LEARNING

FIELD STUDY 2 EPISODE Embedding Action Research for Reflective

2
Teaching

FS 2 2
To have a meaningful and successful accomplishment in this FS episode, be 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 and tasks you will need to do before
working on this episode.

TARGET Your Intended Learning Outcome

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

 be familiar about action research as a reflective teacher

 underscore the importance of doing action research.

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 team Teacher
should take interest to know how students learn, wants to make innovation curriculum and
desires to improve teaching practice. In order to achieve these, do action research on the
everyday practical problems. These problematic situations discrepancies emerge between what is
intended and what actually occurs in the classroom.

Revisit the infographic/s

There is a general agreement among action research community that action research is
about ACTION: taking action to improve practice and RESEARCH: finding things out and
coming to a new understanding that create 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, 1933
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
Sometime it is labelled as Teacher Action Research (TAR) but is popularly known simply as
Action Research (AR).
 Action Research is a process that allows teachers 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 teaching and learning. It bridges doing (practice) and learning (study) and reflection
(inquiry).

Participate and Assist

You must have experienced in your past subjects, doing some activities o tasks similar to
an action research. These are activities that required you to do Make Action or the other way
around. Schon (1987) distinguishes Reflection in action or reflection on action as two different
things. 
Perhaps your mentor teacher has already done an Action Research. Now is the 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
2. 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. Differentiate Instruction in Teaching for Mary Joy Olicia
Grade Four Classes
1. Instructional Strategies for Teaching Robert Ojeda
Pre-Algebra to a Diverse Group of
Learners
 2. Increasing Reading Comprehension of Veda S. Neumann, B.A
Elementary Students through Fluency- Dorothy K. Ross, B.A
Based Interventions
Anita F. Slaboch, B.A
3. Compendium of Balitaw as Learning Maribel S. Mendosa
Resource Materials Across earning
Areas
4. Improving Mathematics Performance Pede I. Casing, MaEd
among Grade 11 Students through
Jigsaw Technique
5. 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”

Congratulations!! You have done a good job. By doing so, you have a mentor and
together you will journey towards becoming an action researcher.

Notice
Based on your 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 Answers

1. What have you noticed about the action
research titles? Do the action research (AR)
titles imply problems to be solved?
Yes ____
No____
1. Identified problem to be solved in title
no. 1
How the knowledge and skills assist
students in growing as individuals
while preparing them for the next
level in their academic lives?

2. Identified problem to be solved in title

If YES, identify the problems from the title no. 2
you have given. Answer in the space How to improve students reading
provided. comprehension?

3. Identified problem to be solved in title

no. 3
What is the feasibility of integrating
Balitaw in teaching mathematical
concepts?

4. Identified problem to be solved in title

no. 4
How to improve Mathematical skills
in diagnostic test and how to enhance
mathematics performance using
jigsaw technique?

5. Identified problem to be solved in title

no. 5
How technique utilize infographic
materials and would it increase the
awareness of the pupils in global
warming?

1. What interpretation about action Title of the Action Research:

research can you make out of your
Instructional Strategies for Teaching Pre-
answer in Question No. 1?
Algebra to a Diverse Group of Learners

3. Write the Title and your interpretation of From the title, I think the study
the study from the title. From the title, I think the study is conducted
to find a strategy that can help teachers on
teaching pre-algebra on a diverse group of
learners.

6. What do you think did the author/s do I think the author’s………….

with the identified problem as
I think the author will research some related
presented in their titles?
finding from other research papers and make
 an action research on how to solve the
problems.

Analyze
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 what 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 source do you Choices:
think, did the authors identify
___Copied from research books
the problems of their action
research?  From daily observation of their teaching
practice.
 From difficulties the observed of their
learners.
 From their own personal experience.
 From the told experiences of their co-
teachers.
2. What do you think is the Choices:
teacher’s intention in  To find a solution to the problematic
conducting the action situations
research?
___To comply with the requirement of the principal
 To improve teaching practice
___To try something, if it works
___To prove oneself as better than the others
 3. What benefits do you get as a Choices:
student in FS 2 in  Prepare me for my future job
understanding and doing
action research? ___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
 Become a better teacher everyday
4. In what ways, you can assist 
your mentor in his/ her Action ___By just watching what is being done
Research Activity?

