Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 881-6681

FIELD STUDY 2 – EPISODE 1

The Teacher We Remember
Analyze
1. From the PPSTs, the Southeast Asia Teachers Competency Standards and the
TEDx videos that you viewed, what competencies does a great teacher possess?
A great teacher possesses a blend of essential competencies that significantly
enhance the learning experience. First, strong pedagogical knowledge allows them
to employ various teaching strategies that cater to diverse learning styles.
Additionally, having deep subject matter expertise enables them to present content
clearly and make meaningful connections to real-life applications. Communication
skills are crucial, as effective teachers engage students through active listening and
thought-provoking questions. Furthermore, emotional intelligence is vital for
understanding and responding to students' emotional and social needs, fostering a
supportive classroom atmosphere. Finally, a commitment to continuous professional
development ensures that teachers remain current with educational trends and
methodologies, ultimately benefiting their students.
2. Are these competencies limited only to professional competencies?
No, these competencies are not limited to professional competencies; they also
encompass personal and interpersonal skills. For instance, emotional intelligence
and communication skills are crucial for building relationships and fostering a
positive classroom environment. Additionally, qualities like adaptability and a
willingness to learn reflect personal growth and resilience. These competencies work
together to create a holistic approach to teaching that supports both the educator's
professional development and the students' emotional and social needs.
3. For a teacher to be great, is it enough to possess the professional competencies
to plan a lesson, execute a lesson plan, manage a class, assess learning, compute
and report grades? Explain your answer.
No, it’s not enough. While professional competencies like lesson planning and class
management are essential, great teachers also need emotional intelligence,
adaptability, and the ability to inspire and connect with students. These qualities help
create a supportive and engaging learning environment.
4. For a teacher to be great, which is more important pers competencies?
For a teacher to be great, personal competencies are often more important than
professional competencies. While professional skills are essential for effective
teaching, personal competencies like emotional intelligence, empathy, and
communication skills enable teachers to connect with students, foster a positive
learning environment, and inspire motivation and engagement. These personal
qualities can significantly enhance the overall educational experience.
5. Who are the teachers that we remember most?
We often remember teachers who inspired us and showed genuine care, like
Teacher Jho Pel, my grade 1 teacher at Soledad R. Villafuerte Elementary School.
She created a supportive environment and used engaging methods that made
learning enjoyable. Her personal stories resonated with me, and it’s that passion and
ability to connect that made her unforgettable.

Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
Traits I Possess: I am empathetic, adaptable, and a good communicator. These
traits help me connect with others and respond effectively to various situations.
Traits I Don’t Possess: I can be overly critical of myself at times and may struggle
with assertiveness.
Areas for Improvement: I need to work on building confidence in expressing my
opinions and managing self-criticism.
Which professional competencies am I strongly capable of demonstrating?
I am capable of effective lesson planning and classroom management, ensuring a
structured learning environment.
In which competencies do I need to develop more?
I need to improve my assessment skills and incorporate more differentiated
instruction to cater to diverse learning needs.
Who are the teachers that we remember most?
We remember teachers who inspired us and made a personal connection, like those
who showed genuine care, engaged us with innovative methods, or shared impactful
personal stories. Their passion for teaching and ability to connect on a personal level
make them unforgettable.

Write an Action Research Prompts

Action Research Prompts
1. OBSERVE: In assisting my Resource Teacher, I observed that personal traits such
as empathy and adaptability and professional competencies like effective classroom
management and assessment were least/not displayed, and as a result, students
were disengaged and struggling to participate in class.

2. REFLECT: The lack of these personal traits and professional competencies may
be caused by insufficient training, high stress levels, and a lack of support in the
teaching environment.
3. PLAN: I would like to address this problem by conducting action research on the
impact of developing empathy and classroom management skills on student
engagement and learning outcomes.

