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LEARNING EPISODE Embedding Action

FIELD STUDY 2 2 Research for
Reflective Teaching

I. TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

1. Be familiar about action research as a reflective teacher.

2. Underscore the importance of doing action research.

II. CLARIFY Your Task

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it. Teachers and students can do it 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 learn, wants to make innovation in the curriculum and
desires to improve teaching practice. In order to achieve this, a teacher has to do action research on
the everyday practical problems. This problematic situation and observe discrepancies emerge
between what is intended and what actually offers in the classroom.

There is a general agreement among action research community that action research as about
ACTION: taking action to improve practice and RESEARCH: finding things out and coming to a new
understanding that create a new knowledge.

Action research is not new. It dates back to the time of John Dewey in 1920 when he introduced
the idea of inquiry. This was followed by Collier, 1945; Lewin, 1949; Corey, 1953; and many others
who came later. Schon introduced the notion of action research as a habit of continuing inquiry.
Inquiry begins with situations that are problematic, confusing, uncertain, and conflicting, and so does
Action Research.

It was Stephen Corey (1953) who defined action research as the process through which
practitioners like teachers, study their own practice to solve their personal or professional practical
problems. Further on, John Illiot in 1993 clarified that action research is concerned with everyday ,
practical problems experienced by the teachers, rather than the theoretical problems defined by pure
researchers.
 Action research is grounded on the reality of the school, classroom, teachers, and students.
Sometimes, it is labeled as Teacher Action Research (TAR) but is popularly known simply as Action
Research (AR).

Action research is the process that allows teacher to study their own classrooms, schools, and
educational setting in order to understand them better and to improve their quality and effectiveness.
The processes of observation, reflection, and inquiry lead to action that makes a difference in the
teaching-learning. It bridges doing (practice0 and learning (study) and reflection (inquiry).

III. Participate and Assist

You must have experience 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.

Here is what are you going to do.

Make a list of Completed Action Research Titles by Teachers in the Field

1. Make a library or online research of the different Completed Action Research Titles
Conducted by Teachers.

2. Enter the list in the matrix similar to the one below.

3. Submit a list of three (3) titles of completed Action Research Studies to your mentor as
reference.

List of Completed Action Research Titles Author/Authors

Example: Differentiated Instruction in Mary Joy Olicia

Teaching English for Grade Four Classes

1. Increasing Student Learning in Jenna Di Fatta, B.A.

Mathematics with the use of Collaborative
Teaching Strategies Sarah Garcia, B.S.

Stephanie Gorman, B.S.

2. Increasing the Awareness in Global Ryan C. Sulivas

Warming of Grade 5 pupils of Anas
Elementary School through the use of
"Present-Engage-Build Infographic
Utilization Technique".

3. Increasing Reading Comprehesion of Veda S. Neumann, B.A.

Elementary Students through Fluency-
 Base Interventions.
Dorothy K. Ross, B.A.

Anita F. Slaboch, B.A.

Based on the activity on Making a List of Completed Action Research Titles, let’s find
out what you have noticed by answering the following questions.

Questions My Answer

1. What have 1. Identify problem to be solved in title No. 1

you noticed
about the action In title No. 1, the problem to solved is the students’ overall grades in
research titles? mathematics because it dropped along with their attitudes towards
Do the action mathematics learning and the teacher researchers had noticed a
research (AR) trend of low scores on teacher-made chapter tests and non-
imply problems completion of daily homework. Also in standardized tests showed
to be solved? that most students scored below average on the mathematics
portion, and the number of students having to repeat mathematics
Yes _/___ courses had increased, that's why the researcher will increase the
students learning in mathematics with the use of collaborative
No _____ teaching strategies.

