Name: Leizyl D.

Linda
Code: 369

Learning Episode 1: My Artifact

Reflection

In Field Study 2, as I observed a real classroom setting with young learners, it was truly
fascinating. Initially, it seemed a bit nervous, but as time passed, I witnessed the growing confidence
while interacting with students and navigating the unpredictable aspects of teaching. The teacher
demonstrated proficiency in fundamental teaching skills, from planning engaging lessons to effectively
managing the class with a commitment to structured teaching. Her ability to assess student learning and
assign grades reflected a grasp of the technical aspects of teaching. However, beyond these skills, the
teacher possessed personal qualities essential for becoming a great teacher. The passion for the subject
was contagious, influencing the students positively. They were compassionate and understanding,
fostering a positive and inclusive environment by considering each student's unique needs. S/he
exhibited adaptability by adjusting the teaching methods to accommodate different learning styles, and
excelled in clear communication and open dialogue with students. Patience played a significant role in
the approach, handling challenges with calm and supportive demeanor. The energy and resilience in
bouncing back from challenges showcased enthusiasm for teaching. Reflecting on the student's journey,
it became evident that being a great teacher encompasses a balance of technical skills, such as planning,
and personal qualities like passion and understanding. It reinforced that while technical skills are crucial,
it's the amalgamation of passion, empathy, adaptability, and effective communication that transforms a
teacher from being good to truly outstanding in the eyes of their students. This experience underscored
that greatness in teaching results from the harmonious interplay of skills and qualities, working together
to cultivate a motivating and effective learning environment.
Learning Episode 2: My Artifact

Project SMARTER as an Intervention towards Intensifying Action Research Competencies of Basic

Education Teachers

ABSTRACT
In the era of educational reforms, action research becomes highly relevant especially in basic education
as this gives the teachers and the school leaders the opportunity to revisit and improve their educational
practice. These explanatory sequential mixed methods study sought to investigate the effectiveness of
Project SMARTER in intensifying the action research competencies of basic education teachers. Forty
basic education teacher-participants (n=40) were subjected to Project SMARTER’s ten-day training
intervention. Participants were pretested prior to the intervention to determine their entry knowledge
on action research and were administered posttest to determine the knowledge gained through the
intervention. Quantitative results revealed that participants performed significantly better from
introductory to intermediate level of action research knowledge before and after the Project SMARTER
intervention. To further validate the results, a qualitative phase where eight basic education teachers
(n=8) were interviewed regarding their views and experiences as participants of the Project SMARTER.
The phenomenological inquiry yielded three essential themes: ready to act: becoming action
researchers, armed to teach: becoming teachers of research and trained to train: becoming research
trainers. These essential themes signified how the project had impacted the participants as teacher-
researchers, research teachers and trainers. Implications and recommendations are provided for higher
education institutions, concerned government institutions as well as project implementers to consider
to make project initiatives like Project SMARTER successful and sustainable.
Learning Episode 4: My Artifact
I. Title of Action Research
Use of Mobile Technologies by Young Adults Living with an Intellectual Disability: A
Collaborative Action Research Study
II. Authors
Davidson, Ann-Louise
III. Abstract
This article discusses the application of collaborative action research to the use of iPods
by a small group of adults with an intellectual disability (ID) who were receiving services
from a governmental program. The research was aimed at developing abilities to become
autonomous using videos with mobile computing devices. We produced instructional
videos, which we uploaded onto iPods. The iPods were lent to the young adults with ID
for a period of ten weeks, to try to develop abilities needed for autonomous living such as
cooking, using a stove, using a washing machine and keeping oneself safe. In this paper,
we present the results of focus groups conducted at the end of the collaborative action
research during which participants voiced their opinion about the project and revealed
their true interests with regards to mobile technologies. Furthermore, this article offers
reflections about the action research project and identifies directions for further research.
IV. Identify the Problem in the Study
The problem identified in this article is the need to enhance the autonomy of adults with
intellectual disabilities through the use of iPods and instructional videos. The research
aims to address this issue through collaborative action research, and the article discusses
the outcomes, participant feedback, and reflections on the project, as well as suggests
avenues for future research in this domain.
V. Identify the Action Taken in the Study
The actions taken in this research involved a systematic process of creating instructional
content, utilizing mobile technology (iPods) to deliver that content, engaging participants
in a structured manner (through focus groups), and reflecting on the outcomes to identify
potential areas for future research and improvement.
Learning Episode 5: My Artifact

“My Conducive Learning Environment”

High school is a very important time for us. It is when we grow up, learn a lot, and get ready for the
future. Making a good learning space is really important for high school students. This space helps a lot
in making our learning journey awesome and keeping us feeling good.

