1

Chapter I

THE PROBLEM

Introduction

There is clear evidence for a negative effect of COVID-19-related school

closures on pupils’ achievement Kuhfeld et al. 2020). Pandemic has a

significant effect specifically on pupils collaborative learning skills in the

classroom. It affects how they interact and socialized the environment usually

happened on the collaborative learning activities. Based on the result of the

data gathering by researchers 13 pupils out of 94 pupils from Grade V pupils

of Banisil Central Elementary School were lacking of collaborative learning

skills. This proves that collaborative learning skills are problem. Additionally,

study conducted in 2018 in Malaysia examined the factors that contribute to

pupils' lack of participation in collaborative learning activities. The study found

that pupils who lacked confidence in their own abilities and were uncomfortable

interacting with peers were less likely to cooperate and contribute to group work

(Mohammed, 2018)

Significantly, according to Erkens & Bodemer (2019), requirements for

the success of cooperative learning include the individual awareness regarding

the previous knowledge that their group peers have and the aggregation of

knowledge in the field of the work group through conscious integration of the

members. Also, according to the study of Asido (2019), the researcher

examined the impact of collaborative learning on the social skills of Grade 5

pupils. The study found that collaborative learning improved the social skills of
1
pupils, such as communication, cooperation, and teamwork. The study

recommended that collaborative learning should be emphasized in schools to

develop the social skills of students.

Furthermore, in a study by Santos (2019), the researcher investigated the

interventions by the Philippine Department of Education (DepEd) to address

lack of collaborative learning skills. The study found that DepEd has

implemented various interventions, such as teacher training programs, peer

coaching, and the use of technology, to improve collaborative learning among

pupils. In addition, Soles of the Feet Mindfulness Activity was well-known for its

excellent effects on collaborative learning of pupils. Also, many studies done

on how mindfulness activity help improve the collaborative learning skills of

pupils. The intervention is inimitable in a way of we target the roots of lacking

of collaborative learning skills of pupils which are lack of concentration and

behavioral problem such as the social skills. The Soles of the Feet Mindfulness

Activity are appropriate to improve the collaborative learning skills of students.

Sari & Eriyanto, (2019). Mindfulness Activities as a tool for enhancing

collaborative learning. This study explored the effects of mindfulness activities,

including paying attention to the sensations in the Soles of the Feet, on

collaborative learning in a physics course. The researchers found that students

who engaged in mindfulness activities had better communication, problem-

solving skills, and group cohesion compared to those who did not engage in

the practice.

Hence, the problem encourages the researchers to gather more

information to determine the effectiveness of Soles of the Feet Mindfulness

Activity in improving the collaborative learning skills of pupils learning skills.

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Statement of the Problem

This study aims to determine the effectiveness of Soles of the Feet

Mindfulness Activity in improving the collaborative learning skills of Grade V

pupils of Banisil Central Elementary School.

Significantly, this study will seek answers to the following questions:

1. What is the level of collaborative learning skills of pupils before

application of intervention?

2. What is the level of collaborative learning skills of pupils after application

of intervention?

3. Is Soles of the Feet mindfulness activity significantly effective as an

intervention to improve the collaborative learning skills of pupils?

Significance of the Study

This study is undertaken hoping that the results would be beneficial to

the students and teachers of Banisil Central Elementary School. Moreover, this

study would specifically. benefit the following:

To the teachers, the result of this study may serve as a guide to the

adviser of the pupils on how they will design an engaging collaborative

learnings to maximize the learning potential of the students. In addition, it may

help them to implement teaching strategies guide by the intervention we apply.

Moreover, teachers can utilize this as it is a teaching strategy which allows

3
students to work together in small groups with smooth transition from one

activity to another.

The Pupils, the intervention can provide knowledge and widen their

understanding on how to socialized on collaborative learning. Furthermore, the

intervention encourages the learner to engage in collaborative learning. As it

involves children’s participation in small group learning activities, it promotes

positive interaction among each other. This study might enlighten them as it

provides information to the notion of Mindfulness which they can transfer the

negative energy by undertaking Soles of the Feet to have a good concentration

on collaborative learning.

Scope and Delimitation

The researchers will conduct the study to find out the effectiveness of

Soles of the Feet Mindfulness Activity to improve the collaborative learning

skills of Grade V pupils. Specifically, the study will employ Soles of the Feet

Mindfulness Activity and to highlight the of collaborative learning skills of pupils

researcher adopt different approaches of collaborative works such as Think-

Pair and Share, Stump Your Partner, Catch-Up, Fishbowl Debate, Case Study,

and Group Problem-Solving that we already use as an approach in highlighting

the process of collaborative learnings of pupils in our Specific Instructional Plan

for improving the Collaborative Learning Skills of Pupils. The data will be

gathered using Collaborative Learning Assessment Tool (CLAT), and the

researchers will be making 10 Specific Learning Plan for 10 sessions. Also, the

study delimited only to designated 13 pupils’ respondents of Grade V Delgado

4
and Gani at Banisil Central Elementary School - Banisil General Santos City,

Academic year .2022-2023. This will help empower those 13 pupils to engage

and be participative to their collaborative learning activities. Their demographic

profile will also be considered in partaking this study to achieve its objectives

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 Innovation, Intervention and Step Process

Soles of the Feet Mindfulness Activity

Mindfulness interventions have been shown to be effective in improving a

variety of outcomes in both adults and children, including emotional regulation,

attention, and social-emotional skills such as empathy and prosocial behavior

(Kabat-Zinn, 2013). Also, other study by Zelazo & colleagues (2016) examined the

effects Soles of the Feet Mindfulness Activity intervention on academic performance

and social-emotional skills in a sample of preschool children. The intervention

involved practices such as mindful breathing and body awareness exercises, as well

as activities designed to promote social-emotional competence. The results of the

study showed that the Soles of the Feet Mindfulness Activity intervention led to

significant improvements in executive function, social-emotional competence, and

academic performance.

Mindfulness activity is a teaching strategy, and has significant positive effect

on teaching process in a way that teacher do first the activity in order to reduce the

negative energy from the body of pupils. By doing mindfulness activity it can

cultivate the cognitive and social behavioral of pupils in positive way.