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 action research is a cycle of action and research for the purpose of improving
performance. It aids in the creation of a link between theory and practice. It is a
methodical technique by which a practitioner does a research in order to analyse or solve
a problem. In a nutshell, a teacher discovers a problem in the classroom and attempts to
solving it by taking a corrective action. He or she conducts a study while executing these
steps to assess their effectiveness and make a modifications depending on the findings.

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.

I realize that action research is important to future educators, because it guarantees that a
realistic solution to any classroom problems is discovered. It tells a teacher conducting
 study about the activities they made as well as prospective actions to take in order to
enhance them. Action research is critical in determining whether or not a feasible solution
to a problem exist.

Write Action Research Prompts

OBSERVE

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?
As I read the article or the action research written by teachers I found that the main focus of their
studies are about the students who struggles from their studies, a good example is the study on
how to improve the students’ performance in mathematics among grade 11 students through a
jigsaw technique.
REFLECT

REFLECT

What have I realized? What do I hope to achieve?

I realized that for every teaching learning problem, there is a solution.
Write a probable solution to the problematic situation above

There’s plenty of solutions to any problems. For example, in improving students reading skill.
Students can start on watching educational shows and also by the guidance of teachers. Teachers
can apply parrot reading or by letting the students speak the words in the books or blackboard.
PLAN

PLAN

What strategies, activities, and innovation can I employ to improve the situation or solve the
problem?
  As a future action researcher, I can plan for an appropriate intervention like

Thinking of what strategies that I can work on to enhance my teaching skills, a good
example is a student- centered activities. A connection between classroom subjects to real
life situations. Applying open-ended questions, encouragement of creative thinking and
making use of technology and multimedia are among the effective tactics utilized by
teachers.
ACT
ACT

If I conduct or implement my plan, what can be its title?

 If will implement my doable plan in the future, my title would be

Teaching Strategies to Cope with the New Normal During Pandemic

Check for Mastery

Direction: Choose the best answer.

1. Every future teacher should do action research because_________.

A. It is a requirement for teachers in the field
B. It will improve teaching practice
C. It will add points to teacher’s performance
D. It is part of the teacher’s standard

2. Spotting a problematic situation in teaching and learning will ________.

A. Spark an idea of doing Teacher Action Research
B. Give more confusion to the teacher
C. Create complexity in everyday teaching
D. Add burden to teacher’s daily routine

3. Which of the following statements motivates a teacher to do action research?

 A. Any problem that occurs in my class will soon pass
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.

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.
C. The call for teachers in the current times.
D. Appropriate for honor graduates

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

Work on my Artefacts
ARTEFACTS
Your artefacts will be an Abstract of a completed action research.

Increasing Reading Comprehension of Elementary Students through Fluency-Based

Interventions
Verda S. Neumann, Dorothy Ross, Anita F. Slaboch

Abstract

The authors of this action research project report implemented oral reading fluency-based
interventions for the purpose of improving student’s reading comprehension. Six students in
grade three, six students in grade five, and six students in grade six participated in the study from
Monday, august 7, 2007. Researchers observed that in the targeted reading groups, deficiencies
in any element of oral reading fluency were associated with reading comprehension problems.
The teacher researchers used the following tools to document evidence; dynamic indicators of
basic early literacy skills (DIBELS) oral reading fluency (ORF), which indicated that 50% of
students at site A and 83% of students at site B were below benchmark score for oral reading
fluency.

FIELD STUDY 2 Learning Understanding AR

Episode Concepts, Processes

FS 2 3
and
Models

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:
 use concepts and processes of action research.
 identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006; and
Nelson, 2014

Clarify Your Task

Understanding and Using Action Research Concepts and Processes

The definition of action research evolved over time. There is no singular definition of
action research. Anchored on the idea of inquiry by John Dewey, several other authors advanced
the concept of action research. Action research is a type of inquiry that is:
 practical as it involves making changes to practice. 
  theoretical as it is informed by theory and can generate new insights. . 
 concerned with change and improvement.

