SESSION TITLE: PRACTICAL RESEARCH I

No. of participants: ______ Male: ____ Female: _____

PARTICIPANTS’ PROFILE: Senior High School English Teachers DURATION: 6 Hours / 6 Hours
I.OBJECTIVES: The 6- hour session should enable the participants to gain thorough understanding of the components of the curriculum
guide for Practical Research I. More specifically, the participants should be able to:
1. Explain the content of the curriculum;
2. Exhibit pedagogical approaches applicable in the teaching of the subject; and
3. Identify the appropriate assessment that is suited to the subject content
II. KEY UNDERSTANDING/CONTENT: Curriculum, teaching pedagogies and learning assessment.
III. SESSION GUIDE

OBJECTIVES KEY LEARNING METHODOLOGY/ ACTIVITY/ MATERIALS TIME

POINTS PROCEDURE DURATI
ON

1. Analyze the Understanding the Introduction:

components of the components of the
Curriculum Guide curriculum guide for DO: Greet the participants and make 2 mins.
such as content, Practical Research I aids them comfortable. Give a brief
content standards, teacher in incorporating introduction of oneself.
performance pedagogies and appropriate
standards, learning assessment for more Introduce the topic session Practical
competencies and effective delivery of the Research. Discuss briefly the session Slide 2-3 3 mins.
coding. lesson. objectives to the participants.

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2. Determine the
appropriate Objectives of the session:
pedagogy in 1. Identify the different Warm-Up Activity
translating learning components of the
competencies curriculum guide. Do: Introduce the topic Practical
Research through a game: 4 Pics, One
3. Prepare proper 2. Explain the Word.
assessment activities congruency between
for teaching learning and among the Say: All the words in this game are
competencies across content standard, synonymous to our topic which is Slides 4-7 10 mins
competencies performance Research. Happy guessing. (Give a
standard and learning prize if there’s available).
competencies.

3. Identify the topics Setting the Ground

covered under first Do: Go over your copy of the Slide 8-10 20 mins
quarter of Practical Curriculum Guide. Form a group of 10 Manila paper
Research I members and assign a scribe and a pentel pen
reporter. Using the prescribed Copy of the CG
4. Analyze the value of template, analyze the content standard,
the topics included performance standard, learning
under the Practical competencies and appropriate
Research 1 with assessment for Practical Research I.
regards to order, Brainstorm on the congruency between
coherence and unity. and among each component. Share
your group’s consensus to the class.
5. Craft design
activities and Say: What observations did you get out 10 mins
methodologies of the activity? Is there a congruency
appropriate to among the parts? Is the performance
selected learning standard aligned with the given content
competencies. standard?

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6. Utilize appropriate It’s a Practical World!
strategies/
methodologies Say: How important is research in our
applicable for daily life? 5 mins
teaching the selected Slide 11
competencies Do: Watch a video about the relevance
of Research in the 21st Century and 10 mins
7. Choose/ design how it has changed the quality of Slide 12
activities and human life.
methodologies
consistent with the
learning Do: Solicit varied responses among the
competencies taking participants. Affirm the participants on
into consideration their responses to the question.
the number of hours
per topic Say: Practical Research I is one of the
applied subjects. Thus, it needs to be
understood that this subject should be
taught based on the requirements by
track and strand. Let us have a brief
Walkthrough of the Curriculum Guide.

Scan and Expand (Walkthrough on 20 mins

the CG) Slide 13
Copy of the CG
Do: Scan the topics included in
Practical Research I. Critique on the
way the topics are selected and
arranged.

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(Processing of Activity)
Interactive Q and A

Say: Are the topics properly selected Slide 14 15 mins

and arranged? How do you find the
topics included and the way they are
sequenced? Are there other topics that
need to be included? How do you
intend to teach Practical Research 1?

Say: Research has two kinds. For this

particular session, our focus would be
on the Practical Research or the
Qualitative type. Thus, we must draw
the distinction between qualitative and
quantitative kind of research.

QL VS QT?

