Educational Innovation Paper Outline

Title of Innovation: Demonstrative Pronoun using Hands-On

Contextualized Standee Material

Innovation Category: Curriculum Instruction and Delivery

Name of Innovator/ s: Ivy M. Juntong

School, District: Bayabas Integrated School/ Binugao District

Date of Implementation: May 29, 2023 (Quarter 4, SY 2022-2023)

Contact Numbers: 0935-555-0834

I. Overview:
After the pandemic, when learners back onsite, I observed that they
performed differently. These learners struggled to grasp the spatial concepts
associated with demonstrative pronouns (this, that, these, those). They have
difficulty in applying demonstrative pronouns appropriately in different
contexts, such as distinguishing between singular and plural or using them
in both written and spoken language. Moreover, the lack of exposure and
practice with demonstrative pronouns might hinder retention and
application. This will result to variability in language proficiency levels
among learners that may affect their ability to understand and proper use of
demonstrative pronoun. The study of Paturusi (2016) revealed the
difficulties were caused the students had less understanding about
demonstrative pronoun because they never learned about it before.
Solving such challenges bring positive impacts the education system
as learner’s comprehension and communication skills improves, educators
obtain effective strategies for instruction, and scholastic achievement of
learners increase. The innovation utilizing a hands-on standee material
precisely solve the gaps and as it a learner-centered activity that allows
them to see, think critically perform, and speak in the learning process,
making it more memorable and enhancing comprehension and
communication skills.
It complements the objectives of the Department of Education as a
means of guaranteeing that teachers make use of efficient teaching
strategies that learners acquired in-depth understanding the concept. Align
with the Matatag Agenda, the innovation helps accelerate the delivery of
instruction emphasizing the accessibility, inclusivity, durability and effective
demonstration.

II. Innovation Description:

A contextualized standee material provides hands-on activity to help

learners demonstrate the precise construction of (this, that, these, those) in
every situation repeatedly. It features a constructed arm and hand that
labeled the difference of (this and these) and (that and those) formations and
availability of objects for manipulation. Its functionalities contain a play of a
real formation of when to use (this, that, these and those) in a sentence.
The innovation functions by providing actual and precise
demonstration of (this, that, these and those) making it easier to understand
the competency. It is an interactive play where a student select an object/s,
think the proper formation of the arm and speak the correct sentence using
(this, that, these and those) based on the demonstrated task.
Utilizing the contextualized standee material is a learner-centered drill
technique in which number of steps used to promote the learning of a new
skill or practice with active participation of the learners. Study of
Giridharan, K., & Raju, R. (2016) sought that interactive demonstration
strategy was found to be significantly better than lecture strategy. Further,
the interactive demonstration strategy had produced significantly better
academic achievement among students that carries significant implications
for improving the quality of grammar development both in oral and written
structure. Using interactive play, the students become more engaged in
learning; retain more information, thus becoming more competent.
 To demonstrate the process of the innovation, let us explore how to
use the hands-on contextualized standee material. When a learner
encounters a problem of when to use (that) in a sentence, first a learner
manipulate position the arm and hand of the standee material. Second,
he/she put in place the selected object/s in proper distance. Finally, the
learner will say a sentence from his/her demonstration.

Step 1: Set the position Step 2: Place the object in Step 3: Say it in a
of the arm. proper distance. sentence.

III. Innovation Statement

The purpose of this innovation is to improve the comprehension and
communication skills of learners in demonstrative pronouns. The strategy of
utilizing the hands-on contextualized standee material is constructed to
demonstrate the action of (this, that, these and those) to comprehensive
acquisition of the competency. It seeks to create learner-centered activity
caters to the individual differences and preference with active involvement
among learners. This hands-on drill can foster a greater acquisition of how
demonstrative pronouns function in different contexts, leading to improved
communication competence.
IV. Implementation Procedure
A. Process Flow/ Framework
The process flow or framework of the innovation started with
identifying the learner’s needs, primarily through formative assessments. I
sorted the learners based on their results. Those learners who can perform
independently will be given enrichment activities while I conducted one-on-
one personalized remedial instruction for the notified learners with difficulty
in understanding the concept. This strategy is helpful for teaching graders
demonstrative pronouns because it allows me to tailor the approach to each
learner’s specific needs and learning style. In addition, individualized
instruction enables timely feedback and reinforcement, addressing any
misconceptions promptly and providing a more effective learning experience.
During our remedial time, I exhibited all the materials intended for that day.
I incorporated explicit teaching during instruction. First, I do a
demonstration of only one concept, like "this" for learners to master. Then, I
repeat a sentence, showing the precise illustration of "this." Next, I called
one by one to do the same, also with a recitation of the correct sentence
based on their demonstration repeatedly. Finally, to allow learners to
manipulate things, I let them pick an object they like, demonstrate the
precise formation, and recite the exact sentence constantly. This strategy
upskill learner language acquisition, promotes effective communication, and
aids in developing a solid foundation for grammar.
The steps are chronologically connected each other as to where a
learner should start and where to end. In parallel to the procedure, the
learners find it easy to manipulate the specific instruction given by the
teacher and eventually they can describe a sentence based on their
performance. This hands-on activity facilitates seamless practical direction,
minimizes confusions and maximizes learners’ comprehension, retention
and effective communication abilities.

