Field Study 2

Learning Episode 1 The Teacher We Remember

Target Your Intended Learning Outcomes
At the end of this Learning Episode 1, I must be able to:
 Cite the personal qualities of an effective teacher
 State the professional competencies expected of a teacher.
Clarify Your Task
Before you embark on your one-semester journey in Observation and Teaching Assistantship, it may be
good to be reminded of the personal and professional qualities which we, teachers, ought to possess. Striving to
be the best teacher, the teacher who will leave an imprint of himself/herself on his his/her students, is a never-
ending journey. The journey began three years ago when you started discussing who the professional teacher is
in your course on the Teaching Profession, etc, etc. The journey gets more focused and challenging now as you
observe and assist your Field Study Resource Teacher. Don’t you worry! You have been prepared for this for
three years and you will end up stronger, happier and wiser!

Let’s buckle down for work!

1. You will review the qualities of good teachers as contained in documents such as the Philippine
Professional Standards for Teachers (PPSTs) and the Southeast Asia Teachers Competency Framework
and the Code of Ethics for Professional Teachers.

2. You will view on youtube 2 TEDx talks on “What makes a good teacher great” and “The Power of a
Teacher”.

Participate and Assist

(Note to Student Teacher: As you participate and assist your FS Resource Teacher in her daily task, please take
note of what you are expected to give more attentions to as asked in the next step of this Learning Episode,
NOTICE).
Participate actively by assisting your resource teacher in his/her daily task. Take the initiative to offer your
assistance. Don’t wait for your Resource Teacher to ask for it.

Notice
1. Take note of the following:
 your Resource Teacher comments, facial expressions, gestures and actions in class
 students’ comments, facial expressions, gestures and behavior in class
 how your Resource Teacher relates to you
 the classroom proceedings
 the classroom atmosphere – relaxed or threatening?
Analyze
1. From the PPSTs, the Southeast Asia Competency Standards and the TEDx videos that you viewed, what
competencies does a great teacher possess?
2. Are these competencies limited only to professional competencies?
3. For a teacher to be great, is it enough to possess the professional competencies to plan a lesson, execute a
lesson plan, manage a class, assess learning, compute and report grades?
Explain your answer.
4. For a teacher to be great which is more important – personal qualities or professional competencies?
5. Who are the teachers that we remember the most?
Reflect
Which personal traits do I possess? Not possess? Where do I need improvement in?
Which professional competencies am I strongly capable of demonstrating?
In which competencies do I need to develop more?
Who are the teachers that we remember most?

Write Action Research Prompts

1. OBSERVE In assisting my Resource Teacher, I observed that personal traits such as professional
competencies like _________________________________were least / not displayed and as a result,
students were / class was _______________________________
2. REFLECT The lack of these personal traits and professional competencies (mentioned in #1) may be caused
by _________________________________________________________
3. PLAN I would like to address this problem (mentioned in #2) by conducting action research
on______________________________________________________________________
4. ACT
a) The main objective of my action research is _____________________________________
b) My specific research questions are: ___________________________________________
c) To answer my specific research questions, I ____________________________________

Check for Mastery

Direction: Read the questions and choose the letter of the correct answer.
1. Which behavior does a great teacher who can empathize with his/her students display?
A. Feels what students feel
B. Expects students to understand his/her feelings
C. Gives no assignment
D. Make test easy

2. According to students, a great teacher is “chill”. What does this mean? Teacher is _______.

I. Cool
II. Calm
III. Doesn’t get overwhelmed
A. I, II, and III
B. I and II
C. I only
D. I and III

3. Which professional competency refers to content knowledge and pedagogy?

I. Apply developmentally appropriate and meaningful pedagogy grounded on content knowledge

and current research
II. Display proficiency in Mother Tongue, Filipino and English in the teaching and learning process
III. Demonstrate skill in the use of communication strategies, teaching strategies, and technologies to
promote high quality learning
A. I only
B. II only
C. I and II only
D. I, II and III
 4. To address the diversity of learners, which professional competency must teacher display?
A. Apply interactive teaching
B. Do differentiated teaching
C. Use Problem-based learning
D. Employ Project-based learning