First off, having a quiet and neat study spot at home is super important. A desk with all the things I need
for school, good light, and not too many things around that can distract me helps me focus. It's like
having my own special place where I can read my books and do my homework without anyone
bothering me.

My family is a big help too. They cheer me on and understand when I'm working on school stuff. When
my parents are interested in what I'm learning and help me out when I'm stuck, it makes me feel really
motivated and confident.

Being in a nice and friendly school is also really important. Teachers who are easy to talk to and really
excited about teaching make learning fun. When everyone in class can ask questions and share their
ideas, it makes me feel good about expressing myself and getting into the subjects.

Technology is pretty cool too. The internet helps me find extra stuff to learn, and there are tools and
websites that make learning interesting and fun. They help me understand tricky things and make
learning a cool experience.

Lastly, finding a good balance between school and hanging out with friends is super important. Having
time for hobbies and just chilling out keeps me from feeling too stressed. When I'm not overwhelmed
with school stuff, I can focus better and do well in my studies.

So, my perfect learning space is a mix of a good study spot, a supportive family, awesome teachers, cool
technology, and making sure I have time for fun stuff too. This mix doesn't just help me do well in school
but also makes me grow and feel good during my high school years.
Learning Episode 8: My Artifact

In a

classroom, routines play a crucial role in providing a sense of structure and consistency. These regular,
organized activities create a familiar and predictable environment, which is essential for students'
overall well-being and learning experience. For instance, starting the day with a morning greeting
establishes a positive tone, following a schedule for lessons ensures a smooth flow of activities, and
having set times for breaks allows students to anticipate and manage their time effectively. These
routines contribute to a more structured, less stressful, and enjoyable atmosphere, ultimately enhancing
the learning environment and promoting students' engagement and understanding.

Learning Episode 9: My Artifact

 My Classroom Management Plan

Philosophical Statement
In this classroom, we believe that every student has a unique strengths and abilities. We create a safe,
inclusive, and engaging learning environments where students feel valued, challenged, and
supported. Through a blend of structural guidance and individual empowerment, we aim to foster a
love for learning and personal growth.
Classroom Rules and procedures
 Treat others with kindness and consideration
 Complete assignments on time
 Arrive on time for class and appointments
 Work collaboratively
 Contribute actively to class discussion and activities
Teacher-Student Relationship
 Provide Guidance- offer support and guidance to help students navigate challenges and set
achievable goals.
 Establish Trust- foster an atmosphere where students feel comfortable sharing their thoughts
and concerns.
 Open Communication- keep communication open, encouraging students to share their
thoughts and providing timely feedback.
Schedules and Timeframes
 Begin and end classes properly
 Clearly communicate assignment deadlines and exam dates
 Ensure a balanced schedule that allows for breaks and traditions between activities

Classroom Structures, Design and Arrangements

 Material safety: establish clear guidelines for the safe use and handling of classroom materials
 Seating Arrangement: arrange chairs to facilitate collaboration and minimize distractions
Classroom Safety Rules and Procedures
 First Aid: maintain a well-stocked first aid kit and ensure all staff members are trained in basic
first aid
 Emergency Drills: conduct regular free drills and lockdown drills to ensure students are
familiar with safety procedures
 Digital Safety: educate students on responsible internet use and online safety
Strategies for Rewards and Consequences
 Positive reinforcement: recognize and praise positive behavior through verbal affirmation,
small rewards, or a class reward system
 Certificates and Awards: acknowledge achievement with certificates or awards
Learning Episode 11: My Artifact
Learning Episode 12: My Artifact