B. Projects Management

To oversee the invention, it was made sure that every learners can
manipulate the materials, therefore that anyone could use them if they so
wanted. The materials made were easily available anytime to enable ease of
utilization and application.
The innovation's execution entails setting specific objectives and goals,
making thorough schedules and targets, efficiently using resources and
carrying out frequent progress evaluations and assessments. These strategy
aid in process rationalizing, reduce risks and make sure the innovation
continues in the direction of attain its desired results.
Teachers and learners are the ones putting the innovation into practice.
Teachers make sure that learners utilize of the innovative resources and
track developments and enrichments during manipulation. Given that
students are essential in giving feedback to ensuring the commodities being
utilized appropriately fulfill their learning needs for effective learning to
happen.

C. Timeline

The innovation's implementation schedule was established as of the

start of the fourth quarter, after the identification of particular individuals'
learning challenges during the lesson. I search on the internet on how to
construct my contextualized standee material. I attended the Binugao
District Classroom-based Action Research on November to December 2023
for a deep review on the competency.
After gauging the learners' understanding of the competency, my first
two days of intervention started by introducing the concept of demonstrative
pronouns (e.g., this, that, these, those). This time, I showcase to the learners
my contextualized and localized standee materials. My strategy begins with
my own hands-on demonstrations on the use of (e.g., this, that, these,
those) concepts to them. I perform more demonstrations for them to
practice. Likewise, I reviewed too, when to use be-verbs (is, are). At this
moment, I flinch to record their participation, oral recitations and
interaction with the discussions. On the third day, I present the instruction
with the mastery of “this” both in oral and written performances using the
girl standee material. Several objects are available, too. Each of them have
ample time to hands-on the precise demonstration of “this” in a sentence. I
allow them to pick any objects and speak the precise sentence orally for
three (3) minutes each. I paste tarpapel on the board and have each of them
identify the correct use of “this” in a sentence. I record their performances.
This is done for forty minutes every day.
On the fourth day, I introduce, demonstrate and gave drill of “that”
demonstrative pronoun. Then, I allow each learner to demonstrate any
objects and the precise position of “that” in a sentence. At this juncture, we
utilize the other standee material showing “that” hand. An activity sheets
are distributed for further exercises. I record their spoken sentence and
written sentence keenly. Distinction of “this and that” are discuss, interact
and mastered on the fifth day. After I demonstrate the differences, I let to do
it on their own repeatedly. I provide tarpapel and activity sheets for more
practice on when to use this two singular demonstrative pronoun. We use
the two standee materials. I record their enactments. This phase I notice
their improvement in both oral and written performances.
The pronoun “these” were mastered on the sixth day using the girl
standee material. I do the demonstration before doing their own. They are
free to choose from the box of objects for their demonstration. I record their
performances. The same process was done on the seventh day of practicing
the pronoun “those” with the boy standee material. They were guided by
their own on what to do time. I observed their improvement and confidence
on this stage as revealed on their scores. Meanwhile, the distinction of
“these and those” are discuss, interact and mastered on the eight day. Since
they are now mastered on what to do, I just sat and record their scores.
Precise sentences were uttered by the four learners.
On the ninth day, the complete demonstrative pronouns (this, that,
these and those) were proven by the learners utilizing hands-on play on how
to speak and write this competency precisely. After the oral activity, I
distributed the written quiz. This time, I roamed around and observe their
behavior. I warned their great improvement since they are now not confused
and happily answered the written task. I felt pleasured upon seeing their
confidence. The tenth is the big day. This is the evaluation day using the
standee materials, I extremely record their performances in both oral and
written tasks. This moment not only the use of the pronouns I ask but also
their descriptions on when to use them. These learners learned a lot from
the hands-on intervention. They enjoyed while learning.
In the post-implementation phase, the innovation was displayed at
LAC Sessions as an illustration of teachers with cutting-edge instructional
resources. Furthermore, an assessment was carried out to evaluate its
efficacy and collect evidence for its effectiveness. In light of this assessment,
improvements may be made to the invention, such as modifications to the
materials employed, adjustments made to implementation techniques, or
improvements to the mechanisms of support for effective learning to
happen.