5. In the Southeast Asian Teachers Competency Framework, who is at the center with whom the
professional teacher relates?
A. The professional teacher
B. The school heads
C. The joyful learner
D. The parent/guardian

Work on my Artifacts
Attach your reflections here.
 Learning Episode 2 Embedding Action Research for Reflective Teaching
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 to do before working on this episode.
Target Your Intended Learning Outcomes
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 action research as one of the roles of the teacher. Every teacher should take
interest to know how students learn, wants to make innovations in the curriculum and desires to improve
teaching practice. In order to achieve these, a teacher has to do action research on the everyday practical
problems. These problematic situations and observed 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, 1953 and many others who came later.
Schon introduced the notion of action research as a habit of continuing inquiry. Inquiry begins with situations
that are problematic, confusing, uncertain and conflicting, and so does Action Research.
It was Stephen Corey (1953) who defined Action Research as the process through which practitioners like
teachers, study their own practice to solve their personal or professional practical problems. Further on John
Illiot in 1993 clarified that action research is concerned with everyday practical problems experienced by the
teachers, rather than the theoretical problems defined by pure researchers.
Action research is grounded on the reality of the school, classroom, teachers, and students. 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 process 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 or accomplishing tasks similar to
action research. These are activities that required you to do Reflection and Make Action or the other way
around. Schon (1987) distinguishes Reflection in Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done Action Research. Now is the opportunity 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 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. Differentiated Instruction in Teaching English for Mary Joy Olicia
Grade Four Classes
1.
2.
3.
4.
5.

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 Answer
1. What have you noticed about the action research 1. Identified problem to be solved in title no.1
titles? Do the action research (AR) titles imply
problems to be solved? Yes ____ 2. Identified problem to be solved in title no.2
No_______
3. Identified problem to be solved in title no.3
If yes, identify the problems from the title you have
given. Answer in the space provided. 4. Identified problem to be solved in title no.4

5. Identified problem to be solved in title no.5

2. What interpretation about action research can you Title of the Action Research
make out your answer in question No.1? ___________________________________________
___________________________________________
3. Write the title and your interpretation of the study
from the title. From the title, I think, the study

____________________________________ …

4. What do you think did the author/s do with the I think the author/s…
identified problem as presented in their titles?
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 ins school, hence teachers should do
action research. This is an exciting part of being a teacher, 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 think, did the Choices:
authors identify the problems of their _____ Copied from research books
action research? _____ From daily observation of their teaching practice
_____ From difficulties they observed of their learners
_____ From their own personal experience
_____ From the told experiences of their co-teachers

2. What do you think is the teacher’s Choices:

intention in conducting the action research? _____ To find a solution to the problematic situation
_____ To comply with the requirement of the principal
_____ To improve teaching practice
_____ To try out something, if it works
_____ To prove oneself as better than others

3. What benefit do you get as a student in FS Choices:

2 in understanding and doing action _____ Prepare me for my future job
research? _____ Get good grades in the course
_____ Learn and practice being an action researcher
_____ Improve my teaching practice
_____ Exposure to the realities of the teaching profession

4. In what ways, can you assist your mentor Choices:

in his/her Action Research Activity? _____ By co-researching with my mentor
_____ By assisting in the design of the intervention
_____ By assisting in the implementation of the AR
_____ By just watching what is being done
Reflect
Based on the readings that 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
__________________________________________________________________________

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 realized that ______________________________________________________________________________

Write Action Research Prompts

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.
________________________________________________________________________________
________________________________________________________________________________
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 ____________________________________
_____________________________________________________________________________________
PLAN
What strategies activities, innovations can I employ to improve the situation or solve the problem?
 As a future action researcher, I can plan for an appropriate intervention like ____________________
_________________________________________________________________________________
ACT
If I conduct or implement my plan, what can be its title?
 If I will implement my doable plan in the future, my title would be ___________________________
_________________________________________________________________________________
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 situations for the 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 Artifacts
Your artifact will be an Abstract of a completed action research.
 Learning Episode 3 Understanding AR Concepts, Processes and Models
To have a meaningful and successful accomplishment in 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 have 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 schools 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 refection 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 I can engage in?