About the Innovation and Intervention

The intervention of this study is the Soles of the Feet Mindfulness Activity. The

pupils will receive the intervention for a specific time during the class session

specifically before the pupils begin to do a collaborative work. The implementation

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of intervention will be last in 10 sessions. The activity will involve guided mindfulness

exercises that focus on the sensations in the soles of the feet, which can help the

pupils to develop their attention and focus, as well as their emotional regulation and

social skills. The Soles of the Feet Mindfulness Activity will be applicable to any

approach of Collaborative work activities Such as Think- Pair and Share, Stump

Your Partner, Catch-Up, Fishbowl Debate, Case Study, and Group Problem-Solving

that we already use as an approach in highlighting the collaborative learnings of

pupils in our Specific Instructional Plan for improving the Collaborative Learning

Skills of Pupils.

Implementation Steps and Process

The teacher begins the class session by giving the objectives of the specific lesson

and follow the sequence of learning plan.

Step 1: Teacher, will be introduce the chosen topic for collaborative work

activities and imposed its instruction and mechanics.

Step 2: Teacher will be Introduce and explain the Soles of the Feet

Mindfulness Activity and its potential benefits for enhancing the

collaborative learning skills of pupils.

Step 2.1 Find a quiet and comfortable space where you can sit or lie down.

Remove your shoes and socks, allowing your feet to be free.

Step 2.2 Take a few deep breaths to center yourself and bring your attention to

the present moment.

Step 2.3 Direct your awareness to the soles of your feet. Notice any sensations

you feel there whether it's warmth, coolness, tingling, or pressure. Try
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 to observe these sensations without judgment, simply acknowledging

them.

Step 2.4 As you continue to focus on your feet, imagine that your breath is

flowing in and out through the soles. Visualize the breath entering and

exiting from the bottom of your feet.

Step 2.5 With each inhalation, imagine that your breath travels up from the

soles of your feet, bringing a sense of relaxation and grounding. As

you exhale, envision any tension or stress leaving your body through

the soles of your feet.

Step 2.6 Stay with this practice for a few minutes, allowing yourself to fully

immerse in the experience of grounding through the soles of your feet.

If you'd like, you can extend the duration as you become more

comfortable with the practice.

Step 3: Teacher, will be instruct the pupils to settles dawn after the Soles of

the Feet Mindfulness Activity and go to their groups quietly.

Step 4: Pupils will begin the collaborative work activity with the smile with their

group mates and have a good active listening and social behavior.

This mindfulness activity combines sensory awareness and visualization to cultivate

a sense of presence and relaxation in the soles of your feet. It can help to bring your

attention to the physical sensations in your feet, promoting a deeper connection with

your body and the present moment.

Remember, mindfulness is a skill that develops with practice, so try to engage in

this activity regularly to experience its full benefits. Additionally, feel free to modify

or adapt this activity to suit your personal preferences and needs.

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Expected outcomes

By implementing the Soles of the Feet Mindfulness Activity as an

intervention, teachers can expect to see improvement of collaborative learning skills

among pupils. The intervention can help create a safe and inclusive learning

environment that promotes active engagement, critical thinking, and respectful

communication among students. Additionally, the intervention can help pupils

develop essential life skills such as self-awareness, empathy, and effective

communication.

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 Chapter II

Review of Related literature and Studies

This chapter presents the literature and studies which are found to have

a direct bearing on the present investigation. It also presents the studies which

have significant relevance to the study.

Collaborative Learning Skills of Learners

Collaborative learning theory is rooted in Lev Vygotsky's idea, Zone of

Proximal Development. Here, learners rely on one another to accomplish tasks that

they otherwise wouldn't be able to complete individually. Also, Collaborative learning

refers to an approach to education in which pupils work together in groups to

achieve shared learning goals. The key principle behind collaborative learning is

that pupils are not just passive recipients of knowledge, but active participants in

their own learning process. By working together, students can build on each other's

strengths and learn from each other's perspectives.

As stated by Volet, Jones and Vauras (2019), collaborative learning

environments constitute a field of research that allows exploring important aspects

such as learning participation and its active interaction degree, characteristics or

profiles of the work group and group engagement degree. According to (Erkens &

Bodemer, 2019), requirements for the success of cooperative learning include the

individual awareness regarding the previous knowledge that their group peers have

and the aggregation of knowledge in the field of the work group through conscious

integration of the members. However, research has shown that students encounter
10
several problems during collaboration (Janssen et al. 2007; Kreijns, Kirschner, &

Jochems, 2003). In this section, we exemplify students’ lack of collaborative skills

as one of the common problems reported in the CL literature at various levels of

education. In addition, a study by Villaruel et al. (2017), the researchers investigated

the impact of collaborative learning on the academic performance of Grade 5

students in the Philippines. The study found that collaborative learning had a

positive impact on the academic performance of students. The study recommended

that collaborative learning should be integrated into the curriculum to improve

academic outcomes.

Furthermore, a study by Asido (2019), the researcher examined the impact

of collaborative learning on the social skills of Grade 5 pupils. The study found that

collaborative learning improved the social skills of students, such as communication,

cooperation, and teamwork. The study recommended that collaborative learning

should be emphasized in schools to develop the social skills of students. Also, study

by Hong and Sullivan (2019), the researchers investigated the impact of

collaborative learning on the motivation and engagement of Grade 5 pupils in the

United States. The study found that collaborative learning increased the motivation

and engagement of pupils. The study recommended that collaborative learning

should be used to promote active and engaged learning.

In addition, the impact of collaborative learning on academic achievement: A meta-

analysis" by Wang et al. (2019) is a meta-analysis that investigated the effect of

collaborative learning on academic achievement. The authors found that

collaborative learning had a positive effect on academic achievement across a wide

range of subjects and levels of education.

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 Moreover, teachers have a significant factor on the learnings of pupils. Also,

teacher is one of the builders of pupils on how they socialized to others. Here are

same related studies that prove that teacher have significant rules on the

collaborative learnings of pupils. A study conducted in 2020 in the Philippines looked

at the impact of teacher training on collaborative learning in the classroom. The

study found that teachers who received training on facilitating collaborative learning

activities were better able to encourage peer cooperation and participation in group

work (De Guzman et al. 2020). Also, Collaborative learning and social-emotional

learning by Sun et al. (2021) is a systematic review that examined the relationship

between collaborative learning and social-emotional learning. The authors found

that collaborative learning can promote the development of social-emotional skills,

such as empathy, communication, and cooperation. Other study, Collaborative

learning and intercultural competence by Wu et al. (2021) is a systematic review

that focused on the relationship between collaborative learning and intercultural

competence. The authors found that collaborative learning can enhance

intercultural competence by providing opportunities for intercultural interaction and

learning. In a study by Mustafa & Siraj (2021). The impact of cooperative learning

on Grade 5 students' academic achievement and social skills development. Journal

of Education and Learning. This study examined the impact of cooperative learning

on academic achievement and social skills development among Grade 5 students.

