REPUBLIC OF THE PHILIPPINES
NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY
OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com
COLLEGE OF EDUCATION
(Bachelor of Secondary Education)
COURSE MODULE IN
PARTICIPATION AND
TEACHING
ASSISTANTSHIP
1st Semester A.Y. 2021 – 2022
COURSE FACILITATOR: RVIE M. SANTILLAN, LPT, MAED.
FB/MESSENGER:
Email: rmsantillan@nonescost.edu.ph
Phone No: 09751942985
MODULE
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VISION
Northern Negros State College of Science and technology envisions SUN-NEGROS: A
glocally recognized university offering distinctively – niched academic programs engaged in
dynamic quality instruction, research and extension by 2025.
MISSION
To produce glocally viable graduates through innovative learning and research
environment and to contribute to nation – building by providing education, training, research and
resource creation opportunities in various technical and disciplinal areas.
INSTITUTIONAL OUTCOMES
1. Demonstrate logical thinking, critical judgment, and independent decision-making on any
confronting situations
2. Demonstrate necessary knowledge, skills, and desirable attitudes expected of one’s
educational level and field of discipline
3. Exhibit necessary knowledge, skills, and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s
profession or community involvement without compromising legal and ethical
responsibilities and accountabilities.
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PROGRAM LEARNING OUTCOMES (CMO #78 s. 2017)
The program shall produce a graduate who can:
a. articulate the latest developments in their specific field of practice;
b. effectively communicate in English and Filipino , both orally and in writing;
c. work effectively and collaboratively with a substantial degree in multi-disciplinary and
multi-cultural teams;
d. act in recognition of professional, social and ethical responsibility;
e. preserve and promote “Filipino historical and cultural heritage”;
f. articulate the rootedness of education in philosophical , socio-cultural, historical,
psychological and political contexts;
g. demonstrate mastery of subject matter/discipline;
h. facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments;
i. develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners;
j. apply skills in the development and utilization of ICT to promote quality , relevant, and
sustainable educational practices;
k. demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes;
l. practice professional and ethical teaching standards sensitive to the local , national and
global realities;
m. pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities;
n. demonstrate the competencies required of the Philippine TVET Trainers-Assessors
Qualifications Framework ( PTTQF);
o. demonstrate broad and coherent , meaningful knowledge and skills in technology and
livelihood education;
p. apply with minimal supervision specialized knowledge and skills in Technology and
livelihood education;
q. demonstrate higher level literacy, communication, numeracy, critical thinking , learning
skills needed for higher learning;
r. manifest a deep and principled understanding of how educational processes relate to
larger historical, social , cultural, and political processes;
s. apply a wide range of teaching process skills ( including curriculum development , lesson
planning , materials development, educational assessment, and teaching approaches) ,
and
t. reflect on the relationships among the teaching process skills, the learning processing in
the students , the nature of the content / subject matter, and other factors affecting
educational processes in order to constantly improve their teaching knowledge , skills and
practices.
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NONESCOST BSED Program Outcomes
The program shall produce a graduate who can:
1. demonstrate proficiency, mastery and application of content, pedagogy and technological
knowledge in the chosen field
2. exhibit exemplary character, proactiveness, and cultural responsiveness to the needs of
the community.
Warm greetings!
Welcome to the first semester of School Year 2021-2022! Welcome to the College of
Education and welcome to NONESCOST!
Despite all the happenings around us, there is still so much to be thankful for and one of
these is the opportunity to continue learning.
You are right now browsing your course module in EDP 112. As you read on, you will have
an overview of the course, the content, requirements, and other related information
regarding the course. The module is made up 16 Episode. Each Episode has seven parts:
INTRODUCTION – Overview of the lesson
LEARNING OUTCOMES – Lesson objectives for you to ponder on
CLARIFY YOUR TASK – Qualities you need
REVISIT THE INFOGRAPHIC/S – Fuels you to go on
PARTICIPATE AND ASSIST – Being engaged and involved in a task
NOTICE – Become aware of by seeing, hearing, etc.