Utilizing blackboard/chalkboard is a traditional and fundamental learning tool in classrooms. It serves as

a visual aid where teachers can write, draw, or illustrate concepts during lessons. This interactive
medium helps engage students, facilitates note-taking, and reinforces learning by providing a dynamic
and visible platform for information sharing in the classroom.
Learning Episode 16: My Artifact

Activities/techniques in formative assessment and in self-assessment used by my FS Resource Teacher

and my annotations/improvement on assessment taks:

 Observations and Anecdotal Records (Formative Assessment):

Activity: Observing students during play or group activities.
Annotation/Improvement: Include specific details on observed skills or behaviors, providing
more targeted feedback to parents.
 Interactive Questioning (Formative Assessment):
Activity: Asking open-ended questions during lessons.
Annotation/Improvement: Encourage students to explain their answers, fostering deeper
understanding and allowing for more nuanced assessments.
 Interactive Questioning (Formative Assessment):
Activity: Asking open-ended questions during lessons.
Annotation/Improvement: Encourage students to explain their answers, fostering deeper
understanding and allowing for more nuanced assessments.
 Goal Setting (Self-Assessment):
Activity: Students set learning goals for themselves.
Annotation/Improvement: Periodically revisit goals with students, discussing progress and
adjusting goals as needed. Provide guidance on setting realistic and achievable targets.
 Learning Episode 17: My Artifact

Traditional and Authentic Tasks

Traditional tasks are like regular assignments, while authentic tasks are more like real-world activities.
For improvement, make traditional tasks more interesting by connecting them to real-life situations,
helping students see the practical value of what they're learning.
Learning Episode 19: My Artifact

Action Research Proposal

Name: Leizyl Linda

Proposed Title: Enhancing Student Engagement: An Classroom Intervention Study on Reducing
Smartphones Distractions among High School Students
I. Context and Rationale (Study Background)

The use of smartphones has become widespread among students in today's classrooms, offering
both potential benefits and challenges. While these devices provide quick access to information,
their misuse often leads to distractions, negatively impacting student engagement and academic
performance. As smartphones have become an integral part of students' lives, unregulated use in
classrooms can decrease focus and participation, hindering the overall learning experience
(Brennan et, al. 2018). Numerous studies show a connection between excessive smartphone use
and lower academic performance, with distractions from social media and messaging apps
affecting information absorption.

Recognizing the importance of technology in education and developing effective strategies and
policies to balance leveraging technology for learning while mitigating distractions. Excessive
smartphone use not only affects academic engagement but also hampers students' social
interactions and well-being (Kolhar et, al. 2021). The intervention aims to create a better learning
environment by addressing smartphone distractions, fostering both academic and social
development (Khasawneh et, al. 2023). Teachers consistently express concerns about the
challenges posed by smartphone distractions, and understanding these concerns will guide the
development and implementation of targeted interventions that resonate with both educators
and students (Lang 2020).

The study is grounded in the belief that enhancing student engagement necessitates
incorporating active learning strategies (Khan et, al. 2017). By integrating interactive and engaging
teaching methods, the intervention aims to create a classroom environment where students
actively participate in the learning process, leading to improved comprehension and retention of
information. In conclusion, this research endeavors to tackle the growing concern of smartphone
distractions in classrooms through a carefully designed intervention. By providing a detailed
understanding of the context and rationale, the study aims to offer valuable insights into the
development of effective strategies for reducing distractions and ultimately enhancing student
engagement in the educational setting.
II. Action Research Questions (AR Questions)

1. "Do rules about using phones in class help students focus and pay attention more, and how
does this affect how much they participate and learn?"

2. "How can teachers use fun and interactive teaching methods to make sure students don't get
distracted by their phones and are more involved and focused in class?"