 Creating changes in the classroom practices, Example: What changes will daily writing have
in 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 and Whitehead 2006 (Adaptation)
Action Research The Action Research Process
Cycle
Observe Identify the problem.
1. Based on observation and noticing, what problematic situations 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 Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
Plan Plan An Action Research Strategy
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?
Act Take Action
1. How do I put my plan into action?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
Evaluate Use Findings
1. Where do I apply results to improve practice?
2. Are my findings worth sharing?
Modify Move to Another Cycle
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 situations 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 Reflect (Reflection continues all throughout the process.)
1. What do I hope to achieve? What do I intend to change for the better?
2. Is doing this action research important to improve my practice?
3. Can I do this alone? Or should I collaborate?
PLAN Plan An Action Research Strategy
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?
ACT Take Action
1. How do I put my plan into action?
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 Action Research Process
I. CONTEXT AND RATIONALE 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?
II. ACTION RESEARCH QUESTIONS

III. PROPOSED INNOVATION, Proposed Plan

INTERVENTION AND STRATEGY 1. What do I plan as a solution to the problem I identified?
(describe)
2. What innovation will I introduce to solve the problem?
(describe)

3. What strategy should I introduce? (describe)

IV. ACTION RESEARCH METHODS Plan of Action Research
a. Participants and/ or other Sources of 1. Who are to participate? (my students, peers, 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 How will I analyze my data/information?
V. ACTION RESEARCH WORK PLAN Action Research Workplan
AND TIMELINES 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)
VI. COST ESTIMATES Action Research Cost – (Consider also the maximum cost if
externally funded like DepEd, LGUs NGO or personal)
VII. PLANS FOR DISSEMINATION Sharing Results
AND UTILIZATION 1. How will I share the result of my action research?
(Publish, Present, Flyers, LAC sessions)
2. Can I collaborate with other teachers to continue or
replicate my study?
VIII. REFERENCES References
1. What reading materials and references are included in
my review of literature?
Revisit the Infographics
Action research is a dynamic process anchored on Reflection
Action Cycle of Observing, Reflecting, Acting, Evaluating and Modifying.
Action research is a cyclical, recursive process of observe > > reflect >> act >> evaluate>> 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 or repeated process, proceeding through spiraling 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, Act which can also go through evaluation and modification. It also follows a cyclical process.
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.
2.
3.
4.
Since the 3 models are all for action research, what are the common elements of the three?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Analyze
Choose the AR sample Abstract that you submitted in Episode 2.
Analyze the components vis-à-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 your Sample AR
OBSERVE The Problem
REFLECT Reflection
PLAN Plan of Action
ACT Implementation
EVALUATE Findings
MODIFY Recommendation

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 your 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 of the Action Research: (the same as your entry in Model A)
Key Component Action Research Process
I. CONTEXT AND RATIONALE Study background

AR Questions
II. ACTION RESEARCH QUESTIONS
III. PROPOSED INNOVATION, Describe Innovation/Intervention/Strategy.
INTERVENTION AND STRATEGY
IV. ACTION RESEARCH METHODS Describe Action Research Methods.
a. Participants and/ or other Sources of
Data
b. Data gathering methods
c.Data analysis plan
V. ACTION RESEARCH WORK PLAN Summarize Action Research Work Plan.
AND TIMELINES
VI. COST ESTIMATES Write cost estimate.
VII. PLANS FOR DISSEMINATION AND Describe how the results will be shared.
UTILIZATION
VIII. REFERENCES Write at least 3 references.
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.
b.
c.
REFLECT
Thinking deeply about these problems, perhaps something must have been done to solve the problem or
answer the question, like:
a.
b.
c.
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
__________________________________________________________________________________________
__________________________________________________________________________________________
ACT
My action will come later, given enough time in FS 2 or during my Teaching Internship.
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.
_____ following the daily routine all time.
_____ finding ways on how children should learn better
_____ 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
_____ Observe, Plan, Act, Reflect
_____ Plan, Observe, Act, Reflect
_____ 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?
_____ Changes in the classroom practices. Why?
_____ Effects of curriculum structuring. Why?
_____ Understanding of self as a teacher. Why?
_____ Teaching a new process to the students. Why?
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 completed Action Research