Action research has been embraced in education for its value in transforming school
practices by the practitioners themselves. It is used to address practical problems in the
classroom. It is a process that allows teachers to study their own classroom and school setting to
improve their effectiveness. Teacher Action Research (TAR) is a method for educational
practitioners (teachers, school leaders) to engage in the assessment and improvement of their
own practice. It is a tool to help classroom teachers consider their teaching methods or to adopt a
strategy in order to solve everyday problem in the school setting.
 Here are some questions and answers that you need to know.

1. What are the Core Characteristics of AR (Titchen, 2015)?

 Systematic - Like any form of research, it follows a system.
 Rigorous- It has rigor, meaning a strict adherence to the rules of empirical studies,
 Reflective - It follows a continuous reflection and action.
 Situational- It is more specific to the location (school) circumstances (teaching and
learning, etc.).
 Participative - AR can be participative where teachers and learners are co-researchers.
 Future-oriented - It seeks solution to the current problem for future improvement.

2. Why is Action Research useful to me as a Teacher Researcher?

 AR can 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.
 AR can help me learn more about a wider range of research methods that I can use in
the future.
 AR can provide me more space to think deeply about the issues that confront teaching
and learning.
 AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
 AR can help me develop new knowledge which is directly related to my area of
specialization.

3. What types of classroom action studies that can I engage in?

 Creating changes in the classroom practices. Example: What changes will daily writing
have on my students?)
 Establishing effects of curriculum restructuring. Example:. Will the use of mother
tongue enhance the reading skills of my learners?)
 Enhancing new understanding of learners. Example: What happens when students get
demotivated?
 Teaching a new process to the students. Example: How can I teach third graders to do
reflection?
 MODELS and GUIDE in CONDUCTING ACTION RESEARCH
McNiff & Whitehead 2006 (Adaptation)
Action Research Cycle The Action Research Process

Identify the problem

1. Based on observation and noticing, what problematic situations
OBSERVE prevail IN THE classroom or teaching learning environment? 
2. Which of these problems shall I focus on? 
3. What does literature say about this problem? On what theories
or principles I leaned before is the problem anchored? 

Reflect (Reflection continues all through out the process.)

1. What do I hope to achieve? What do I intend to change for the
REFLECT better? 
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?

Plan An Action Research Strategy

PLAN 1. What type of research will I use? Quantitative? Qualitative? 
2. How will I describe my innovation Intervention? Strategy? 
3. Is my plan doable within the given period of time?

Take Action
ACT 1. How do I put my plan into action? How long? 
2 How will I gather data or information?
3. What sense or meaning do I get out of the data?

Use Findings
EVALUATE 1. Where do I apply results to improve practice?
2. Are my findings worth sharing? 

Move To Another Cycle

MODIFY 1. Is there a need to modify intervention to get new results? 
2. Should I move to another cycle of action research?
Nelson, O 2014 Model
OBSERVE Identify The Problem
1. Based on observation and noticing, what problematic situation
prevails in the classroom or teaching learning environment? 
2. Which of these problems shall I focus on? 
 3. What does literature say about this problem? On what theories or
principles I leaned before are the problems anchored?
Reflect (Reflection continues all through out the process.)
1. What do I hope to achieve? What do I intend to change for the
REFLECT better? 
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?

Plan An Action Research Strategy

PLAN 1. What type of research will I use? Quantitative? Qualitative? 
2. How will I describe my innovation Intervention? Strategy?
3. Is my plan doable within the given period of time? 
Take Action
ACT 1. How do I put my plan into action? How long? 
2. How will I gather data or information? 
3. What sense or meaning do I get out of the data?

Department of Education (DO 16) 2017 Model

Action Research Key Components
I. CONTEXT AND RATIONALE
II. ACTION RESEARCH
QUESTIONS
Action Research Process
Identifying the Problem
1. Why am I doing this?
2. What is the background of my action research?
3. What problem/question am I trying to solve?
4. What do I hope to achieve?

Proposed Plan
1. What do I plan as a solution to the problem I
III. PROPOSED INNOVATION identified? (Describe.)
INTERVENTION AND STRATEGY 2. What innovation will I introduce to solve the
problem? (Describe.)
3. What strategy should I introduce? (Describe.)
IV. ACTION RESEARCH
Plan of Action Research
METHODS
1. Who are to participate? (my students, peers,
a. Participants and/or other Sources of
myself)
Data and Information
2. What are my sources of information? (participants)
b. Data Gathering Methods
3. How shall I gather information?
c. Data Analysis Plan.
4. How will I analyze my data/information?

