in
the end of the class the teacher can reward the best students with a nice
grade, etc. In this way students are not only listening and learning during the
class, but this game and rewarding approach also motivates them to try to
stand out of the crowd with their knowledge.