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ANALYZE – Collection of ideas that you must discover
REFLECT – to generate new meaning from what you’ve learned
WRITE ACTION RESEARCH PROMPTS – To study what's happening
and decide how to make it better
WORK ON MY ARTIFACTS – Collection of your observations, effects,
results, action, process, etc.
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Please read your modules and learn the concepts by heart. It would help you prepare to
be an effective and efficient professional in field of teaching. You can explore more of the
concepts by reading the references and the supplementary readings.
I encourage you to get in touch with me in case you may encounter problems while studying
your modules. Keep a constant and open communication. Use your real names in your FB
accounts or messenger so I can recognize you based on the list of officially enrolled
students in the course. I would be very glad to assist you in your journey. Furthermore, I
would also suggest that you build a workgroup among your classmates. Participate actively
in our discussion board or online discussion if possible and submit your
outputs/requirements on time. You may submit them online through email and messenger.
You can also submit hard copies. Place them in short-size bond paper inside a short plastic
envelop with your names and submit them in designated pick-up areas.
I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges, and difficulties in learning as we go along this course. I
am very positive that we will successfully meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God
bless!
Declaration of Copyright Protection
This course module is an official document of Northern Negros State College of Science
and Technology under its Learning Continuity Plan on Flexible Teaching-Learning
modalities.
Quotations from, contractions, reproduction, and uploading of all or any part of this module
is not authorized without the permission from the faculty-author and from the
NONESCOST.
This module shall be used for instructional purposes only.
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Course Outline in EDP113 - Participation and Teaching Assistantship
Course
EDP 113
Number
Course Title
Participation and Teaching Assistantship
This course is a continuation of Field Study 1. It is also schoolbased and allows pre-service teachers to participate and assist in limited
actual teaching-learning activities that relate to assessment of learning,
Course
preparation of instructional materials, preparation of the bulletin boards,
Description
and other routines in the classroom. A portfolio which will contain sample
lesson or learning plans and demonstration teaching of at least one
subject content will be required. An action research shall be encouraged
to start in this course and conclude during internship.
No. of Units
3 units
Pre-requisites None
1. Create a safe and secure learning environment that contributes to
the physical, socio-emotional and cognitive development of learners
(PPST Domain 2)
2. Demonstrate ways of addressing learners’ diversity in terms of
gender, needs, interests, cultural background and difficult
circumstances (PPST Domain 3)
3. Reflect on how a teacher manifests their personal and professional
competencies. (PPST Domain7)
Course
4. Participate in the teaching-learning process and use instructional
Intended
materials, including ICT to promote quality, relevant and sustainable
Learning
educative process (PPST Domain 4)
Outcomes
5. Apply the various classroom management strategies (PPST
Domain 2 and 4)
6. Apply concepts, theories, and principles in curriculum development in
actual classroom setting. (PPST Domain 4)
7. Demonstrate assessment and reporting practices done in the
classroom (PPST Domain 5)
8. Write an initial action research plan with the purpose of improving
teaching practice (PPST Domain7)
Module 1
Lesson 1
The Teacher We Remember
Content
Coverage
Lesson 2
Preparing, Enhancing, Making and Establishing My Own
Classroom Routines (Face-to-Face/Virtual)
A. Preparing the Learning Environment: An Overview
B. Enhancing Face-to-Face Learning Environment
C. Making Online or Virtual Learning Environment Safe and
Conducive
D. Establishing My Own Classroom Routines and Procedures
in Face-to-Face/Remote Learning
Lesson 3
Selecting and Utilizing Digital and Non-Conventional Resources
A. Selecting Non-Digital or Conventional Resources and