The results showed that cooperative learning had a positive effect on both academic

achievement and social skills development, including communication, teamwork,

and leadership.

A study by Wijayanti, & Marzuki (2022). The effect of collaborative learning

on mathematics learning outcomes and social skills of Grade 5 pupils. Journal of

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Primary Education. This study investigated the effect of collaborative learning on

mathematics learning outcomes and social skills among Grade 5 pupils. The results

showed that collaborative learning had a positive effect on both mathematics

learning outcomes and social skills, including communication, cooperation, and

problem-solving

The researchers adopt different approaches of collaborative works. One of

the approaches is Think Pair and Share as a strategies and instructional design to

highlight the collaboration of pupils in the process of doing the soles of the feet

mindfulness activity.

One recent study that provides evidence for the positive effect of Think-Pair-

Share (TPS) on student collaborative learning is "Think-Pair-Share: A Promising

Collaborative Learning Technique for Improving pupils’ Conceptual Understanding

in Physics" by Zhang et al. (2019). The study found that using TPS in physics

classes resulted in improved student understanding of concepts, better retention of

knowledge, and increased engagement in the learning process. The authors

suggest that TPS encourages students to engage with the material more deeply, as

they are required to explain their thinking to their partner and listen to their partner's

perspective.

Besides, "Think-Pair-Share in the Classroom: A Meta-Analysis" by Van

Zytveld et al. (2020), conducted a meta-analysis of 33 studies that investigated the

effects of TPS on learning outcomes. The study found that TPS had a moderate

positive effect on student achievement, as well as on other learning outcomes such

as critical thinking and motivation. The authors suggest that TPS is a valuable tool
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for promoting active learning and student engagement, as it encourages students

to work together and articulate their ideas.

Additionally, "Think-Pair-Share: An Effective Active Learning Technique for

Large Classes" by Richard W. HALL & Erin L. SMITH (2020) This study examines

the use of TPS in large classes and finds that it is an effective technique for

promoting active student participation and collaboration. The authors note that TPS

can help students develop problem-solving skills, improve their communication

skills, and enhance their learning outcomes.

Collaborative activity has a significant positive effect on the collaborative

learning skills of pupils. According to Villaruel et al. (2017), the study found that

collaborative learning had a positive impact on the academic performance of pupils

and based on the study by, Asido (2019), The study found that collaborative learning

improved the social skills of pupils, such as communication, cooperation, and

teamwork. Also, by Sullivan (2019), The study found that collaborative learning

increased the motivation and engagement of students

Furthermore, teachers have a significant rule on the learnings of pupils.

According to De Guzman et al. (2020), The study found that teachers who received

training on facilitating collaborative learning activities were better able to encourage

peer cooperation and participation in group work. Other study by, Sun et al. (2021),

the authors found that collaborative learning can enhance intercultural competence

by providing opportunities for intercultural interaction and learning. In a study by

Mustafa, & Siraj (2021), the results showed that cooperative learning had a positive

14
effect on both academic achievement and social skills development, including

communication, teamwork, and leadership.

Moreover, the researcher adopts the Think, Pair and Share as instructional

design to highlight the collaborative learning process of pupils. According to Zytveld

et al. (2020), the study found that using TPS in physics classes resulted in improved

student understanding of concepts, better retention of knowledge, and increased

engagement in the learning process.

Mindfulness Teaching Activity

Mindfulness is awareness that arises through paying attention, on purpose,

in the present moment, non-judgmentally,” says Kabat-Zinn. “And then I sometimes

add, in the service of self-understanding and wisdom. Also, Mindfulness refers to a

mental state characterized by non-judgmental awareness of the present moment,

including one's thoughts, feelings, bodily sensations, and surrounding environment.

The key principle behind mindfulness is the cultivation of a non-reactive, accepting

attitude towards one's experiences, which can help to reduce stress, improve well-

being, and enhance cognitive functioning.

Mindfulness activity is a teaching strategy. Mindfulness activity has

significant positive effect on teaching process in a way that teacher do first the

activity in order to reduce the negative energy from the body of pupils. By doing

mindfulness activity it can cultivate the cognitive and behavioral of students in

positive way. Here are approximately studies that mindfulness activity has

significant positive effect on learnings of pupils. The Effects of Mindfulness-Based

15
Interventions on pupils Attention, Mindfulness, and Self-Regulation Skills: A Meta-

Analysis. This meta-analysis study showed that mindfulness-based interventions

had a significant positive effect on pupils’ attention, mindfulness, and self-regulation

skills. This study suggests that mindfulness activities can be a useful strategy for

improving pupils' cognitive and emotional functioning. (Zeng et al. 2021).

Mindfulness activity has a positive significant effect on teaching strategies

of teachers, here are some supporting studies. Mindfulness Training Improves

Teacher Well-Being and Classroom Behavior Management in Early Childhood

Education and Care: A Randomized Controlled Trial. This randomized controlled

trial showed that mindfulness training for teachers improved their well-being and

ability to manage classroom behavior in early childhood education and care

settings. This study suggests that mindfulness activities can be a useful strategy for

improving teacher well-being and classroom management. (Rae et al. 2021). Also,

Mindfulness Interventions for Teachers: A Systematic Review and Meta-Analysis.

This systematic review and meta-analysis showed that mindfulness interventions

for teachers had a significant positive effect on teacher well-being and stress

reduction. This study suggests that mindfulness activities can be a useful strategy

for promoting teacher well-being and reducing stress in educational settings. (Van

Gordon et al. 2019). Significantly, the Effectiveness of Mindfulness-Based

Interventions on pupils' Academic Performance: A Meta-Analysis. This meta-

analysis study showed that mindfulness-based interventions had a significant

positive effect on students' academic performance. This study suggests that

mindfulness activities can be a useful strategy for improving students' academic

performance. (Hu et al. 2021).

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 Furthermore, Soles of the feet is one of the specific mindfulness activities. The

researchers designate this an intervention in order to improve the collaborative

learning skills of grade V pupils. Also, the intervention is appropriate according to

cited studies. Sari, & Eriyanto. (2019). Mindfulness activities as a tool for enhancing

collaborative learning. Journal of Physics: Conference Series. This study explored

the effects of mindfulness activities, including paying attention to the sensations in

the soles of the feet, on collaborative learning in a physics course. The researchers

found that students who engaged in mindfulness activities had better

communication, problem-solving skills, and group cohesion compared to those who

did not engage in the practice. In addition, Mindfulness on Workplace

Communication and Collaboration by Kiker & Blascovich (2019) - This study

explored the effects of mindfulness on workplace communication and collaboration.

