Be otaiti 118 ef] Oe ee FS 2 Embedding Action Research for Reflective Teaching To have a meaningful and successful accomplishment in this FS episode, be sure to read through the whole episode before participating and assisting in your FS 2 Resource Teacher's class. Note all the information you will need and tasks you will need to do before working on this episode. ; is ab Target Your Intended Learning Outcomes a ‘At the end! Of this Bearning Episode, | must be able to: + be familiar about aétion research as a reflective teacher. introd + underscore the importafiée of doing action research, ag = contin confi = | =F practit ( 2S | Claify Your Task practi everyd define Doing Action Research: An Overview Every teacher is an action researcher. Everyone can do it, Teachers and students can do it Somet j Actiad together. This episode focuses on doing action research as one of the roles of the teacher. Every teacher should take interest to know how students lea, wants to make innovations in the curriculum and desires to improve teaching practice, In order to achieve these, a teacher has to do action research on the everyday practical problems. These problematic situations and observed diserepancies emerge between what is intended and what actually occurs in the classroom Field Study & PARTICIPATION AND TEACHING ASSISTANTSHIP‘You must have experienced in your past subjects, doing some activities or accomplishing tasks similar to an action research. These are activities that required you to do Reflection and Make Action or the other way around. Schon (1987) distinguishes Reflection in Action or Reflection on Action as two different things. 4 Perhaps your mentor teacher has already done an Action Research. Now is the opportunity for you to participate and assist in ways that you are capable of doing. Here is what you will do. Making a List of Completed Action Research Titles by Teachers in the Field 1. Make a library or on-line search of the different Completed Action Research Titles. Conducted by Teachers. 2. Enter the list in the matrix similar to the one below. 3. Submit your list of five (5) Titles of Completed Action Research Studies to your mentor as reference. Inventory of Sample Action Research Conducted by Teachers List of Completed Action Research Titles Author/Authors Ex. Differentiated Instruction in Teaching English for Grade Four Classes Mary Joy Olicia ‘Congratulations!!! You have done a good job. By doing so, you have assisted your mentor and together you will journey towards becoming an action researcher. 12 Flald Study & PARTICIPATION ANDTEACHING ASSISTANTSHIPBased on your activity on Making a List of Completed Action Research Titles, let's fin Seat what you have noticed by answering the following questions. Questions 1 What have you noticed about the action research titles? Do the action research (AR) titles imply problems to be solved? Yes No. If YES, identify the problems from the title you have given. Answer in the space provided. What interpretation about action research can you make out of your answer in PTL = Question No. 1? ENHANCING CrLAsseoOM padkce and Fullpilli Write the Title and yourinterpretation ofthe |] Frycotional esporsibi- study from the title, ‘What do you think did th author/s do with. the identified problem as presented in their title:Ce Action research seems easy and familiar. Since teaching seems to be full of problematic situations and that the teacher has a responsibility of finding solution for everyday problems in school, hence teachers should do action research. This is an exciting part of being a teacher, a problem solver! Let us continue to examine and analyze whiat you have noticed and interpreted in the previous activity. Key Questions My Answer Choose from the options given. You may check more than one answer 1, From what souree do you think, did the authors identify the problems of their action research? Choices: ____ Copied from research books _& From daily observation of their teaching practice. _ From difficulties they observed of their learners. ‘= From their own personal experience. ‘x7 From the told experiences of their co-teachers 2, What do you think is the teacher's intention in conducting the action research? Choices: To find a solution to the problematic situation To comply with the requirement of the principal _3To improve teaching prac ____To try out something, if it works __ To prove oneself as better than the others 3. What benefit do you get as a student in FS 2 in understanding and doing action research? Choices: Y_ 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 7 Become a better teacher everyday 4. In what ways, ean you assist your mentor in his/her Action Research Activity? By co-researching with my mentor By assisting in the design of the intervention By assisting in the implementation of the AR By just watching what is being done staa 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?2. Have you realized that there is a nced to be an action researcher as a future teacher? No___., If yes, complete the sentence below.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. What have I realized? What do I hope to achieve?ion 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. What strategies, activities, innovations can 1 employ to improve the situation or solve the. woblem? viloping ©a If conduct or implement my plan, what can be its title? A Tet rf ” rs . “Enhoncing Communtcorion Ckills and Assessment Managing for @vaity Educohion" re Every future teacher should do action research because it is a requirement for teachers in the field it will improve teaching practice it will add points to teacher’s performance it is part of the teacher’s standard SF g0@> as Spotting a problematic situation in teaching and learning will (AS) spark an idea of doing Teacher Action Research = BB. give more confusion to the teacher ‘i C. create complexity in everyday teaching D. add burden to teacher's daily routine F 3. Which of the following statements motivates a teacher to do action research? of Any problem that occurs in my class will soot pass. . (B) For every teaching-learning problem, there is always a solution. Ss C. Leave the problematic situation for other teachers to solve. D. There are more important classroom routines than finding solutions. av 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. an ©) the call for teachers in the current times. D. appropriate for honor graduates. pa co 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 & PARTICIPATION AND TEACHING ASSISTANTSHIP:QO CORRELATIONS! S(Moy¥ NOTWRE qWOKENess omen tea : — kelly Soh Monica Swactaen fuer ‘Your artifact will be an Abstract of Mey oll ABSTRACT As part of a pilot program, the researchers sought to develop an instrument that would effectively measure the nature awareness of students. With this information, the researchers correlated nature awareness scores and science averages. According to Salomon and Perkins’ theory of transfer, experiences in one situation can influence experiences in other situations. Experience (in this study) deals specifically with encounters with nature, Following a structure made by Kellert (2002), as cited in Davis, Rea, and Waite (2006), the researchers chose to evaluate direct experiences, indirect experiences and vicarious experiences in nature. As a result of the connection between nature and the science curriculum, the researchers chose to assess a correlation for the students’ nature awareness scores and science averages. The purpose of this study was to determine if the theory of transfer as presented by Perkins and Salomon (1988) relates to students’ experience in nature (as determined by nature awareness score) which in turn correlates to their science averages. ‘Two groups of fourth grade students were studied (one from a suburban school and the other from an urban school). This study included 56 4" grade student participants. Each student completed the Nature Awareness Survey, and the researchers compiled a Nature Awareness Score for each student. Then the researchers calculated the| students’ third nine week science averages. The researchers applied a Spearman’ s rho and a Pearson correlation in order to determine if a significant correlation existed. The results of the study revealed significant data to support the proposed hypothesis.