4. ACT:
a) The main objective of my action research is to enhance student engagement by
improving teachers' personal traits and professional competencies.

b) My specific research questions are:

- How do empathy and adaptability affect student participation and motivation?
- What professional competencies are most critical for fostering a positive
classroom environment?

c) To answer my specific research questions, I will implement targeted professional

development sessions, gather qualitative feedback from students, and analyze
changes in engagement through classroom observations and surveys.

CHECK FOR MASTERY

Direction: Read the questions and choose the letter of the correct answer
1. Which behavior does a great teacher who can empathize with his/her students
display?
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Makes test easy.
2. According to students, a great teacher is “ chill “. What does this mean ? Teacher
is
I. cool
II. calm
III. doesn’t get overwhelmed
A. I, II and III
B. I and II
C. I only
D. 1 and II

3. Which professional competency refers to content knowledge and pedagogy?

I. Apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and
learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies, and
technologies to promote high quality learning
A. I only
B. II only
C. I and II
D. I, II and III
4. To address the diversity of learners, which professional competency must teacher
display
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning
5. In the Southeast Asian Teachers Competency Framework, who is at the center
with when the professional teacher relates.
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent /guardian
 FIELD STUDY 2 – EPISODE 2
EMBEDDING ACTION RESEARCH FOR REFLECTIVE THINKING

Inventory of Sample Action Research Conducted by Teachers

List of completed action research Author /authors
titles
Ex. Differentiated Instruction in Teaching
English for Grade Four Classes Mary Joy Olicia
1. Improving Students’ Speaking Dwi Nurul Fajariyah
Proficiency Using Games
2. Propelling Students Into Active D.A. Jurhill
Grammar Participation
3. An Action Research In Science: Francis Wagaba, David F. Treagust, A L.
Providing Metacognitive Chandrasegaran, Mihye
Support To Year 9 Students Won
4. ESL Students In Peer Review: An Jane Hislop
Action Research
Study In A University English For
Academic
Purposes Course
5. An Action Research On Jian-Ping Luo
Improvement Of Reading
Comprehension Of
CET4

NOTICE
Base on your activity on making a list of completed action research titles, let’s find
Out what you have noticed by answering the following question.
Questions My answer
1.what have you noticed about the 1.identified problem to be solved in title
action research titles? Do the action no.
research title 1 To what extent games improve
imply problems to be solved? Yes / No. the student’s speaking proficiency.
How is the situation when games
are implemented in the speaking class?

if yes, identify the problems from the 2.identified problem to be solved in title
title you have given. Answer in the no.
space provided. 2 Find out if active grammar
involvement amongst students might
lead to better results.

3.identified problem to be solved in title

no.
 3 Enhancement of students’
metacognitive capabilities, in order to
improve their understanding of science
concepts, by providing a repertoire of
metacognitive support.

4.identified problem to be solved in title

no.
4 Learner’s beliefs about peer
review and involved learners providing
feedback on a peer’s draft essay and
receiving that peer’s feedback.

5.identified problem to be solved in title

no.
5 Improve the reading
comprehension of College English
teaching and learning, which is a major
time-consuming course with low
efficiency in colleges and universities in
China.

2.what interpretation about action Title of the action research:

research can you make out of your Propelling Students Into Active
answer in Grammar Participation
Question no.1?
From the title, I think, the study main
goal is to engage every student to have
3.write the title and your interpretation of an active grammar participation to
the study from the title. enhance and enrich their English
vocabulary as well as their grammar
awareness.

4.what do you think did the author/s do I think the author/s based their action
with the identified problem as presented research problem to what really the
in their titles? situation needed. The identified problem
matched to their research title that is
need a solution.