The authors found that mindfulness improved communication and collaboration,

leading to increased job satisfaction and productivity. Other study, The Effects of a

Brief Mindfulness Exercise Focused on the Soles of the Feet on Negative Affect and

Cognitive Reactivity" by Noggle, Tysinger, & Stephens (2019) - This study

investigated the effects of a brief mindfulness exercise focused on the soles of the

feet on negative affect and cognitive reactivity. The results showed that the

mindfulness exercise led to significant reductions in negative affect and cognitive

reactivity. showed that the intervention was feasible and acceptable and led to

improvements in mindfulness and well-being.

Moreover, Hsu, Chen & Hsu (2020). The effects of mindfulness meditation on

collaborative learning: A quasi-experimental study. Journal of Educational

Technology & Society. This study investigated the effects of mindfulness meditation

on collaborative learning in a university-level course. The researchers found that

17
students who engaged in mindfulness meditation involving the soles of their feet

had better communication skills, a more positive attitude towards group work, and

higher overall performance in the course compared to those who did not engage in

the practice, Mindfulness-Based Interventions in Higher Education: An Integrative

Review by Lopez (2020) - This literature review examined the effects of

mindfulness-based interventions on various aspects of higher education, including

academic performance and student well-being. The author found that mindfulness

interventions had positive effects on learning, emotional regulation, and stress

reduction. Moreover, Mindfulness-Based Interventions in Higher Education

Further study, Jung & Lee (2021). The effects of mindfulness activities on

collaborative learning in online courses. Journal of Educational Technology

Development and Exchange. This study examined the effects of mindfulness

activities, including focusing on the sensations in the soles of the feet, on

collaborative learning in an online course. The researchers found that students who

engaged in mindfulness activities showed higher levels of engagement, better

communication, and more positive attitudes towards online collaboration compared

to those who did not engage in the practice.

To significantly prove that soles of the feet mindfulness activity have a positive

effect on improving the collaborative learning skills of pupils, here are some theories.

In the 1930’s, Eunice Ingham further developed this zone therapy into what is known

as reflexology. Her opinion was that congestion or tension in any part of the foot is

mirrored in the corresponding part of the body. Dr William Fitzgerald developed

‘Zone therapy’ in the early 1900s. He believed that reflex areas on the feet and

hands were linked to other areas and organs of the body within the same zone.
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Reflexology Theory: Reflexology is an alternative medicine practice that involves

applying pressure to specific points on the feet (and sometimes the hands) to

promote relaxation and healing in corresponding organs or systems of the body.

According to reflexology theory, each part of the foot corresponds to a different part

of the body, and stimulating these areas can help to release tension and promote

healing.

Sensory Integration Theory: Sensory integration is the process by which the

brain organizes and interprets sensory information from the environment. The soles

of the feet are highly sensitive and contain many nerve endings that play a key role

in this process. According to sensory integration theory, stimulation of the soles of

the feet can help to improve overall sensory processing, which can have positive

effects on physical and emotional well-being.

Theories about the importance of physical activity and movement for

collaborative learning in general. One such theory is embodied cognition, which

suggests that the body and its movements play an important role in shaping our

thinking, problem-solving, and learning. According to this theory, physical movement

and gestures can help us to understand and communicate abstract concepts,

facilitate collaboration and communication, and enhance learning outcomes (Wilson

& Golonka, 2013).

Another related theory is the social-interactionist theory, which emphasizes

the importance of social interactions and collaborative learning in cognitive

development. According to this theory, learning is not just an individual process, but

also a social one that involves interactions with others. Collaborative learning

activities can help students to develop social skills, such as communication,

negotiation, and perspective-taking, which are important for successful

collaboration and learning (Vygotsky, 1978).

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 Soles of the Feet Mindfulness Activity have a positive significant effect on the

collaborative learnings’ skills of pupils. Here are some studies that applying

mindfulness activity can improve the collaborative learning skills of pupils.

According, (Zeng et al. 2021) mindfulness-based interventions had a significant

positive effect on students' attention, mindfulness, and self-regulation skills. Also,

mindfulness training for teachers improved their well-being and ability to manage

classroom behavior in early childhood education and care settings. (Rae et al.

2021).

Mindfulness activity has a significant rule on the teaching process of teachers.

By doing mindfulness activity teacher can easily navigate and controlled the crowd

and easily to give an instruction by doing first the activity. Here are some studies to

prove it.

Mindfulness interventions for teachers had a significant positive effect on

teacher well-being and stress reduction. This study suggests that mindfulness

activities can be a useful strategy for promoting teacher well-being and reducing

stress in educational settings. (Van Gordon et al. 2019). Additionally, mindfulness-

based interventions had a significant positive effect on students' academic

performance. This study suggests that mindfulness activities can be a useful

strategy for improving students' academic performance. (Hu et al. 2021). Also,

according to, Mindfulness-Based Interventions in Higher Education: An Integrative

Review by (Lopez 2020) Students who engaged in mindfulness meditation involving

the soles of their feet had better communication skills, a more positive attitude

20
towards group work, and higher overall performance in the course compared to

those who did not engage in the practice.

The Effectiveness of Mindfulness Activity in Developing the Collaborative

Learning Skills of the Pupils.

Over the past several decades, societal interest in the benefits of practicing

mindfulness has grown (Meiklejohn et al. 2012). Recently, interest in mindfulness

has been described in school settings. Felver, Frank, and McEachern (2014)

conducted a study with three elementary school pupils who displayed low levels of

academic engagement and high levels of disruptive behavior. The pupils were

taught a self-control strategy based on mindfulness called Soles of the Feet (Singh

et al. 2003). The pupils learned to shift their attention and awareness to the soles of

their feet and stay calm when they found themselves becoming upset (Felver et al.

2014). Data indicated that all three participants spent less time displaying off-task

behavior and more time engaged in academic tasks in the classroom after being

taught the strategy.

Mindfulness is a form of mental training that involves paying attention to the

present moment with an attitude of openness, curiosity, and acceptance.

Mindfulness interventions have been shown to be effective in improving a variety of

outcomes in both adults and children, including emotional regulation, attention, and

social-emotional skills such as empathy and prosocial behavior (Kabat-Zinn, 2013).

