FIELD STUDY 2

(Participation and Teaching Assistantship)

(Understanding AR Concepts, Processes and

Model)

Submitted by:
SHEINA O. GREGORI BEED 4-A

Submitted to:
MRS. CHERRYMAE M. POCULAN
 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 atleast four.

1. It is in a cyclical or recursive process.

2. The process revolves around observe-reflect-act-evaluate-modify-move in new
directions.
3. This recursive process is called Action-Reflection.
4. Nelson also proposed an action research cycle that starts with observe-reflect-plan
and act.

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

There are three models and guides in conducting action research. The first one is from McNiff
and Whitehead, 2006. Their model revolves around 6 processes namely, observe, reflect, plan,
act, evaluate and modify. The second model is from Nelson, 2014. His process on the other
hand revolves around only 4 processes which are the Observe-Reflect-Plan and Act. The last
model is from the Department of Education, 2017. This model has 8 key components which
are the Context and Rationale, Action Research Questions, Proposed Innovation, Intervention
and Strategy, Action Research Methods, Action Research Work Plan and Timelines, Cost
Estimates, Plans for Dissemination and Utilization and lastly, References. 

Now what are the common elements of the three models? All of them practice the 4 main
components which are observe, reflect, plan and act. You can see them in the three models but
was used in the 3rd model in a different way through using more complex words. DepEd
model which is the 3rd model elements are more specific and information needed is more
emphasis rather than the two Models.
 Analyze
Choose the AR sample abstract that you submitted in Episode 2.
 Analyze the components vis-a-vis only one model out of the 3 presented.

• If you choose to compare with Model B-Nelson, O. 2014, here are the components.
Title and author of the Action Research: Action Research in Teacher Education:
Classroom Inquiry, Reflection and Data-Driven Decision Making by Carrie Eunyoung
Hong & Salika A. Lawrence
Key Components Entry from your Sample AR
OBSERVE To address the problem in effective teaching through classroom
inquiry, reflection and data-driven decision making.
REFLECT As I observed, this study shows that the authors are proving that self-
study is a powerful tool for teachers to critically assess their current
practices and drive change as teacher leaders.
PLAN This study uses qualitative in which they use to questionnaires and
interviews from teaching graduate school.
ACT I will be observing how the teachers effectively deliver their lessons and
how they adopt their roles as the guide of the class to see how effective
they are as teachers.

What have you understood about the concept of Action Research and how will these be
utilized in your practice?

For me, action research is addressing or diagnosing practical problems or weaknesses in

the classroom through the use of theory-driven research methods. It has a cycle of action
design for all the researchers in order to make their action research become systematic and
future-oriented. 

It will be utilized in my practice through the use of the models and guide in conducting
action research because this will help me to learn how to improve my practice as a teacher
in terms of teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment. It can also help me learn
more about a wider range of research methods that I can use in the future and lastly, it can
help me engage with my peers and mentor to enable to improve my teaching practices
through action research.
 Reflect
Based on the readings you made and the previous activities that you have done.
As a future teacher, is conducting Action Research worth doing?
As a future teacher, Conducting Action Research is worth doing.

Why?
We will be facing a lot of struggles as we go through the years and experiences of
teaching. One way of acknowledging these problems is through making Action
Research out of it. It does not only help the teacher who made it but also their students
and the school as a whole. Every problem should be solved and make an action out of
it.

How can AR be useful for every classroom teacher?

Action Research is useful for every classroom teachers because it creates opportunity
for them to help students grasp different concepts happening in the society. This can
also assist them in learning how to enhance their teaching methods, classroom
management, learning environment preparation, development of instructional
materials, and assessments. It can give them more time to reflect on the issues that
face teaching and learning. Finally, it can help them learn new things that are directly
related to their field of expertise.
 Write Action Research Prompts
OBSERVE
Remembering my classroom observation in FS 1, I noticed that there are many
questions that I raised in my mind. These include:
A. How do they come up with their classroom management skills?
B. How do they manage diverse learners?
C. Why Mathematics subject hate by most students as a result of having poor
performance?

REFLECT
Thinking deeply about those problems, perhaps something must have been done to
solve the problem or answer the question, like:
A. Through years of teaching experience, they might come up with their own
classroom management.
B. They have been observing and taking notes on the differences that they see and how
they will handle them.
C. Maybe their interest and confidence is low and far from the subject that is why most
of them have poor performance in mathematics subject.

PLAN
Now, that I am in FS 2. I plan to make a plan for my solution to problem (choose from
a. b. c) because
I plan for my solution to problem B (Poor Performance of the Students in Mathematics
Subject) because when I was in my elementary years, a lot of my classmates are saying that
they hate to solve math problem than any other subjects and I was one of them, so I
decided to conduct some research on that issue.