If YES, identify
the problems
from the title 2. Identify problem to be solved in title No. 2
you have given.
(answer in the It was observed by the researcher that during the Science class,
space provided learners showed low interests and attention to science lesson. The
below) researcher compared the MPS of first grading and the MPS of second
grading and he noticed that the MPS of the pupils was intensibly
decreasing. Thus, with the alarming condition of the apparent MPS
results and observed scenario in the classroom, the researcher
developed a technique in utilizing infographics materials. The
researcher opted that it is very timely to conduct an action research
to test if the technique on utilization of infographic materials would
increase the awareness of the pupils in global warming. The
researcher used "Present-Engage-Build Utilization Technique" in
presenting the infographic materials during the teaching learning
process.
 3. Identify problem to be solved in title No. 3.

The purpose of this action research project was to improve reading

comprehension through oral reading fluency. Students’ problems
with reading comprehension are revealed through difficulty with
one or more of the three elements of oral reading fluency:
automaticity, accuracy, and prosody. Fluency rates were determined
through DIBELS Oral Reading Fluency assessment. Comprehension
was assessed by requiring students to identify the main idea of a
grade-level passage. Students reported their attitudes about oral
reading by responding to a six question survey.

2. What Title of Action Research:

interpretation
about action 1. Increasing Student Learning in Mathematics with the use of
research can Collaborative Teaching Strategies
you make out of
your answer in 2. Increasing the Awareness in Global Warming of Grade 5 pupils of
Question No. 1? Anas Elementary School through the use of "Present-Engage-Build
Infographic Utilization Technique".

3. Increasing Reading Comprehension of Elementary Students

through Fluency-Base Interventions.

3. Write the title For the title in action research no. 1, no. 2, no. 3, I think the study was
and your related to teaching and learning, curriculum and assessment as well
interpretation of as the learner’s cognitive and affective needs. The researchers of the
the study from AR used an idea of their title to develop principles and theories to
the title guide their practice. All the title summarizes the main ideas of their
study, comprised of a brief statement that best reflect the original
and gripping aspects of their study and the title really captured the
readers’ attention because their titles discusses special ethical
viewpoints that the researcher has to take into consideration when
conducting action research in the classroom.

4. What do you I think the three authors were developed practical solutions to
think did the address the problems quickly and efficiently. They create a simple,
author/s do practical, repeatable process of learning, evaluation, and
with the improvement that leads to increasingly better results for schools, or
identified programs. They identify a problem to be studied and they develop a
problem as plan to address the said problem.
presented in
their titles?
IV. OBSERVE, ANALYZE, REFLECT
A. ANALYZE
Key Questions
1. Form what source do you think did
the authors identify the problems of
their action research?
2. What do you think is the teachers
intention in conducting the action
research?
3. What benefit do you get as a student
in FS 2 in understanding and doing
action research?
4. In what ways can you assist your
mentor in his/her Action Research
Activity?
My Answer
Choose from the options given. You may check more
than one answer.
Choices:
______ 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.
Choices:
___/___ 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
Choices:
___/___ Prepare 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
teaching profession
___/___ Become a better teacher everyday
Choices:
___/___ By co-researching with my
mentor
___/___ By assisting in the design of the
intervention
____/__ By assisting tin the
implementation of the AR
______ By just watching what is being
done
 B. 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 activity inquire about handle can offer assistance us get it what is
happening in our classroom and recognize changes that progress instructing and learning.
Activity inquire about can offer assistance reply questions you have got around the adequacy
of particular directions procedures, the execution of particular understudies, and classroom
administration techniques. Action inquire about too makes a difference you take charge of
your individual proficient improvement. As you reflect on your claim actions and watch other
ace instructors, you'll recognize the abilities and procedures you'd like to include to your claim
professional toolbox. As you investigate potential arrangements and are uncovered to new
thoughts, you'll distinguish the abilities, administration, and guidelines preparing required to
form the changes you need to see.

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.

Yes, I realized that activity investigate hence guarantees that a commonsense

arrangement into anything social circumstance is found. It includes a teacher's investigate into
his/her possess activities and conceivable activities to be embraced in arrange to move
forward the same. Activity investigate is noteworthy in guaranteeing that a practical
arrangement to any circumstance is found. It is vital to assist children and instructors unravel
any problem associated with educating to memorize.