D. Resource Utilization

The primary resource utilized in this innovation is the construction of

the contextualized standee material. The material is friendly-user,
movable, durable and viable. At first, in the course of development phase, a
few revisions and changes were required modification. But after the
ultimate design was completed, several practices were conducted until it
was utilized efficiently in the class. In order to attain sustainability and
cost-effectiveness, the materials were re-usable not consumable and cannot
be destroyed due to its durability. The material could be utilized in other
language learning areas like MTB and Filipino. This method reduced costs
as the resources were easily accessible, which enhanced efficiency use of
resources.

E. Progress Monitoring
It is the teacher's duty to keep an eye on the students' progress. The
results of the application of the innovation to guarantee that achieve its goal
of enhancing pupils' demonstrative pronouns competency. This entails
keeping track of learners’ activity scores, seeing their behaviors, as well as
getting input on the innovation's use to evaluate its efficacy.
 The teacher keeps a record sheet to track learners’ ratings, notes, and
constructive criticism. This document functions as a useful instrument for
monitoring student development and highlighting any noteworthy
observations or actions, as well as gathering input on how successful of the
application of the innovation. It offers an extensive summary of the influence
of the invention on learners’ understanding of the competency abilities and
directs upcoming modifications or enhancements to maximize learning
results. The instructor makes use of the daily activity assessment and
sheets of observation to track development and facilitate informed
procedures for making decisions. The teacher makes use of the daily activity
assessment and sheets of observation to track development and facilitate
informed procedures for making decisions.

Innovation Output/Outcomes
Outputs/Outcomes Beneficiary/ies

(enumerates the outputs or (who benefited from the

outcomes produced from corresponding results or
this innovation outcomes
Utilizing the innovation, learners The beneficiaries are the Grade
were 2 learners who are struggling
capable on distinguishing the with demonstrative pronouns.
demonstrative pronouns.

V. Sustainability Plan
I need to use the hands-on contextualized standee material
consistently in simply bringing it up to my learners in my teaching methods
every year in English, Filipino and MTB learning areas. This guarantees
that more students will be able to take advantage of its manipulation. I store
the material at the classroom corner that's convenient for the learners are
easily accessible for utilization as required. Leaners will be able to connect
the use of demonstrative pronouns in the three language learning areas in
any quarter of the school year. This lowers the possibility of the innovation's
use ceasing abruptly and assists sustain its efficacy throughout time.
The innovation could entail taking feedbacks and input from teachers
and learners to make the required adjustments, including fine-tuning the
design of the materials or including extra materials to improve learning
encounters. Cooperation with teacher-researchers and educational
specialists can offer perceptions into cutting-edge instructional strategies
and methods of instruction to continually improve innovation. The
innovation could result in a more welcoming educational setting where
in the end, learners with a variety of learning styles and aptitudes can
succeed, supporting greater academic performance and accomplishments.

Prepared by:

IVY M. JUNTONG
Innovator

Recommending Approval:

WILSON E. GAMAO, PhD

School Principal/ Head

Approved:

ISMAEL L. SEGUNDO
Public Schools District Supervisor

References: (if any)

List all references cited in the paper using the APA format.

Paturusi, M. A. (2016). The students' difficulties in using demonstrative

pronoun. Exposure, 5(2), 90-109.
https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=+difficulty+in+demonstrative+pronouns
%3F&btnG

Giridharan, K., & Raju, R. (2016). Impact of teaching strategies:

demonstration and lecture strategies and impact of teacher effect on
academic achievement in engineering education. International Journal
of Educational Sciences, 14(3), 174-186.

Means of Verifications (MOVs)

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