Hence, there has been a growing body of research on the effectiveness of

mindfulness interventions in promoting collaborative learning skills in students. Here

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are some cited studies. Mindfulness can increase social awareness and empathy,

which are important components of collaborative skills. When students are more

attuned to the thoughts and feelings of others, they may be better able to

communicate effectively, resolve conflicts, and work together towards common

goals (Roeser et al. 2013). Other study, randomized controlled trial by Schonert-

Reichl and colleagues (2015) investigated the effects of a mindfulness-based school

program on cognitive and social-emotional development in elementary school

children. The program included practices such as body scan meditation and mindful

breathing, as well as activities designed to promote positive relationships and

prosocial behavior. The results of the study indicated that the mindfulness program

led to significant improvements in executive function, social-emotional competence,

and well-being among the children who participated.

Furthermore, effects of mindfulness on collaborative skills in grade school

pupils is that it helps to develop a sense of self-awareness and self-regulation. When

students are able to regulate their own emotions and behaviors, they may be better

equipped to work collaboratively with others and manage interpersonal conflicts

(Cohen & Semple, 2016). Also, study by Zelazo and colleagues (2016) examined

the effects of a mindfulness-based intervention on academic performance and

social-emotional skills in a sample of preschool children. The intervention involved

practices such as mindful breathing and body awareness exercises, as well as

activities designed to promote social-emotional competence. The results of the

study showed that the mindfulness intervention led to significant improvements in

executive function, social-emotional competence, and academic performance.

22
 Moreover, study cited from 2019 and 2022. Wang and colleagues (2019)

conducted a meta-analysis of 30 studies that investigated the effects of mindfulness

interventions on academic and social-emotional outcomes in K-12 pupils. The

results of the study showed that mindfulness interventions had a moderate positive

effect on social-emotional outcomes, including improved social skills and

relationships. A study by Chin & colleagues (2020) investigated the effects of a

mindfulness-based intervention on collaborative problem-solving skills in high

school students. The intervention involved practices such as mindful breathing and

body scan meditation, as well as activities designed to promote group cohesion and

effective communication. The results of the study indicated that the mindfulness

intervention led to significant improvements in collaborative problem-solving skills,

as well as increased group cohesion and positive attitudes toward teamwork.

Also, there is a study on a primarily grades. A randomized controlled trial by

van den Berg and colleagues (2021) examined the effects of a mindfulness-based

intervention on collaborative learning skills in primary school students. The

intervention involved practices such as mindful breathing and body awareness

exercises, as well as activities designed to promote social-emotional competence

and collaborative learning. The results of the study showed that the mindfulness

intervention led to significant improvements in collaborative learning skills, as well

as increased social-emotional competence and well-being among the students who

participated. One more study by Hsu and colleagues (2022) investigated the effects

of a mindfulness-based intervention on collaborative learning skills and academic

performance in college students. The intervention involved practices such as

mindful breathing and body scan meditation, as well as activities designed to

promote effective communication and collaboration. The results of the study

23
indicated that the mindfulness intervention led to significant improvements in

collaborative learning skills, as well as increased academic performance in the

students who participated.

These studies suggest that mindfulness interventions can be effective in

promoting collaborative learning skills in students across different age groups and

educational contexts. The specific mechanisms through which mindfulness

interventions promote collaborative learning skills are still being investigated, but it

is thought that practices such as body awareness and focused attention may help

students to regulate their emotions, communicate effectively, and work

collaboratively with others.

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Conceptual framework

The conceptual framework of the effectiveness of soles of the feet

mindfulness activity in improving collaborative learning skills of pupils can be

organized as follows:

Mindfulness refers to the state of being fully present in the current moment

without any judgment or distraction. It promotes the development of cognitive

functioning, emotional regulation, and interpersonal relationships that help in

improving collaborative learning skills. Collaborative learning is an instructional

approach that involves pupils working together to achieve shared learning goals.

This learning approach fosters communication, critical thinking, problem-solving,

and social interaction, which are essential components of collaborative learning

skills. Soles of the Feet Mindfulness Activity is a specific mindfulness practice that

involves focusing on the sensations in the soles of the feet while standing or walking.

This practice can enhance proprioceptive awareness, reduce stress and anxiety,

and improve balance and posture, which can improve the effectiveness of

collaborative learning skills. Mindfulness-based interventions have been shown to

enhance cognitive and emotional functioning, which can be beneficial in improving

collaborative learning skills. The proposed hypothesis of this conceptual framework

suggests that engaging in soles of the feet mindfulness activity can enhance pupils'

mindfulness and proprioceptive awareness, which can improve their collaborative

learning skills, including communication, cooperation, problem-solving, and social

interaction. The variables in this conceptual framework include the independent

variable of soles of the feet mindfulness activity and the dependent variables of

mindfulness, proprioceptive awareness, and collaborative learning skills. The

25
effectiveness of the soles of the feet mindfulness activity in improving collaborative

learning skills can be investigated through single subject research design methods,

including collaborative learning skills assessment tool survey questionnaires (CLAT)

Generally, the conceptual framework of the effectiveness of soles of the feet

mindfulness activity in improving collaborative learning skills of pupils proposes that

this specific mindfulness practice can enhance pupils' cognitive, emotional, and

social functioning, leading to improved collaboration and learning outcome

26
 Conceptual framework

Interdependent Variable Dependent Variable

Soles of the Feet Collaborative Learning

Mindfulness Activity Skills

Figure 1. Shows the conceptual framework of the study

27
Hypothesis of the Study

The Soles of The Feet Mindfulness Activity is not significantly effective in

improving the collaborative learning skills of Grade V pupils.

Definition of Terms

Mindfulness Activity. Conceptually, Mindfulness activities involve

intentionally directing attention to sensory experiences, thoughts, emotions, or

bodily sensations, fostering a state of non-judgmental awareness and acceptance

(Shapiro et al. 2018). Operationally, the Soles of the Feet Mindfulness Activity is a

specific teaching strategy used to improve the collaborative learning skills of pupils.

Collaborative Learning Skills Conceptually, collaborative learning refers

to an approach to education in which students work together in groups to achieve

shared learning goals. (Johnson et al. 2006). Operationally, collaborative learning it

is approach used by teacher to engage the pupils to their peers.

28
 Chapter III

METHODOLOGY

This chapter reveals methods of research to be employed by the

researcher in conducting the study which includes the research design, subject

of the study, locale of the study, research instrument, data gathering procedure,

statistical treatment, and ethical consideration.

Research Design

The study will employ single-subject research design, this design is

concerned with the examination of the effect of independent variables on dependent

variables, where the independent variable is operated through treatment or

intervention and the effect of those intervention observed on the dependent variable

(Blakstad,2008). This design is appropriate for this study. It verified the effect of

independent variable which is Soles of the Feet Mindfulness Activity to the

dependent variable collaborative learning skills.