V. ACTION RESEARCH WORK
PLAN AND TIMELINES
VI. COST ESTIMATES
Action Research Work Plan
1. What should my work plan contain? (targets,
activities, persons involved, timeline, cost)
2. How long will I conduct my intervention? (For
reliable results 8 to 12 weeks)
Action Research Cost-(Consider also the maximum
cost if externally funded like DepEd, LGUs NGO or
personal)

Sharing Results
1. How will I share the result of my action research?
VII. PLANS FOR DISSEMINATION
(Publish, Present, Flyers, LAC sessions)
AND UTILIZATION
2. Can I collaborate with other teachers to continue
or replicate my study?

References
VIII.REFERENCES 1. What reading materials and references are
included in my review of literature?

Both Action Research Processes above are supported by the two AR Models which will be
presented next.
Action research is a dynamic process anchored on Reflection ↔Action Cycle of Observing,
Reflecting, Acting, Evaluating and Modifying.

Figure 1. An Action-Reflection Cycle as Basis for Action Research

Source: McNiff and Whitehead, 2006

Action research is a cyclical, recursive process of observe >> reflect>> act>> evaluates>>
modify>> move in new direction is known as action-reflection (McNiff & Whitehead, 2006). In
2011, McNiff defined action research as a form of inquiry that enables practitioners to
investigate and evaluate their work. Before that, Corey in 1953 viewed action research as a
recursive de repeated process, proceeding through spiralling cycle of planning, actions,
reflections and change.

In a similar vein, Nelson, 2014 proposed an action research cycle that starts with Observe
followed by Reflect, Plan and Act which can also go through evaluation and modification. It also
follows a cyclical process.
Figure 2. The Action Research Cycle

Source: Nelson, O, 2014

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 at least four.

1. The models to be use

2. Classroom problems to be solve
3. Elements in the cycle
4. Procedures and steps

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

The common elements of three models are they have same cycle and elements like the
Mcniff and Whitehead models and Nelson Model. All have title and authors, observe, reflect,
plan and act. The said elements are similar to the DepEd model, but the latter are more
specific .

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 A-McNiff & Whitehead, 2006, here are the components
Title and Author of the Action Research:
Key Components Entry from you sample AR
OBSERVE The Problem

How to explain research question, map out an

action plan, use appropriate methodologies
and generate evidence from the data to test
findings against the most stringent critiques.
REFLECT Reflection

Action research is a holistic practice made up

of numerous disciplines that all contribute to
one another, it’s critical to recognize the
holistic linkages and their potential for
producing new ones.
PLAN Plan of Action

It intended to lead a practitioner scholar

through all the stages of action research- from
planning an action research project,
conducting action research, and to using an
action research for evaluation.
ACT Implementation

The use of examples and case studies is

especially helpful in educating researchers
about all aspects associated with doing action
research.
EVALUATE Findings

The book, is not overburdened with

theoretical jargons. It follows an engaging
style using specific examples to highlight the
salient aspects of action research. The
narrative style addressing the researcher as
you creates a personable narrative for readers.
MODIFY Recommendation

The need to deepen the technical knowledge

on action research must comprehended in the
context of its larger theoretical implications.
 If you choose to compare with Model B-Nelson, O. 2014, here are the components
Title and Author of the Action Research:
Key Components Entry from you sample AR
OBSERVE The Problem

REFLECT Reflection

PLAN Plan of Action

ACT Implementation

 Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in model A)
Key Components Action Research Process

I. Context and Rationale Study Background.

II. Action Research Question AR Questions.

III. Proposed Innovation, Intervention Describe Innovation/Intervention/Strategy.

Strategy

IV. Action Research Methods Describe Action Research Methods.

a. Participants/ Other Sources of Data
b. Data Gathering Methods 
c. Data Analysis Plan.

V. Action Research Work Plan Summarize Action Research Work Plan

VI. Cost Estimate Write cost estimate.

VII. Plan for Dissemination and Describe how the results will be shared.
Utilization

VIII. Reference Write at least 3 reference.

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

Action research is basically a cycle of action and research to improve performance. It helps build
a bridge between theory and practice. It is a systematic method through which a practitioner
conducts a study to evaluate a specific problem or to solve a problem.
Reflect
As a future teacher, is conducting and Action Research worth doing?

