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FS 3

Technology in the
Learning Environment

FIELD STUDY
Episode 5

PAPER WORKS (Preparing Handouts)

Name of FS Student: Beverly N. Abulac
Course:

BSED

Year & Section: Mathematics 3-1

Resource Teacher:

Mrs. Titchel A. Chua

Signature____________________

Cooperating School: Malinta National High School

At the end of this activity, you will gain competence in preparing
instructional materials (hand-outs) that are appropriate to the learning
content.

With a lot of reflective thinking coupled with your creativity, you
can design hand-outs that will truly work well to make learning
effective. You will see that preparing hand-outs is not just any paper
work. When you produce high quality hand-outs and eventually try
them out, you will discover that, indeed, paper works! To reach your
Step 3: Present it to your FS
Teacher before producing it.

Step 1: Prepare hand-outs for a selected

topic ( i.e. flow charts, schema, graphic
organizers)

As you prepare your hand-outs use the activity form below.

Hand-out Planning Guide

Read the following statements carefully before you
observe.
1.
2.
3.
4.

What topic do I like to work on?

For what grade or year level is my handout for?
What components do I include in my handout?
What type of graphic organizers/flow-charts/schemas do I need to
use?
5. What references do I use?
HANDOUT PLAN
Subject Matter: Mathematics
Reference: Intermediate Algebra I by Oronze, et. Al
OUTLINE:
1. CONCRETE EXAMPLE
A.
B.

1. CONCRETE EXAMPLE
A.
B.

-RULES IN SUBTRACTING INTEGERS-

2. CONCRETE EXAMPLE
A.
B.

1. CONCRETE EXAMPLE
A.
B.

-RULES IN SUBTRACTING INTEGERS-

Hand-out Plan
T y p e o f G r a p h i c O r g a n i z e r / s / fl o w chart/schema to use:
1. CONCRETE EXAMPLE
A.
B.

1. CONCRETE EXAMPLE
A.
B.

-RULES IN SUBTRACTING INTEGERS-

2. CONCRETE EXAMPLE
A.
B.

1. CONCRETE EXAMPLE
A.
B.

R
:

FLOW CHART

Intermediate Algebra I by Oronze, et. Al

What are the good features of a handout?
A good handout must be concise and can be understood by the
readers. It must contain the important information that the students must
know about the topic or the lesson. To shorten it, the use of bullets may
contribute as well as the use of diagrams, flowcharts, etc. The content must
be sequenced properly to avoid confusion.
Which of these features are present in the handout I made?
The handout I made was concise and comprehensive. I contained
the information in which I want my students to know. I sequenced the
details properly, in order, just like this:
1. Example

Rules...Etc.

I used bullets and flowcharts to summarize the process.

Which features are not present in the handout 1 made?
None, all the features that I know that a handout must have are
present in my handout.

1. What difficulties, if any, did you encounter in making the
handouts? How did you overcome them?
To make a handout is not very difficult. The only thing that took
time and needed a brainstorming when I made my handout is the
conceptualization of the flow of the handout and the diagrams and
concept map that I included.
2. What tips can you give teachers regarding preparation of
handouts?
The teacher must identify first her objectives and the purpose
in
making the handout. Then he/she must conceptualize the flow and
content of the handout by making an outline. The teacher must also