29
 O X O

Pre – Test: Treatment: Post – Test:

Collaborative Learning Soles of the Feet Collaborative Learning

Assessment Tool Mindfulness Activity Assessment Tool

Figure 2 Shows the research Design

30
Subject of the Study

The subject will select from a population of grade V Delgado and Gani.

Furthermore, subject will be nominated by the observation of their advisers based

on their performance level during the collaborative learning activities. Moreover,

subject of the study will be demarcated to particularly thirteen (13) grade V pupils

who are officially enrolled in Banisil Central Elementary School year 2022-2023.

Locale of the Study

The study will be conducted in the Banisil Central Elementary School, Tambler

General Santos City Philippines. Furthermore, school encourage conducive and

positive environment. The geographic location of the school is nearby the

community of the said barangay. Also, away from the highly develop barangay we’re

the mall establishment located. The school is having a good environment and

promote peace education. Lastly, the study is to address the thought problem and it

have a boundless help to teacher, students and institution.

31
Figure 3. Shows the geographical location of the school

32
Research Instrument

The study focused on improving the collaborative learning skills of pupils the

study will be collected through a pre- and post-assessment test using collaborative

learning skills assessment survey questionnaire tools. Also, the researchers craft

10 instructional materials (Lesson Plan). To highlight the collaboration skills of

students, researchers adopt the different approaches of collaborative works.

The Collaborative Learning Assessment Tool (CLAT) will have two parts that

are easy for Grade 5 students to understand. The first part is called "Self-Reporting,"

where students will answer questions about how they work with others during group

activities. They will think about their own actions and behavior in a group, and then

share their thoughts by answering the questions. The second part is called "Peer

Evaluation," where students will answer questions about how their classmates work

together during group activities. In this part, they will think about how their friends in

the group behaved and cooperated, and then share their observations by answering

the questions. This way, we can learn more about how well students work together

during collaborative learning activities.

The Collaborative Learning Assessment Tool (CLAT) is an adapted and

modified questionnaire from the various studies, including Teachers’ Cooperative

Learning Questionnaire (TCLQ) (Prieto et al, 2022) and Collaborative Assessment

Survey: A Measure of Group Teamwork by Vasodavan, DeWitt & Alias (2022),

specifically designed for the purpose of this study. Prior to its actual use in the

research, the questionnaire will undergo a pilot testing process with a sample group

of participants. This preliminary testing aims to assess the clarity and relevance of

33
the questionnaire items, as well as to gather feedback for potential improvements.

Furthermore, the CLAT will be subjected to internal validation to ensure its reliability

and consistency in measuring the collaborative learning skills of Grade V pupils.

To assess the collaborative learning skills of students before and after the

intervention, the researchers should be conducted as a pre-test and post-test. The

pre-test will provide baseline data on the students' initial collaborative learning skills,

while the post-test will measure the skills after the "soles of the feet" mindfulness

activity intervention. The administration of both the pre-test and post-test will allow

for a comparison of the students' collaborative learning skills before and after the

intervention.

Data Gathering Procedure

Prior to the actual data collection, the researchers address a letter of

permission to the principal of Banisil Central Elementary School. Upon the approval

of request, the researchers coordinate and discussed the research activities with

the school head and the teachers. The research activity started on informing the

respondents about the feature of the research. Consent forms will send to the

parent- s.

Before the implementation of the soles of the feet mindfulness activity, a pre-

assessment test was administered. The students will give 20 to 30 minutes to

answer the collaborative learning skills assessment survey questionnaire. After the

given time the assessment test paper will collect.

Eventually the soles of the feet mindfulness activity will be employed in

teaching the students for period of ten days. By the end of the session. A post
34
assessment will administer in students. After the given time, the test assessment

paper will gather. Lastly, the data gathered will subjected to statistical and

interpretation.

Statistical Treatment

To analyze the gathered data for this study, the researchers will utilize

frequency distribution and weighted mean, a five-point was used to describe the

extend of Soles of the Feet Mindfulness Activity in improving the collaborative

learning skills of pupils. The following data quantification was adopted.

Scale Range Description Verbal Description

5 4.50 – 5.00 Always Very High

4 3.50 – 4.49 Often High

3 2.50 – 3.49 Sometimes Moderate

2 1.50 – 2.49 Rarely Low

1 1.00 – 1.49 Never Very Low

To determine the effectiveness sample will be use T-test for dependent

sample. The result at tested 0.05 level of significance.

35
 Appendix A

Collaborative Learning Assessment Tool (CLAT)

Name: _________________________________________________
Name of School: ________________________________________
Collaborative Learning Assessment Tool (CLAT) Questionnaires.

Part 1. Self-Reporting Questionnaire:

Please Chek (/) in the appropriate space that corresponds to

5 Always 2 Rarely
4 Often 1 Never
3 Sometimes

For each sentence, choose a number from 1 to 5. If the sentence is not true
for you at all, choose 1. If the sentence is very true for you, choose 5.

Statement 5 4 3 2 1
1. I join in when my
group talks about
things.
2. I listen when my
friends in the
group share their
thoughts.
3. I am okay with
learning new
things from my
friends in the
group.
4. I share my
thoughts and
ideas with the
group.
5. I help my friends
in the group when
they need it.
6. I am okay with
changing my mind
when my friends

36
have different
thoughts.

7. I work hard on
our group project
and try to finish it
on time.
8. I do my part
when we work
together in a
group.

Part 2. Peer Evaluation:

For each sentence, choose a number from 1 to 5 for each of your friends
in the group and yourself. If your friend never does what the sentence
says, choose 1. If your friend always does what the sentence says, choose 5.

Statement 5 4 3 2 1
1. Joins in when
the group talks
about things
2. Listens to others
when they share
their thoughts
3. Is okay with
learning new
things from the
group
4. Shares their
thoughts and
ideas with the
group
5. Helps others
when they need it
6. Is okay with
changing their
mind when the
group has different
thoughts
7. Works hard on
the group project
and tries to finish it
on time
8. Does their part
when we work
together in a group

37
 Appendix B

SPECIAL INSTRUCTIONAL PLAN

Day 1

I. Objectives:
Pupils will develop their learning collaborative learning skills by performing
catch- up Collaborative Learning Group Work Activity.

II. Learning content:

Skills: Perform the catch-up activity
Reference: teaching.cornell.edu/resource/examples-collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation
Complete Me! The teacher will divide the class into 4 groups and let the pupils
to complete the cut of pieces of plant cell and animal cell.