Yes, conducting an action research is a worth doing.

Why?

It will help enhance my reflective teaching process as I enhance awareness. It is important for
the teacher to have a good learning environment and most of all it will develop one’s
personal and professional capability.

How can AR be useful for every classroom teacher?

Action research creates opportunity for teachers to help students grasp abstract concepts. By
using the interaction an experimentation that action research technologies offer. Teacher can
enhance classroom experiences, teach new skills, inspire students mind, and get students
excited about exploring new academic interests.

Write Action Research Prompts

OBSERVE
Remembering my classroom observations in FS 1, I noticed that there are many questions that I
raised in my mind. These include:
a. What are the competencies that the teachers always use? It is effective even up to this
day?
b. Why most of the students have poor performance of the student’s mathematics subject?
c. What are the strengths and weaknesses of that specific competency?
REFLECT
Thinking deeply about those problems, perhaps something must have been done to solve the
problem or answer the question, like:
a. Reflecting on what part of the subject that needs to focus more
b. What are the skills that need to work out?
c. What are the steps in determining the problems?
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 to make a solution for my problem B, because I remember when I was in high school, a lot
of students are saying that they hate to compute and solve math problem than any other subjects,
so it comes to my mind to do a research regarding that issue.
ACT
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 will finish my Action research and provide
answer and solutions regarding to the problem.
Check for Mastery
Direction: Check from the choices, what answer/s respond 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 one self 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?
 X Changes in the classroom practices. Why?

X Effects of curriculum restructuring. Why?

X Understanding of self as a teacher. Why?

 Teaching a new process to the students. Why?

- Because it is an integral part in teacher education, we need to apply or seek for new
theories or practices to our teaching.

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 complete Action Research.

 FIELD STUDY 2
LEARNING EPISODE 4 (MATCHING
PROBLEMATIC LEARNING SITUATIONS
WITH PROBABLE ACTIONS AS SOLUTION)

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. Absenteeism
it is one of the factors that causes low level of understanding of students.
2. Wi-fi
We are experiencing online class and the problem of some students is limited internet
3. Motivation
When your students are struggling, a teacher encourage them.
4. Bullying
is one of the problems in school that causes some students who got bullied to lose their
confidence.
5. Modules
Since we are under pandemic most of the schools were doing modular to continue students
learning.

How can you assist your mentor, after knowing that the learners have difficulty in reading?
I can assist my mentor by observing and conducting some test and surveys to address
the problem and to know how many and who among the students who lacks
comprehension needs assistance.

MAKE A CHOICE FOR YOUR ACTION.

A. Conduct a remedial lesson.
B. Show video lessons to help enhance reading skills.
C. Make a learning task to develop reading skills.

Suppose you chose letter A. Conduct a remedial lesson. So you have identified the SOLUTION
that matches the PROBLEM which is difficulty in reading.

The problem is: The action is:

Reading Difficulty Conduct a

in English Remedial Session

Can you also choose letter B. Show video lesson as a SOLUTION for the same
PROBLEM? ___________
Explain
I can also give them another option which is providing videos regarding tips and
techniques about reading with understanding.

The problem is: The action is:

Reading Difficulty Show Video

in English Lesson

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

To help struggling students make the critical reading gains they need, consider
incorporating this tips in my everyday instructional plans.

The problem is: The action is:

 Reading Difficulty Make a Learning Task to
in English develop Reading Skills

What have you noticed of the problem identified above?

I noticed that there is more than one solution to the problem and yes, there are a lot of
solutions on how to address the problem which is difficulty in comprehension. I think
that, every teacher should not only focus on one solution but rather look for a solution
that is more effective to the learning of every student.

Can there be more than one solution to the problem? Yes Explain
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?

The problem is one half of the students cannot classify animals into
vertebrates and invertebrates and she has been repeating the same science
lesson for two weeks, yet no progress was observed.

Can you find a solution to solve her

problem?
Yes I can find a solution to her
problem.

Give your two suggestions.

Try other teaching format like build in time to walk around and let the students
to observe.
Avoid yes or no questions; let your students to reflect and to think more.