3. "If we put together clear rules about phones and use fun teaching methods, how does it change
how much students are interested in class, how well they do in school, and the overall experience
of learning in the classroom?"
III. Proposed Innovation, Intervention Strategy (Describe Innovation/Intervention/strategy)

Clear Device Usage Policies: Implement and communicate clear device usage policies, specifying
designated times for phone use, silent mode, and consequences for non-compliance.
Interactive Teaching Methods: Integrate various interactive teaching methods, such as group
discussions, hands-on activities, and multimedia presentations, to make lessons more engaging
and capture students' attention.
Establish Device-Free Zones: Identify specific areas within the classroom where electronic
devices, including smartphones, are not allowed. These areas can be strategically located to
minimize distractions during crucial learning activities.
IV. Action Research Methods (Describe Action Research Methods) Clear Device Usage

a. Participants/other sources of data

High school students from various grades and classes will be the primary participants.
Ensure diverse representation to capture a comprehensive view of student
experiences. Obtain consent from students and, if required, parental consent
considering the age group.
b. Data Gathering Method
 Surveys/Questionnaires: Develop surveys or questionnaires to gather
quantitative data on smartphone usage patterns, distractions, and
perceptions of the effectiveness of interventions. Include questions about
device-free zones, clear device usage policies, and interactive teaching
methods.
 Conduct classroom observations to qualitatively assess student behaviors
related to smartphone use and engagement during lessons. Note instances of
compliance with device policies, participation levels, and any observable
changes over time.
c. Data Analysis Plan
Analyze survey results and attendance records using numbers to see trends in
smartphone use and engagement, and also study students' written feedback to
understand their opinions and identify common themes, helping to make
improvements to the interventions.
d. Action Research Work Plan (Summarize Action Research Work Plan)
Participants:
Engage high school students from various grades and classes, ensuring diverse
representation, and obtain necessary consent for participation.
 Interventions:
Device-Free Zones: Establish designated areas in the classroom where smartphones
are not allowed.
Clear Device Usage Policies: Implement and communicate explicit rules on
smartphone use, including designated times and consequences for non-compliance.
Interactive Teaching Methods: Integrate engaging teaching methods, such as group
discussions and multimedia presentations, to capture student attention.
Data Gathering Methods:
Surveys/Questionnaires: Develop surveys to collect quantitative data on smartphone
usage patterns, distractions, and perceptions of interventions.
Conduct classroom observations to assess student behaviors related to smartphone
use and engagement.
Data Analysis:
Quantitative Data: Use statistical tools to quantify survey responses and attendance
records, conducting descriptive statistics for an overview of trends and patterns.
Feedback Analysis: Analyze open-ended survey responses and qualitative feedback to
gain insights into student opinions and suggestions, identifying common themes to
inform adjustments.
V. Cost Estimate (write cost estimate)
VI. Plan for Dissemination and Utilization (Describe how the results will be shared)

Staff and Administration Presentation: Conduct a presentation for school staff and
administration to share the research objectives, methodologies, and anticipated benefits of
reducing smartphone distractions. Discuss the interventions and encourage support for their
implementation.
Parent Information Session: Host an information session for parents to present the research
findings, emphasizing the importance of their involvement in enforcing device guidelines at home.
Provide insights into the benefits of reduced smartphone distractions on academic performance
and overall student well-being.
Peer Collaboration: Collaborate with other teachers and educators within and outside the school
to share the research findings and interventions. Encourage peer discussion, feedback, and
potential adoption of similar strategies in their classrooms.

VII. References

Brennan, A., & Dempsey, M. (2018). The student voice: the students own views on
smartphone usage and impact on their academic performance. In INTED2018
Proceedings (pp. 7709-7718). IATED.

Kolhar, M., Kazi, R. N. A., & Alameen, A. (2021). Effect of social media use on learning,
social interactions, and sleep duration among university students. Saudi Journal of
Biological Sciences, 28(4), 2216-2222.

Khasawneh, M. A. S., & jadallah abed Khasawneh, Y. (2023). Uncovering the Impact of
Mindfulness-Based Interventions on Digital Distractions in the Learning
Environment. Journal of Namibian Studies: History Politics Culture, 34, 7147-7163.
Lang, J. M. (2020). Distracted: Why students can't focus and what you can do about it.
Hachette UK.

My Initial Action Research Plan was written in my FS 2 book!!