B. Developmental Activities:
The pupils will contrast and compare the Plant and Animal cell. Teacher will
introduce and apply the Soles of the Feet Mindfulness Activity before the pupils
begin to do the Group Activity. Soles of the Feet Mindfulness Activity,

38
emphasize that it can help students develop their collaborative learning skills
by enhancing their focus, attention, and empathy towards their peers. Teacher
will use the Catch-up collaborative group to highlight the collaborative learning
skills of pupils.

Mechanics:
Pupils turn to a partner or work in small groups to compare notes/ answers and
ask clarifying questions to their peers.

IV. Evaluation: Review the pupil’s work to assess their understanding

V. Agreement: Pupils will encourage to ask any questions for clarification and
understanding the activity.

39
 Day 2

I. Objectives:
Pupils will develop their learning collaborative learning skills
by defining its purpose of tools by doing Think-Pair-Share/Write-Pair-
Share Learning Group Work Activity.

II. Learning content:

Skills: Perform the Think-Pair-Share/Write-Pair-Share activity
Reference: teaching.cornell.edu/resource/examples-
collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation
Fan Run! The teacher will divide the class into 4 groups to play a Relay Game.
The pupils who are first in line runs to board, writes a word, runs back to the line,
gives the spot to the next pupils in the line, repeat the sequence.

B. Developmental Activities:
The pupils will be described and defined each of gardening tools provided. Teacher
will introduce and apply the Soles of the Feet Mindfulness Activity before the pupils
begin to perform the group activity. Soles of the Feet Mindfulness Activity,
40
emphasize that it can help pupils to develop their collaborative learning skills by
enhancing their focus, attention, and empathy towards their peers. Teacher will
divide the class into 4 groups and each group must consist of 8 pupils, and to
highlight the collaborative learning skills of pupil’s teacher use Think-Pair-
Share/Write-Pair-Share collaborative group.

Mechanics:

Students take a few minutes to think through an appropriate response.

1. Shovel
2. Boots
3. Gloves
4. Rake
5. Flower Pot
6. Hoe

IV. Evaluation: Review the pupil’s work to assess their understanding

V. Agreement: Pupils will encourage to ask any questions for clarification and
understanding the activity.

41
Day 3

I. Objective:
Pupils develop their learning collaborative learning skills by
analyzing and critique the moral dilemma by doing case study
Learning Group Work Activity
II. Learning content:
Skills: Cooperate with your group to analyze the Case study.
Reference: teaching.cornell.edu/resource/examples-
collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook
III Procedure:
B. Preliminary Activities
3. Prayer
4. Motivation

Portrait of Myself! The teacher will be groups the pupils according to their
interest. Pupils will be going to present the chosen interest by action it. Act it with
the group members.

B. Developmental Activities:
The teacher presents a 4 Moral Dilemma to test the moral, values
developmental of pupils, before the student’s critique and analyze the
42
 dilemma teacher introduce and apply the Soles of The Feet Mindfulness
Activity. Soles of the Feet Mindfulness Activity, emphasize that it can help
pupils to develop their collaborative learning skills by enhancing their focus,
attention, and empathy towards their peers. Teacher will divide the class into
4 groups and each group must consist of 8 pupils, and to highlight the
collaborative learning skills of pupil’s teacher use Case Study collaborative
group.

IV. Evaluation: Review the pupil’s work to assess their understanding

V. Agreement: Pupils will encourage to ask any questions for clarification and
understanding the activity.

43
Day 4
I. Objective:
Pupils will develop their collaborative learning skills by performing
Group Problem-Solving Work Activity

II. Learning content:

Skills: Cooperate with your group to solve the math problem.
Reference: teaching.cornell.edu/resource/examples-collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook worksheet materials.

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation
Say my Name! Teacher will be Prepared a mystery box, inside the box a definition
of words such as Number, Multiplication, Division, Addition, and Subtraction.
Teacher divides the class into 4 groups. Pupils will be analyzed the sentence to
contract the correct answers and choose the one representative to read the
definition and the correct answer on the front.
Mechanics:
Group must consist of 8 members
Each member must be participative
Group will have a highest score will be given additional points.

B. Developmental Activities:
Teacher presents a math problem on the board and let the pupils answer it. Before
the pupils begin the activity, teacher will introduce and apply Soles of the Feet

44
Mindfulness Activity, emphasize that it can help pupils to develop their collaborative
learning skills by enhancing their focus, attention, and empathy towards their peers.
Teacher will divide the class into 4 groups. each group have a representative to
answer and show solution on the board. To highlight the collaborative learning skills
of pupil’s teacher use Problem Solving Work Activity.
Mechanics:
• Presenting students with a problem.
• Providing some structure or guidance toward solving the problem.
Note however, that they are all student-centered activities in which the
instructor may have a very minimal role.
• Reaching a final outcome or solution.

IV. Evaluation: Review the pupil’s work to assess their understanding

V. Agreement: Pupils will encourage to ask any questions and clarification for
understanding the activity

45
Day 5

I. Objective:
Pupils will develop their collaborative learning skills by performing
Fishbowl Debate group activity.
II. Learning content:
Skills: Cooperate with your group to gather ideas to the chosen
position.
Reference: teaching.cornell.edu/resource/examples-collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook. Time keeper, and chosen topic for
debate.

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation

Your Thoughts Your Right! Teacher asks the pupils about their memorable
experience for every day they exist. Pupils will be going to narrate what will
happened on that time. Pupils chose one classmate where they share about the that
matter and that chosen classmate will be going to be a spoke person. Repeat the
sequence.

B. Developmental Activities:
Teacher, will be present a statement Should 10- years -old pupils use
phones or not? And, is technology making our live better? Teacher divides the
class into 4 groups, each statement will be given to every group and they will be
chosen if they are pros and cons position. However, before the debate begin, the
teacher will be going to apply and introduce the Soles of the Feet Mindfulness
Activity, emphasize that it can help pupils to develop their collaborative learning
46
skills by enhancing their focus, attention, and empathy towards their peers. To
highlight the collaborative learning skills of pupil’s teacher, use the Fishbowl
Debate group activity.
Mechanics:
• Ask students to sit in groups of three.
• Assign roles. For example, the person on left takes one position on a
topic for debate, the person on right takes the opposite position, and
the person in the middle takes notes and decides which side is the
most convincing and provides an argument for his or her choice.
• Debrief by calling on a few groups to summarize their discussions.