Do: Ask the participants to form a

group of 10 members. Select a scribe Slide 15 30 mins.
and a leader. For 10 minutes,
brainstorm on the differences between
qualitative and quantitative research.
Using an appropriate graphic
organizer, write down your group’s
consensus and be able to present it
creatively to the group.

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Do: Show a video discussing the Slides 17 15 mins
difference between qualitative and Video Clip
quantitative research. (See slides). Slide18-19
Discuss further through examples.

Say: Most of us here already have an

experience in doing a research. So, this
next activity would just be a reminder
of how we picture a researcher
especially in the 21st Century
landscape.
Slide 20 40 mins
Do: Ask participants to arrange
themselves in groups (of 5). Let them
brainstorm on the qualities of a good
researcher especially in the
technologically driven landscape of the
21st century. After which, ask them to
choose one trait and perform a short
skit or scenario portraying/ embodying
the chosen trait/ characteristic. Let the
other groups guess the trait alternately.

Slides 21-23 15 mins

Do: Discussion of the qualities of good
qualitative research, its strengths and
weaknesses and kinds.

Say: Research is said to be a very

relevant subject for it aims to
investigate and provide solutions to the
existing problem or phenomena that

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could be beneficial in improving the
quality of life.

Do: Form the groups through number

heads together. Let the participants go Slide 25 5 mins
to their respective groups

Do: Form a group of 10 members.

Choose a leader and a scribe. In 10 Slide 26 20 mins
minutes, brainstorm on the social or Manila paper
community issue that interests you the Colored papers
most. Using a bubble map, write down Pentel pen
the chosen issue in the center and
around it fill in the reasons for
choosing the issue as a research topic.
Be ready to present this to the group.

Say: Two of the most important parts

of research are the formulation of
research titles and research questions.

DO: Show on the slides sample titles of

qualitative research (across different Slide 27-28 30 mins
subject areas). Ask the participants to
form a group with ten members. Ask
them to develop a checklist / a rubric to
assess the titles.

Interactive (Q & A)
Say: What are criteria to be considered
in formulating good research titles?

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Do: Have the group/class arrived at a
consensus for appropriate checklist/ Slide 29-30 15 mins
rubrics for assessment.

Do: Retain your groupings from the

previous activity on social issue. Out of Slide 31 25 mins
the issue you have selected, formulate
three research titles. Post your output
on the designated area.

LRT (Look-React- Transcribe) Station

Do: Assign other group to critique the

work of others utilizing the checklist/
rubrics made in the previous activity. Slide 32 30 mins
Let each group roam around each
station (designated group area) and
write down comments and suggestions
for improvements. Encourage sharing
of feedbacks after.

Do: Discuss the guidelines on

formulation of research problem and
scope and delimitation of the study. Slide 33-36 20 mins

Do: With the same group, discuss

among members the scope and
limitation of the study in the previous Slide 37 30 mins
activity. Then, formulate your group’s
statement of the problem and write it

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 down in a manila paper. Report your
finished output to the group (plenary).

Do: Encourage feedbacking among

other groups. Assign focal persons who
would relay the group’s comments and
recommendation on other group’s 20 mins
output. Do this alternately until all
groups are done.

Second Quarter
1. Analyze the Understanding the Do: Recall the session objectives. Slides 40-41 2 mins
components of components of the
the Curriculum curriculum guide for Say: This time our focus would be on
Guide such as Practical Research I aids the content coverage under quarter II.
content, content teacher in determining the
standards, content and incorporating Do: Conduct an unfreezing activity: Slides 42-47 10 mins
performance pedagogies and appropriate Name that Slogan. Relate the activity
standards, assessment for more with the topic research
learning effective delivery of the
competencies lesson. Say: A well-written research work is
and coding. founded on the presentation and
At the end of the session, the discussion of existing bodies of
2. Determine the participants are expected to: literature related to the study at hand.
appropriate However, there are ethical standards to
pedagogy in 1. Exhibit be considered in order to avoid
translating understanding of the committing crime like plagiarism.
learning criteria in selecting,
competencies citing and Do: Watch the video on 10 common Slide 48 10 mins
3. Prepare proper synthesizing related kinds of plagiarism. Video Clip
assessment literature and the

