Field Study 2 Episode 4 GABAISEN PDF

4
FIELD STUDY 2 MATCHING

PROBLEMATIC
FS 2 LEARNING
Learning Episode SITUATION WITH
PROBABLE ACTION
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.
Target Your Intended Learning Outcomes

At the end of this Learning Episode, I must be able to:
• analyze learning problems prevailing in the classroom.
• list matching action as a probable solution to the teaching-learning problems.
Clarify Your Task

Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have
you identified a problem for your action research?” Common answer will be: “My problem is
that, I do not have a problem.” Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom,
you will discover a lot of problematic situations. You must have also observed these problematic
situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
Revisit the Infographic/s

A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problems in teaching-learning.
This study source was downloaded by 100000855727589 from CourseHero.com on 11-10-2022 08:48:39 GMT -06:00
https://www.coursehero.com/file/130069771/Field-Study-2-Episode-4-GABAISENpdf/
Figure 2. Words that Represent Common Teaching-Learning Problems Identified by Filipino Teachers
(Felimon, Siason, Bilbao, 2021)
Each of the identified problem that you encircled has a corresponding action or solution.
Identified Action as
Problems Solution
Participate and Assist

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

1. Poverty – a problem that most of the students have. Not all students are privileged
enough to have it because of the financial and life difficulties. Poverty entails more than
the lack of income and productive resources to ensure sustainable livelihoods.
2. Teachers – they are the one who teach the students on what they need to learn in school,
but they are also the reason that some of the students can’t learn or understand anything
about their lesson because of the way they teach.
3. Motivation – it has a direct impact on how an individual learns. It plays an important
role in acquiring significant knowledge.
4. Focus – one of the students’ problems, they lack focus for their studies thus the result of
the learner’s grades will not reach the average one.
5. Resources – it’s one of the common teaching-learning problems, lack of resources. Some
teachers don’t have the enough resources because of the shortage of the books or other
resources. Some students also don’t’ have the access to read or download the resources
that they need for their studies.
Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION.
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for you ACTION.
A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. conduct a Tutorial. So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension.
The Problem is: The Action is:
Difficulty in
Conduct a
Comprehension
Tutorial
of ______
Can you also choose letter B. Show video lesson as a SOLUTION for the same PROBLEM?
Explain _________________________________________
Difficulty in
Show video
Comprehension
lessons
of ______
What about letter C as a SOLUTION to the same PROBLEM? Why? ______________________

ANSWER:
Yes, because in making a learning task to develop comprehension, we can see how
the learners are being involved in doing the activities. Letting the students being involved
can help them develop their difficulty in comprehension and be able to understand and
easily solve the said activities.
Difficulty in Make learning

Comprehension tasks to improve
of ______ comprehension
Interesting, isn’t it? Now you can assist your mentor by identifying observed problem in the class
and suggest actions to be done.
Notice
What have you noticed of the problem identified above? Can there be more than one
solution to the problem? Yes. Explain. From the problem above, there could be more than
one solution to the problem. It is good to have more than one solution to the problem for
the teachers to assess the students performances in many ways.
A creative and innovative teacher can find one or more than one solution or answer to the
same problem. Each solution matches with the problem. The more solutions identified to choose
from, the better for an action researcher.
Analyze
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?