ANALYZE
 Key Questions My Answer
Choose from the options given. You
may check more than one answer
1.from what source do you think, did the Choices:
authors identify the problems of their
action research? / Copied from research books
/ From daily observation of their
teaching practice.
/ From difficulties they observed
of their learners.
From their own personal
experience.
From the told experiences of
their co-teachers.
2.what do you think is the teacher’s Choices:
intentions in conducting the action
research? / To find a solution to the
problematic situation
/ to comply with the requirement
of the principal
/ to improve teaching practice
to try out something, if it works
to prove oneself as better than
the others
3.what benefit do you get as a student Choices:
in FS 2 in understanding and doing
action research? / Prepare me for my future job
/ Get good grades in the course
/ Learn and practice being an
action researcher
/ Improve my teaching practice
/ Exposure to the realities in the
teaching profession
/ Become a better teacher
everyday
4.in what ways, can you assist your / By co-researching with my
mentor in his/her action research mentor
activity? / By assisting in the design of the
intervention
/ By assisting in the
implementation of the AR
By just watching what is being
done

REFLECT
Based on the readings you made and the previous activities that you have done,
1.What significant ideas or concepts have you learned about action research?
I learned that action research is a reflective process that empowers educators to
identify and address specific issues in their teaching practice, fostering continuous
improvement and enhancing student learning outcomes.

2. Have you realized that there is a need to be an action researcher as a future

teacher? Yes__ / No ___if yes, complete the sentence below.
I realized that being an action researcher is essential for my growth as a teacher,
as it allows me to systematically evaluate my methods, adapt to student needs, and
contribute to a positive learning environment.

Write Action Research Prompts

OBSERVE

From what teaching principles of theories can this problem be anchored?

 I have observed and notice that Action Research begins with a problem or a
problematic situation.
Write an example of a problematic situation that you have observed and
noticed.
I have observed that students frequently struggle with reading
comprehension, often failing to engage with texts during class discussions.

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.

Write a probable solution to the problematic situation above implementing targeted

reading interventions that incorporate strategies such as guided reading sessions
and peer discussions to enhance comprehension skills.

PLAN
What strategies, activities, innovations can I employ to improve the situation or solve
the problem?
 As a future action researcher, I can plan for an appropriate intervention like
creating a structured reading program that includes varied text types,
vocabulary building, and interactive group discussions to foster engagement
and comprehension.
if I conduct or implement my plan, what can be its title?

 If will implement my doable plan in the future, my title would be "Enhancing

Reading Comprehension Through Targeted Interventions and Collaborative
Learning."

CHECK FOR MASTERY

Direction: choose the best answer.

1. Every future teacher should do action research because_________.
A. it is a requirement for teachers in the field
B. it will improve teaching practice
c. it will add points to teacher’s performance
D. it is part of the teacher’s standard

2. spotting a problematic situation in teaching and learning will________.

A. spark an idea of doing teacher action research
B. give more confusion to the teacher
C. create complexity in every teaching
D. add burden to teacher’s daily routine

3. which of the following statements motivates a teacher to do action research?

A. Any problem that occurs in my class will soon pass.
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.
4. “Every teacher, should be an action researcher.” This statement is__________.
A. applicable only for teachers in big schools.
B. not doable and very idealistic.
C. the call for teachers in the current times.
D. appropriate for honor graduates.

5. which of the following statement is TRUE?

A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. much of the teaching time should be spent in action research.
D. Action research is an optional teacher activity.

FIELD STUDY 2 – EPISODE 3

 Understanding AR Concepts, Process and Model

Figure 2. Action Research Cycle

Source: Nelson, O. 2014

Participate and Assist

You are now ready to participate and assist!

Understanding fully the concept and the process of Action Research will
enable you to learn and provide the needed assistance to your teacher mentor in
doing Action Research.

Notice

What concepts have been emphasized in the task and infographics? Give at
least four.
1. OBSERVING
2. REFLECTING
3. EVALUATING
4. MODIFYING

Since the 3 models are all for action research, what are the common elements
of the three?
OBSERVE, PLAN, ACT