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activities for ethical standards in Processing:
teaching writing them. What are the ways to avoid
learning plagiarism?
competencies 2. Show understanding
across of the qualitative Do: Show a video on proper citing of Slides 50-51 5 mins
competencies. research process. sources. Video clip

3. Identify the different Do: Do a lecture discussing the Slides 52-58 30 mins
sources of data different formats (MLA,& SAPA) of
required for a citing sources.
qualitative research.
Say: Aside from the discussion of the
4. Determine the related literature, what are the other
appropriate resign/ steps to be considered in writing a
methodology. qualitative research and the pre-
requisite skills required to accomplish
each part.
5. Utilize appropriate
strategies/ Do: Form a group of 10 members.
methodologies Choose a leader and a scribe. Discuss
applicable for among group members the process of Slide 59-60 30 mins
teaching the selected qualitative research. Using a flow
chart, illustrate the process. Post your
6. Craft appropriate output on the designated area. Be ready
assessment tool in to report it comprehensively. Allow
evaluating both comments and feedbacks from the
paper and oral other groups.
presentation.
Do: Discuss briefly the process of a Slide 61 5 mins
7. Develop a sample qualitative research. Show a paradigm
learning log for a illustrating it.
given competency

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incorporating Do: Conduct a lecture discussion on Slide 62-65 15 mins
pedagogy and qualitative design, its phases and
appropriate features .
assessment.
Do: Ask the participants to perform a Slide 66 40 mins
simulation activity showing a scenario
depicting how data could be obtained
from different sources:
Grp 1- Interview
Grp 2-Focus Group Discussion
Grp 3-Observation
Grp 4- Documents/ Artifacts
Grp 5- Social Media/ Other Media

Do: Lecture on obtaining and Slide 68-72 20 mins

analyzing qualitative data.

Do: Create a group of of 10 members.

Distribute copies of research findings
based on a specific study. Discuss Slide 73-74 40 mins
among the group members possible
conclusions and recommendations out
of the given findings. Using a
prescribed template, write down the
formulated conclusions and
recommendations.

Do: Have the group arrived with the

guidelines on how to write conclusions
and recommendations

Do: Conduct a mock paper

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presentation. Design an assessment Slide 75 30 mins
tool in evaluating both the research
output. Include criteria for both paper
and oral presentation.

Assessment:
Say: Practical Research is one of the
Applied Subjects. As a teacher what
are the possible strategies you can
employ for _______ students in order Slide 76 40 mins
to teach the subject more effectively.

Do: Ask the participants to craft a

lesson log on Practical Research I by
selecting one competency from quarter
II. Include the pedagogy and
appropriate assessment. Share your
output to the group for feedbacking.

REFERENCES:

Dix, A., Finlay, J., Abowd, G., &

Beale, R., (2008) Human
Computer Interaction, 2nd ed.
Toronto: Prentice-Hall.- Chapter
11: qualitative methods in general

Holtzblatt, K, and Jones, S., (1995)

Conducting and Analyzing a
Contextual Interview, In
Readings in Human-Computer

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 Interaction: Toward the Year 2000,
2nd ed., R.M. Baecker,et al.,
Editors, Morgan Kaufman, pp. 241-
253.- conducting and analyzing
contextual interviews, Morgan
Kaufmann.

Neustaedter, C. 2007. Domestic

Sanders, E.B. 1999. From User-
Centered to Participatory Design
Approaches, In Design and Social
Sciences, J. Frascara (Ed.), Taylor
and Francis Books Limited.

Strauss, A., and Corbin, J.,

(20088). Basics of Qualitative
Research: Techniques and
Procedures for Developing
Grounded Theory, SAGE
Publications.- Part 2: coding
procedures

Prepared by:

APRIL B. CENIDOZA
Master Teacher II- VMNHS

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