ACT
My action will come later, given enough time in FS 2 or during my Teaching
Internship.
My action will come later, given enough time in FS 2 or during my Teaching Internship. I
am hoping that during my teaching Internship, I can finish my Action Research and provide
answer and solutions regarding to that problem.
 Check for Mastery
Direction: Check from the choices, what answer/s responds to the question correctly
and put an X if otherwise.
1. Action research requires a teacher to be
__√__ Observant of what is happening in the classroom.
__√__ Asking oneself of how to improve teaching
__X__ Following the daily routine all the time.
__√__ Finding ways on how children should learn better.
__X__ Blaming learners for their inability to learn.

2. There are many ways of doing action research which follow a cyclical process.
The process include:
__√__ Observe. Reflect, Plan, Act
__X__ Observe, Plan, Act, Reflect
__X__ Reflect, Act, Plan, Observe
__X__ Plan, Observe, Act, Reflect
__X__ Modify, Observe, Plan, Reflect

3. As an action researcher, I will be developing my skill as a person who is

__√__ Systematic
__√__ Reflective
__√__ Rigorous
__√__ Futuristic
__√__ Situational

4. On which of the following would you choose to conduct an Action Research.

Why?
__√__ Changes in the classroom practices. Why? Because if we consider the rapid
development of technology today, our way of doing things has also changed both in the
workplace and in society. So, I believe that the school must be able to seize all changes
to prepare students to face the world of work. We must change our classroom practices.
Applying technology is important because each student is able to exceed the difficulties
of learning and memorization of content that often prevents tackling issues of discipline
such as mathematics. Through technology the pupil, especially in geometric problems,
got through on the graphic difficulties and to develop the logic and theorem proving.
__X__ Effects of curriculum restructuring. Why?
__X__ Understanding of self as a teacher. Why?
__X__ Teaching a new process to the students. Why?

5. Which of the following relates closely to what action research is?

__√__ Used to address practical problems in the classroom
__√__ Refers only to everyday life of the learners
__√__ Allows teachers to study their own classroom
__√__ Brings theories and practices together
Work on my Artifacts
Your artifact will be a full blown completed action research.

Improving Active Classroom Participation of the Pupils in

Teacher and Learner Discussion

Action Research Plan

Requirement in Field Study 2
(Participation and Teaching Assistantship)

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 Table of Contents
Components Pages

Table of Contents... 2
Context and Rationale... 3

Action Research Question... 4

Proposed Innovation, Intervention Strategy... 4
Action Research Method.... 5
Action Research Work Plan... 6
Cost Estimate... 6
Plan for dissemination and Utilization… 6
References… 7

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I. Context and Rationale
Students who participate in class on a regular basis are constantly engaged with the
material and are more likely to remember a greater portion of it. Active participation in
class improves critical and higher level thinking skills as well. Students who participate in
class have studied the material thoroughly enough to present new concepts to their
classmates. This level of thinking goes beyond simple text comprehension and can improve
memory. Participation can also help students learn from one another, resulting in
increased comprehension through collaboration. This, in turn, can improve relationships
between students as well as between students and professors.
Approaches based on active learning are a capable option. Simply put, active
learning is the process of learning through interaction with content. It means that students
are interacting with the material in any way that promotes active thought, such as through
'activities' for learning or by re-framing the note taking process to encourage thinking
about the material rather than transcribing it. While definitions of active learning differ,
they all share common priorities: students are doing more than just listening; the goal is
skill development rather than simply conveying information; and students engage in
activities (e.g.. discussion, debate, application of principles) that promote higher-order
thinking (such as critical thinking, analysis etc).
According to a study into learning-centered approaches to education, students learn more
when they participate in the process of learning. Active learning is discussion, practice,
review, or application. Active learning encourages your brain to activate cognitive and
sensory networks, which helps process and store new information. Claire Hoogendoorn,
New York City College of Technology wrote a good introductory article on the neuroscience
of active learning. She summarized several studies, writing, "...learning is enhanced when
multiple neural pathways are activated at the same time. In plain terms, the more we can
activate students' brains in different ways, the more they leam. This means that engaging as
many sensory, cognitive, emotional, and social processes in students will increase their
learning potential." When given the opportunity to actively engage with the information
they're learning, students perform better. It nurtures the brain, giving it an extended
opportunity to connect new and old information, correct previous misconceptions, and
reconsider existing thoughts or opinions.
Even though some students commented that their participation doesn't enhance
their learning, the sizable number who indicated the role others' comments play in their
learning validates the importance of encouraging participation from a broader range of
students than might normally volunteer. Further, students who assert they learn better by
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listening can be encouraged to participate at least a moderate amount to contribute to the
learning of others, just as they benefit from others' contributions. Although not
comprehensive, these recommendations illustrate the breadth of strategies instructors can
use to increase learning through discussion (Elise Dallimore, et, al, March 2017).
The goal of increasing participation is not to have every student participate in the
same way or at the same rate. Instead, it is to create an environment in which all
participants have the opportunity to learn and in which the class explores issues and ideas
in-depth, from a variety of viewpoints. Some students will raise their voices more than
others; this variation is a result of differences in learning preferences as well as differences
in personalities. For example, some students who do not speak often in class are reflective
learners, who typically develop ideas and questions in their minds before speaking; others
are shy students who feel uncomfortable speaking in front of groups (at least initially).
Many students who frequently volunteer to contribute are active learners, who typically
think while they speak. The instructor's goal is to create conditions that enable students of
various learning preferences and personalities to contribute. To reach this goal, you will
need to take extra steps to encourage quiet students to speak up and, occasionally, ask the
more verbose students to hold back from commenting in order to give others a chance (WU
St. Louis, 2021).