What solution can solve Miss Fely’s problem?

I think the two suggested solution are effective.

How?
Give chances to all the students to observe. Through that you are giving chances
to all the students who cannot figure out your topic.

Are they matched with the problem?

Yes, the solution are matched with the problem.

Scenario B:
Sir Ryan teaches in a disadvantaged urban community. Most of his learners come from families
that are disrupted, either with single parents or with their guardians who stand only as parents.
They are deprived of the necessary food, clothing and shelter.

Can you identify the most probable teaching-learning problem/s in the class of
Sir Ryan?
Poor performance of the students because of financial problem.
It is hard for the students to focus in the class because of problems at
home.

Can you propose a solution to solve one of the problems that you have
REFLECT

After reading the two scenarios given above, how would identifying problematic situations and
finding solution to these problems help you become a better teacher?
Explain:
Part of the teacher’s job is to find out each student’s background, their needs and
things they think will affect their development. To evaluate students level of knowledge,
teacher should conduct pre and post test.

WRITE ACTION RESEARCH PROMPTS

Using any one example of problems in this activity, answer the AR prompts that follow:

OBSERVE
What problematic situation prevails in the classroom?
It is hard for the students to focus on their studies because of financial problems and it
affects their learnings.

REFLECT
What changes do you want to achieve?
I want my class to be more productive and eager to learn more and explore learnings.

PLAN
What strategies will you use to improve the situation?
The strategies that will improve the situation is to create some activities that the
students can also learn, reflect and explore in a way that they need to be creative but do
not need expensive materials.

ACT
What would be the title of your Action Research should you conduct the study?
Factors That Affect Students Academi Performance
Add: Solutions / actions
Set PTA meeting and discuss the problems, ask their opinions and suggestions.
Check For Mastery

Here are some problematic situations in the teaching – learning environment as observed and
experience by teachers. Match the problems listed in column A with corresponding probable
solutions in column B. You may use the letter once, more than or not at all.

Problematic Solutions Probable Solutions/Actions

F 1. Connectivity for online learning
A 2. Descriptive Classroom behavior
D 3. Poor interest and motivation
C 4. Parental non-involvement
G 5. At risk-students
A. Rearrange classroom setting
B. Maximize use of varied in structural
materials
C. Regular parental- teachers circles
D. Use of Rewards
E. Group studies and study buddies
F. Use of Flexible learning
G. Silent Reading Exercises
WORK ON MY ARTIFACTS

Your artifact will be an Abstract of a completed Action Research.

I. Title of Action Research

Improving Reading Comprehension Through Higher Order Thinki

II. Author/s

I. Abstract

II. Identify the Problem in the Study

III. Identify the Action Taken in the Study

EVALUATE Performance Task

Evaluate Your Work Task Field Study 2 Learning Episode 4-Matching Problematic Learning
Situations and Probable Action as Solution!

Name of FS Student:_________________________Date Submitted:___________

Year &Section:_____________________________Course:_________________
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode
4 3 2 1

Accomplished All observation One (1) to two. (2) Three (3) observation Four (4) or more
Observation questions/task s observation questions/task s not observation questions!
Sheet completely questions/ tasks not answered / tasks not answered I
answered/ answered / accomplished. accomplished.
accomplished accomplished.

Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers answers are clearly answers are not were not answered;
are with depth and connected to theories; clearly connected to answers not connected to
are thoroughly grammar and spelling theories; one (1) to theories; more than four
grounded on are free from errors three (3) grammatical (4) grammatical/ spelling
theories; grammar I spelling errors. errors.
and spelling are free
from erro

Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by what
were observed and were observed and supported by what were observed and
analyzed analyzed were observed and analyzed
analyzed

Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
Artifacts on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning outcomes; not
outcomes; Complete, outcomes. Complete; learning outcomes. complete; not organized,
well organized, well organized, very Complete; not not relevant
highly relevant to the relevant to the organized. relevant to
learning outcome learning outcome the learning outcome

Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline

COMMENT/S Overall Score Rating

(Based on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.50 1.75 2.0 2.25 2.50 2.75 3.0 3/5 5.0

99 96 93 90 87 84 81 78 75 72 71-below
________________________________ ________________
Signature of FS Teacher above Printed Name Date