V. Write Action Research Prompts

1. Observe
From what teaching principles of theories can this problem be anchored?
 I have observed and noticed that Action Research begins with a problem or a problematic
situation.
Write an example of a problematic situation that you have observed and noticed.
*FRIENDSHIP ISSUES
We require companions in our life to urge together, share distresses and happiness,
and fair get together with life. Companions are the brightest part of life but in some cases this
relationship closes up giving you a part of inconvenience. There's backstabbing, envy, betrayal,
and a part of similar things that destroy a fellowship and in this way it influences the full life. The
leading arrangement to this can be to never open up with companions at to begin with. Know who
you're managing with and after that move forward with the fellowships. Constrain your intuitive
with companions who are poisonous and unfortunate for you.
2. Reflect
What I have realized? What do I hope to achieved?
 I realized that for every teaching-learning problem, their is a solution.
Write a probable solution to the problematic situation above.

*Not each issue requires a solution.”

Sometimes, the as it were great arrangement a genuine companion can offer is to Tune in.
Regularly, numerous of us disregard the reality that we ought to tune in some time recently we
invoke up or display a arrangement. We disregard that the individual themself would have
thought of all the negatives and positives of the issue within the cruel time. Indeed on the off
chance that we point out some things, we'd do it from our point of see which may or may not
suit their prerequisite. So what really is the genuine solution? Listen to them. Let them
conversation their heart out. Tune in to them to understand. Don't imagine to be tuning in but
do really provide it to yourself. Let them take their time. Don't interrupt or come up with
solutions before you know all of it. Be understanding. And on the off chance that you think the
individual needs your offer assistance, tell them what You are feeling would be the leading
considering all of their circumstances. Cause frequently, a great audience is all we really want.
At final, no issue includes a idealize arrangement but it without a doubt makes a difference in
the event that somebody list.

3. 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
Focalized Considering can be thought of as straight and orderly in its approach. It
endeavors to discover a arrangement to a issue by narrowing down numerous
thoughts into a single arrangement. In the event that focalized considering can be
thought of as inquiring a single address, that address would be ‘Why?’
Divergent Considering centers more on the era of numerous thoughts and on the
associations between those thoughts. It sees issues as plan openings and empowers
the utilize of assets and materials in unique ways. Dissimilar considering energizes
the taking of inventive dangers and is adaptable instead of explanatory in its
approach. In case it was a single address, it’d be ‘Why not?’ In which it can offer
assistance more to student,to make more imaginatively as they needed to.Because a
few of the understudies are bashful and dont have sufficient certainty to battle
it.Thats why this are a few arrange that we ought to do.
4. Act
If I conduct or implement my plan, what can be its title?
 If I will implement my doable plan in the future, my title would be

*If you have a dream, don’t just sit there. Gather courage to believe
that you can succeed and leave no stone unturned to make it a reality.”

VI. Work on my Artifacts

(your artifact will be an abstract of a completed action research)

Subjects
Teacher-student relationships
Off-task behaviors and engagement
Education -- Research papers (Graduate).

Abstract
This research explores relationships in schools, specifically interactions between teachers and
students. Initially, the research examined an overview of teacher-student relationships and
factors that contribute to these interactions. This overview included both teacher and student
perceptions and personal characteristics and then examined the effects of teacher-student
relationships on education and how teacher and student behaviors affect educational
outcomes. The overview of the research literature concluded with how to develop positive
relationships. Teacher expectations, attitude, familiarity, and communication all play a role in
cultivating relationships in the classroom environment.
The purpose of the research was to determine if improving relationships between teachers
and students would decrease off-task behaviors during class.The intervention involved four
weeks of initiatives focused on developing improved teacher-student relationships. The mean
number of off-task behaviors per student during the weighted baseline period (Mean = 44.33,
SD = 14.89) was significantly higher than the mean number of off-task behaviors during the
intervention period (Mean = 31.08, SD = 9.68) [t(11) = 5.90, p < .001]. As the data was
significant, the null hypothesis was rejected.