II. Action Research Question

1. What are the solutions to enhance the active classroom participation of the pupils in
teacher and student discussion? 
2. How the students more engage in active classroom discussion?
3. What are the advantage and disadvantage of active classroom discussion?

III. Proposed Innovation, Intervention Strategy

First we need to conduct an assessment to the students' prior knowledge and design
your lessons to build on what they already know. When new content is linked to what
students already know, they will feel more successful and engaged.
Next we must allow students to collaborate. Opportunities for students to
collaborate or even discuss a concept in the middle of a lesson can be extremely beneficial
to student engagement. Tum and Talk is an excellent strategy in which students are given a
discussion topic and time to quickly turn and discuss with a partner.
Then during your lessons, assign students a task. Give students a key word to listen
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for throughout the lesson; this can also be linked to movement or chant. This repetition not
only improves memory, but it also keeps students engaged throughout the lesson. Allow
students to choose how they learn. When students believe that their ideas are unimportant,
they tune out. 

IV. Action Research Methods

This study will be employing the descriptive method to gather data on classroom
pupil active participation and their performance will be assess through the use of
instructional material.

A. Participants/Other Sources Data

In this action research study, the researcher first developed a definition of
participation based on scientific literature as well as personal reflections. Any type of
student involvement in the classroom, which results in various interactions with the
teacher as well as other classmates, is very important to this study.

B. Data Gathering Methods

Following the presentation of the action plan to the students, a discussion was held
on the subject. Agreement on the proposed actions' implementation was reached. The
length of the action the plan differed depending on the student group, but it lasted at least
one month. Following the implementation of the action plan in the classrooms, a survey
was used to assess students' perceptions of the action plan. The survey included ten items
that were scored on a Likert scale based on how much the participant agreed with each of
them (1 being the lowest agreement and 4 the highest agreement).

C. Data Analysis Plan

After reflecting on the experience, the instructors who took part in this experience
documented their perceptions in writing, providing feedback on the evolution of the action
plan, comments from students, and any other additional comments.

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V. Action Research Work Plan
Active Classroom Discussion
Individuals Success
Title Objectives Activities
Involved Indicator
Students will
Explaining the
To promote the know how to
objectives and Teacher and
idea that they demonstrate
procedures for Students
are attainable to achievement
each activity to
everyone during the
students
session
The students
Improving Asking for have an
Teacher and
Active To provide an student opportunity to
Students
Classroom easy marking participation by connect
Participation name themselves to
of the Pupils in their classmates
Teacher and To encourage Allowing them Students will
Teacher and
Learner students to take time to reflect know what and
Students
Discussion more control of before why they are
their learning participating learning
To provide a
Inviting
basis for They engaged to
students who Teacher and
regularly the active
are not paying Students
checking classroom
attention to
learning during discussion
participate
the discussion.

VI. Cost Estimate

The cost or investment of the study will distinguish base on the price of the printed
evaluation sheet and also the price of the token that will be given to some other teachers.

VII. Plan for Dissemination and Utilization

Each teacher held an information session prior to implementing this plan. Provided
students with an explanation of the research project to be conducted and, in turn,
particularly, one of the action plan's goals is to increase participation. Students were
informed that an action plan would be implemented in their classes beginning that week,
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which would include the following four actions: (1) Explaining the objectives and
procedures for each activity to students. (2) Asking for student participation by name. (3)
Allowing them time to reflect before participating: (4) Inviting students who are not paying
attention to participate.

VIII. References
Smart Sparrow (2018) what is active learning? Retrieved
from https://www.smartsparrow.com/what-is-active-learning/
Elise J. Dallimore, et, al. (March 207) How do students learn from participating in class
discussion Retrieved from https://www.facultyfocus.com/articles/effective teaching-
strategies/students-learn-participation-class-discussion/
Washington University in St. Louis (2021) Increasing student participation Retrieved
from https://ctl.wustl.edu/resources/increasing-student-participation/