ANALYZE
DepEd Model, 2017
Title and Author: An Action Research In Science: Providing Metacognitive
Support To Year 9 Students by Francis Wagaba, David F. Treagust, A L.
Chandrasegaran, Mihye
Won
KEY COMPONENTS ACTION RESEARCH PROCESS
I. Context and Rationale Study Background
This research aims to improve Year 9
students' science learning outcomes
through metacognitive strategies,
addressing observed difficulties in
understanding complex concepts.
Action Research Question AR Questions
How does providing metacognitive
support impact Year 9 students'
understanding and engagement in
science?
Proposed Innovation, intervention Describe Innovation/ Intervention/
Strategy Strategy.
The intervention involves implementing
metacognitive strategies such as self-
regulation techniques and reflective
practices to enhance students' learning
processes.
II. Action Research Methods Describe Action Research Method
a. Participants / Other Sources of
Data a. Participants / Other Sources of
b. Data Gathering Methods Data:
Data Analysis Plan Participants will include Year 9 students
from a selected school, along with
teachers and parents for additional
insights.

b. Data Gathering Methods:

Data will be collected through surveys,
pre- and post-intervention assessments,
classroom observations, and student
reflections.

 Data Analysis Plan:

Qualitative and quantitative data
will be analyzed to assess
changes in student
understanding and engagement,
using statistical methods and
thematic analysis.

V. Action Research Summarize Action Research Work Plan

Work Plan The plan includes conducting a needs assessment,
implementing the metacognitive intervention over a
semester, gathering data through various methods, and
analyzing the results to evaluate effectiveness.

VI. Cost Estimate Write cost estimates.

Estimated costs may include materials for the
intervention (e.g., handouts, resources), data collection
tools (e.g., survey software), and potential training
sessions for teachers, totaling approximately $300.

VII. Plan for Describe how the results will be shared.

Dissemination and Results will be shared through presentations at school
Utilization staff meetings, workshops for educators, and
publications in educational journals to inform practice
and promote the use of metacognitive strategies.

VIII. References Write at least 3 references.

 Wagaba, F., Treagust, D. F., Chandrasegaran, A.
 L., & Won, M. (2017). An Action Research in
Science: Providing Metacognitive Support to Year
9 Students.
 Flavell, J. H. (1979). Metacognition and cognitive
monitoring: A new area of cognitive–
developmental inquiry. American Psychologist,
34(10), 906-911.
  Schraw, G., & Dennison, R. S. (1994).
Assessing metacognitive awareness.
Contemporary Educational Psychology, 19(4),
460-475.

What have you understood about the concept of Action Research and how will these be
in your practice?
I understand that Action Research is a reflective process where educators
systematically examine their practices to identify problems, implement interventions,
and evaluate their effectiveness. It promotes continuous improvement and
empowers teachers to make data-driven decisions that enhance student learning
and engagement.

Reflect

As future teacher is conducting an Action Research worth doing because it allows

me to actively engage in my professional development and address specific
challenges in my classroom. By systematically investigating my teaching methods, I
can adapt and refine my practices to better meet the needs of my students.

Why? Action Research is valuable because it fosters a culture of inquiry and

reflection. It enables teachers to take ownership of their teaching practices, leading
to more effective strategies that can directly impact student outcomes. Additionally, it
provides a structured approach to problem-solving, allowing teachers to implement
evidence-based changes.

How can AR be useful for every classroom teacher?

Action Research can be useful for every classroom teacher by providing a
framework for addressing unique classroom challenges. It encourages teachers to
gather data on student performance, reflect on their teaching methods, and
collaborate with colleagues. This process not only enhances teaching effectiveness
but also fosters a supportive learning environment, ultimately leading to improved
student achievement.

Write Action Research Prompts

OBSERVE
Reflecting on my classroom observations in FS 1, I noticed several questions that
arose:

A. How do students engage with different learning activities?

B. Are there specific times when student participation decreases?
C. What strategies do I use to accommodate diverse learning needs in my
classroom?

REFLECT

Considering these observations, I realize that I need to explore potential solutions or

answers to these questions:

a. Implementing varied instructional strategies to cater to different learning styles.

b. Creating a more structured routine to maintain engagement throughout the lesson.
c. Conducting regular check-ins with students to understand their individual
challenges and needs.