Yes, she is always repeating the lesson repeteadly and still her
students cannot understand or classify what she is discussin, it is
almost 2 weeks, but nothing happens.
• Can you find a solution to her problem? Yes. Give your suggestions.
a. Provide consistent one-on-one or small group interventions
b. Assess students throughout the lesson
• What solution can solve Miss Fely’s problem? Provide consistent one-
on-one or small group interventions, all students need targeted
instruction. Some students will need higher levels on intervention than
others. These interventions will vary from brief interactions to clear
up foundational misunderstandings to ones that are intensive, ongoing
collaborations that will need consistent and thoughtful
implementation.
• How? Lesson should be delivered through small group using engaging
strategies that are responsive to minor student skill deficits. As
needed, Miss Fely should also implement a higher-tiered intervention
that still targets skills deficits, but benefits the learner with one-on-
one, undivided attention. This small group and one-on-one support
system should be implemented on an ongoing and routine basis.
• Are they matched with the problem? Yes, the solution matched with the
problem. It is an effective way. Since the problem I about how Miss
Fely will deliver her lesson to her struggling students. The solution
given is matched and I think this will really help Miss Fely and her
students.
Scenario B: Sir Ryan teachers in a disadvantaged urban community. Most of his learners come
from families that are disrupted, either with single parents or with guardians who
stand only as parents. They are deprived of the necessary food, clothing, and
shelter.
• Can you identify the most probable teaching-learning problems in the class of Sir Ryan?
a. Lack of resources.
b. Dealing with children from a different culture, background, and values and
who speak a different language than the teacher.
• Can you propose a solution to solve one of the problems that you have identified? What
is it? Sir Ryan must deal with differences between children in terms of character,
behavior, norms, and values and attitudes, together with differences in the students’
cognitive and language development. Also increased collaboration between districts
and schools will also be a great help to provide more services at a lower cost.
Reflect
After reading the two scenarios given above, who would identifying problematic situations and
finding solutions to these problems help you to become a better teacher? Explain:
After reading the scenarios given above, identifying problematic situations, and
finding solutions in the problems will help me become a better teacher due to the reason
that I realize that obstacles like these two scenarios will help you find ways in overcoming
it. And I know that in every problematic situation I will encounter, I can easily find
solutions to it.
Work on my Artifacts
Your artifact will be an Abstract of a completed Action Research.
I. Title of Action Research:
Increasing Student Learning in Mathematics with the Use of Collaborative
Teaching Strategies
II. Author/s:
Jenna Di Fatta, Sarah Garcia, Stephanie Gorman
III. Abstract:
Three teacher researchers conducted this action research project to increase
their 54 high school students’ achievements in mathematics. The teacher
researchers had noticed a trend of low scores on teacher-made chapter tests and
non-completion of daily homework. Standardized tests showed that most
students scored below average on the mathematics portion, and the number of
students having to repeat mathematics course had increased. The student’s
overall grades in mathematics have dropped, along with their attitudes towards
mathematics learning.
IV. Identify the Problem in the Study

Three high school teacher researchers observed that within their high school
there had been a recent increase of academic failure within mathematics, and
they questioned whether a collaborative setting would help increase their
students’ success in these areas. Initial evidence of this problem included low
standardized test scores and an increase in the number of students who had to
repeat a mathematics course to receive sufficient credits for graduation. The
teacher researchers believed that this was evidenced in the classroom setting by
the lack of daily homework completion and by the students’ poor motivation
succeed.
V. Identify the Action taken in the Study

In the first week of this action research project, the teacher researchers
distributed and collected student consent forms to be signed by their
parent/guardian. During that same week, the students themselves signed
consent forms allowing the teacher researchers to collect data. After
consent forms were signed and turned in, the teacher researchers had
students participate in the Collaborative Teaching Survey. This survey
gathered information concerning the students’ attitude towards the
collaborative setting. The rest of the first quarter, which was the third
through the eight weeks of the research project, the teacher researchers
taught in a traditional collaborative setting. During this time period,
there were no interventions implemented and students, for the most part,
worked individually. At the end of the first quarter, Week 9, the teacher
researchers gathered data from test scores and homework completion
and found the average for each classroom.
Soon after, during Week 10, the teacher researchers conducted the
Multiple Intelligence Online Survey to find what multiple intelligences
were prominent in each classroom. The teacher researchers used the
statistics from the surveys to design lessons that appeal to those types of
intelligences. Throughout the second quarter, weeks ten through
eighteen, these lessons were implemented, and the Strategy Surveys were
given to gather information about students’ attitudes toward how that
lesson improved their understanding of that topic. During this time, the
teacher researchers also rewarded students with a homework pass for
every five consecutive homework assignment completed. Lastly, the
teacher researchers divided their classes into groups of four or five,
according to their ability level and had them work together within their
group on homework assignments and other activities.
During Weeks 20 and 21, data from test scores, homework completion,
and the Collaborative Teaching Surveys from the second quarter were
gathered and tabulated. Then, as a group, the teacher researchers
compared their data between both quarters.
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4

FIELD STUDY 2 MATCHING

Target Your Intended Learning Outcomes

Clarify Your Task

Revisit the Infographic/s

Participate and Assist

The problems I identified are:

What about letter C as a SOLUTION to the same PROBLEM? Why? ______________________

Difficulty in Make learning

• Can you identify Miss Fely’s problem?

IV. Identify the Problem in the Study

V. Identify the Action taken in the Study

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