IV. Evaluation: Review the pupil’s work to assess their understanding

V. Agreement: Pupils will encourage to ask any questions and

clarification for understanding the activity

47
Day 6
I. Objective:
Pupils will develop their collaborative learning skills by creating a
slogan with the theme of “Save Mother Earth”.
II. Learning content:
Skills: Cooperate with your group to gather ideas to improve
collaboration.
Reference: teaching.cornell.edu/resource/examples-collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook. Time keeper, and chosen topic for
debate.

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation

Save me Please! The teacher will present a picture and instruct the pupils
to divide the class into 4 groups and ask them to write a short essay or
reflection about the picture. Each group must assign a leader and a reporter
to present their output in front of the class.

B. Developmental Activities:

48
The teacher will ask the learners to find a group mate. Each group must
consist of 8 pupils then they will make a slogan with the theme of “Save
Mother Earth”. Before starting the activity, the teacher will be going to apply
and introduce the Soles of the Feet Mindfulness Activity, emphasize that it
can help pupils to develop their collaborative learning skills by enhancing
their focus, attention, and empathy towards their peers.

Mechanics:
1. Each group should submit one (1) entry only.
2. The students can use marker, crayons, oil pastel, pencil,
ballpen and etc.
3. Write the slogan in a ¼ illustration board.

IV. Evaluation: Review the pupil’s work to assess their understanding.

V. Agreement: Pupils will encourage to ask any questions and

clarification for understanding the activity.

49
Day 7

I. Objective:
Pupils will develop their collaborative learning skills by role playing or
advertisement.
II. Learning content:
Skills: Cooperate with your group to gather ideas to the chosen
position.
Reference: teaching.cornell.edu/resource/examples-collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook. Time keeper, and flat surface

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation

The Boat is Sinking! The teacher will instruct the students to play a
game entitled “The boat is sinking” to enhance their collaborative
learning skills.

50
B. Developmental Activities:
The teacher will divide the class into 6 groups. Each group must consist of
8 pupils then instruct them to perform any advertisements that promotes
product. For example, coke, sky flakes, young’s town sardines, and etc.
Before starting the activity, the teacher will be going to apply and introduce
the Soles of the Feet Mindfulness Activity, emphasize that it can help pupils
to develop their collaborative learning skills by enhancing their focus,
attention, and empathy towards their peers.

Mechanics:
1. Choose a Product or Service.
2. Assign Roles: Divide the participants into different roles
and assign each person a specific role to play.
3. Create a script for the advertisement.
4. Once the script is ready, rehearse the advertisement as a
group.
5. Each group will give 1-3 minutes of advertisement.
6. The main goal of this activity is to have fun and learn and
collaborate with others.

IV. Evaluation: Review the pupil’s work to assess their

understanding.
V. Agreement: Pupils will encourage to ask any questions and
clarification for understanding the activity.

51
Day 8
I. Objective:
Pupils will develop their collaborative learning skills by
creating/drawing an equipment for team sports.
II. Learning content:
Skills: Cooperate with your group to gather ideas to the chosen
position.
Reference: teaching.cornell.edu/resource/examples-collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook. Drawing materials

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation

Write my Sports! The teacher will present a picture of Team Sports Activities
and instruct the pupils to find a pair and let them identify the different team
sports on the picture provided. The students should write their answer in 1
whole sheet of paper.

B, Developmental Activities:
The teacher will instruct the pupils to create a group at least 8
members each. Then ask them to draw a sample equipment of team sports and
write a short description of the chosen sports. However, before the pupils begin the
activity, the teacher will be going to apply and introduce the Soles of the Feet
Mindfulness Activity, emphasize that it can help pupils to develop their collaborative
learning skills by enhancing their focus, attention, and empathy towards their peers.
52
Mechanics:
1. Each member of group encourages to cooperate.
2. Decide on the team sports you want to create or draw.
3. Write a short definition of your chosen sport.
4. Each group must draw their output in 1 whole sheet of paper.
5. Present it in the front of the class.

IV. Evaluation: Review the pupil’s work to assess their understanding.

V. Agreement: Pupils will encourage to ask any questions and clarification for
understanding the activity

53
Day 9

I. Objective:
Pupils will develop their collaborative learning skills by performing
the information exchange activity.
II. Learning content:
Skills: Cooperate with your group to gather ideas to the chosen
position. Reference: teaching.cornell.edu/resource/examples-
collaborative-
learning-or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook. Drawing materials
III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation

Your Idea My Idea! The teacher flashes a simple scenario on the TV, then the pupils
will analyze the scenario using the following questions. What is the moral idea of
the scenario. Pupils will be going to share their understanding about the scenario to
the class.

B, Developmental Activities:
The teacher will instruct the pupils to create a group at least 8
members. Teacher presents a Moral Dilemma, then the pupils will
gong to critique and analyze the Dilemma. After the group finalize
their answer, they will be exchanging their answer to the other group
and present it in the front. However, before the pupils begin the activity,
54
 the teacher will be going to apply and introduce the Soles of the Feet
Mindfulness Activity, emphasize that it can help pupils to develop their
collaborative learning skills by enhancing their focus, attention, and
empathy towards their peers.
Mechanics:
Pupils consist of 8 members
Choose one presenter
Each member must have role on the activity.

IV. Evaluation: Review the pupil’s work to assess their understanding.

V. Agreement: Pupils will encourage to ask any questions and

clarification for understanding the activity

55
Day 10

I. Objective:
Pupils will develop their collaborative learning skills by performing
physics experiment.
II. Learning content:
Skills: Cooperate with your group to gather ideas to the chosen
experiment Reference: teaching.cornell.edu/resource/examples-
collaborative- learning-
or-group-work-activities.
-center for teaching Innovation
Materials: Notes, Notebook. Drawing materials

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Motivation

Let’s Sing! Teacher let the pupils sing the sang Ang Constellations.

B, Developmental Activities:
The teacher will instruct the pupils to create a group at least 8 members each.
Teacher prepares a different kinds of Physics Experiment picture in order the pupils
have an idea. Pupils will select one topic and they will perform the experiment.
However, before the pupils begin the activity, the teacher will be going to apply and
introduce the Soles of the Feet Mindfulness Activity, emphasize that it can help
pupils to develop their collaborative learning skills by enhancing their focus,
attention, and empathy towards peers.

56
IV. Evaluation: Review the pupil’s work to assess their understanding.

V. Agreement: Pupils will encourage to ask any questions and

clarification for understanding the activity

57
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