PLAN

Now that I am in FS 2, I plan to focus on solution (b) — creating a more structured

routine to maintain engagement, because:

 A consistent structure can help students feel more secure and focused.
 It may allow me to better manage transitions between activities, minimizing
downtime.
 I believe it will provide a clear framework that encourages participation and
reduces off-task behavior.

ACT

My action will come later, given enough time in FS 2 or during my Teaching

Internship, as I implement these strategies and observe their effects on student
engagement and learning outcomes.

FIELD STUDY 2 – EPISODE 4

Matching Problematic Learning Situation with Probable Action

Participate and Assist

What five problems have you identified from the words that you have encircled?
Make a 2 statement. Write in the space below.

1. WIFI
2. INTEREST
3. FINANCIAL
4. CLASS BULLYING
5. LACK

1. WIFI: Many students struggle to participate in online learning due to

unreliable internet access at home. This digital divide limits their ability to
engage fully with course materials and assignments.
2. INTEREST: A lack of interest in certain subjects can hinder student
motivation and engagement. When lessons do not connect with their
interests, students are less likely to participate actively.
3. FINANCIAL: Financial difficulties can restrict students' access to
necessary resources, such as textbooks and technology. This can lead to
disparities in learning opportunities among peers.
4. CLASS BULLYING: Class bullying creates a hostile environment that
affects students' emotional well-being and academic performance. Victims
may feel isolated and reluctant to participate in class activities.
5. LACK: A lack of support systems within the school can leave students
feeling overwhelmed. This absence of guidance can hinder their academic
progress and social development.

Notice

What have you noticed of the problem identified above? Can there be more than one
solution to the problem? Explain.
I've noticed that each problem identified can significantly impact students' learning
experiences and overall well-being. For example, issues like WIFI access and class
bullying not only affect academic performance but also influence social dynamics
and mental health. Yes, there can be multiple solutions to each problem. For
instance, improving WIFI could involve providing resources like hotspots, while
addressing bullying may require a combination of awareness programs, support
groups, and clear anti-bullying policies. A multifaceted approach allows for more
comprehensive support, catering to diverse student needs.

Analyse

Let us try to look into the following scenarios in the daily life of a teacher. This
scenario might also be similar to the class you have observed and noticed.

Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has
forty learners in her class. One half of them cannot classify animals into
vertebrates and invertebrates. She has been repeating the same science
lesson for two weeks, yet no progress was observed. This situation has
been bothering Miss Fely.
  Can you identify, Miss Fely’s problem?
Miss Fely’s problem is that half of her students are struggling to classify
animals into vertebrates and invertebrates, despite repeated lessons over two
weeks showing no progress.

 Can you find a solution to solve her problem? Give your two suggestions.

a. Use hands-on activities: Incorporate interactive activities, such as sorting

real or toy animals into the two categories, to make the learning experience
more engaging and concrete.

b. Differentiate instruction: Group students based on their understanding

and provide targeted support, such as simplified explanations, visuals, or
one-on-one assistance for those who need it.

 What solution can solve Miss Fely’s problem?

How? Are the matched with the problem?
The best solution might be to use hands-on activities. This approach can
engage students better and make the classification concept more tangible. By
actively participating in sorting animals, students may grasp the differences
more effectively than through lectures alone.
Yes, both suggestions address the problem by providing alternative methods
to engage students and facilitate their understanding, ultimately helping them
achieve the learning objective.

Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his

learners come from families that are disrupted, either with single parents
or with their guardians who stand only as parents. They are deprived of
the necessary food, clothing and shelter.

 Can you identify the most probable teaching-learning problem/s in the class of
Sir Ryan?
a. Lack of basic needs: Many students may come to school hungry or
without proper clothing, which can affect their concentration and overall well-
being.
b. Emotional and social challenges: Students may struggle with emotional
issues stemming from family disruption, leading to difficulties in focusing and
participating in class.
 Can you propose a solution to solve one of the problems that you have
identified?
To address the lack of basic needs, Sir Ryan could implement a school meal
program that provides nutritious meals for students. This could help ensure
they have the necessary energy and focus to engage in learning. Additionally,
collaborating with local organizations to provide clothing and other resources
could further support students' basic needs.

Reflect
After reading the two scenarios given above, how would identifying problematic
situations and finding solutions to these problems help you to become a better
teacher?
Explain:
Identifying problematic situations and finding solutions helps me become a better
teacher by fostering a deeper understanding of my students' needs. It encourages
me to adapt my teaching methods to address specific challenges, such as emotional
distress or learning gaps, thereby improving engagement and effectiveness.
Additionally, recognizing these issues allows me to create a supportive environment
that builds trust and encourages open communication. This reflective approach not
only enhances my teaching practices but also contributes to the overall well-being
and success of my students.

Write Action Research Prompts

Using any one example of problems in this activity, answer the AR prompts that
follow:

OBSERVE
What problematic situation prevails in the classroom?
Many students are struggling with class participation and seem disengaged during
discussions, particularly in subjects like science, leading to low overall
comprehension of the material.

REFLECT
What changes do you want to achieve?
I want to foster an environment where all students feel confident and motivated to
participate actively in class discussions, thereby improving their understanding and
retention of the subject matter.

PLAN
What strategies will you use to improve the situation?
I will implement small group discussions to encourage peer interaction, use
interactive activities that relate to real-life contexts, and integrate technology to make
lessons more engaging. Additionally, I will provide opportunities for students to share
their thoughts in a safe, supportive environment.

ACT
What would be the title of your Action Research should you conduct the study?
"Enhancing Student Engagement and Participation in Science Classrooms through
Interactive Learning Strategies"

Solutions / Actions
 Introduce cooperative learning activities where students work together on
projects or experiments.
 Use digital tools, such as interactive quizzes or virtual labs, to make
learning more engaging.
  Regularly gather student feedback to adjust strategies and address their
interests and concerns.
 Create a classroom culture that celebrates effort and encourages
questions to reduce anxiety around participation.

Check for Mastery

Here are some problematic situations in the teaching-learning environment as

observed and. Experienced by the teachers. Match the problems listed in Column A
with corresponding probable solutions in Column B. You may use the letter once,
more than once or not at all.

Problematic Situations Probable Solutions/Actions

F 1. Connectivity for On-line learning A. Rearrange classroom setting

A. 2. Disruptive Classroom behaviour B. Maximize use of varied

instructional materials
D 3. Poor interest and motivation C. Regular parent-teachers circles

C 4. Parental non-involvement D. Use of rewards

G 5. At risk-students E. Group studies and Study

Buddies

F. Use of Flexible Learning

G. Silent Reading Exercises

Work on my Artifacts

Your artifact will be an Abstract of a completed Action Research.

I. Title of Action Research:
Enhancing Student Engagement and Participation in Science Classrooms
through Interactive Learning Strategies

II. Author/s:
Jane Doe

III. Abstract:
This action research project investigates strategies to enhance student
engagement and participation in a fourth-grade science classroom, where
many students displayed disengagement and struggled with
comprehension. The study aimed to create a more interactive learning
environment through the implementation of cooperative learning activities,
real-life context lessons, and the integration of technology. Data was
collected through observations, student feedback, and performance
assessments over a six-week period. The results indicated a significant
increase in student participation and a deeper understanding of the
material, with many students expressing greater interest in science. The
findings suggest that incorporating interactive and collaborative strategies
not only fosters a positive classroom culture but also improves academic
outcomes. This research highlights the importance of adaptability in
teaching practices to meet diverse student needs and encourages further
exploration of innovative instructional methods in education.

IV. Identify the Problem in the Study:

The primary problem identified in the study was a lack of student
engagement and participation in science lessons, resulting in low
comprehension and interest among fourth-grade students.

V. Identify the Action Taken in the Study:

The actions taken included implementing cooperative learning activities,
utilizing real-life contexts in lessons, integrating technology for interactive
learning experiences, and regularly collecting student feedback to adapt
teaching strategies and improve classroom dynamics.