Instructional Materials
B. Utilizing Applications (Apps) for Teaching and Learning
C. Utilizing Learning Management Systems
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D. Utilizing Web-Conferencing Apps for Synchronous ELearning
Lesson 4
Creating My Classroom/Remote Learning Management Plan
Module 2
Lesson 1
Write and Delivering My Lesson Plans and Lessons
A. Writing y Learning/Lesson Plans
B. Delivering My Lessons
Lesson 2
Assessing FOR, AS, OF Learning Using Traditional and
Authentic Types
A. Assessing FOR, AS and OF Learning
B. Using Traditional and Authentic Types of Assessment for
Formative and Summative Purposes
Lesson 3
Grading and Reporting
Module 3
Lesson1
Understanding and Creating Action Research
A. Embedding Action Research for Reflective Teaching
B. Understanding AR Concepts, Processes and Models
C. Matching Problematic Learning Situation with Probable
Action
D. Writing an Initial Action Research Plan
Lesson 2
Micro Demonstration and Proposal of Action Research
References
Course
Requirements
Prepared by:
R1. Course Syllabus
R2. Curriculum Development, Bilbao, et al
R3. Primer on the K to 12 BEC
R4. Filed Study Participation and Teaching Assistantship (OBE -&
PPST-Based) Lucas et.al, Lorimar Publication Inc. Copyright 2021
1. Active class participation (online discussion board, FB Closed group
account)
2. Logbook/Journal (Reflection, Observation, and/or Activities on each
Lesson)
3. Quizzes
4. Seminar-Workshops
5. Two (2) Long Examinations
6. Action Research
7. Micro Demo (Final Examination)
RYAN MORENO, LPT, MEd
JUDY ANN B. CASTAÑEDA, LPT, MEd
RVIE M. SANTILLAN, LPT, MAEd
VANEZA ATANOSO, LPT, MEd
VINCENT A. LUMINOQUE, LPT, MAEd
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Reviewed and Approved by:
Subject Area Coordinator: MARY GRACE M. OFQUERIA, LPT, Ph. D.
Dean, COE
: MARY GRACE M. OFQUERIA, LPT, Ph. D.
GAD Director
: MARY ANN T. ARCEŇO, LPT, Ph.D.
CIMD, Chairperson
: MA. JANET S. GEROSO, LPT, Ph.D.
QA Director
: DONNA FE V. TOLEDO, LPT, Ed. D.
VP- Academic Affairs
: SAMSON M. LAUSA, Ph. D
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MODULE
3
Lesson
Embedding Action Research for
Reflective Teaching, Understanding
AR Concepts, Processes and Models,
Matching Problematic Learning
Situation with Probable Action
1
1 HOUR
To have a meaningful and successful accomplishment in this FS episode, be sure to read
through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on this
episode.
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.
Use concepts and processes of action research.
Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, 2006;
and Nelson, 2014.
Analyze teaching learning problems prevailing in the classroom.
List matching action as a probable solution to the teaching-learning problems.
Use concepts and processes of action research.
Identify sample models of AR such as of DepEd, 2017; McNiff & Whitehead, WEB
2006; and Nelson, 2014.
Analyze teaching learning problems prevailing in the classroom.
List matching action as a probable solution to the teaching-learning problems.
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Doing Action Research: An Overview
Every teacher is an action researcher. Everyone can do it. Teachers and students
can do it together.
This episode focuses on doing action research as one of the roles of the teacher.
Every teacher should take interest to know 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.
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 come 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.
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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).
Using Understanding Action Research Concepts and Processes
The definition of action research evolved over time. There is no singular definition of
Action research. Anchored research action on the idea of inquiry by John Dewey several other
authors have concept the of advanced 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
the by practitioners practices themselves. It is used to address practical problems in the
classroom. It is a process classroom that allows teachers to study their own classroom and school
setting their effectiveness improve to. 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 Ell
studies.
Reflective-It follows a continuous reflection and action.
Situational-It is more specific to the location (school) circumstances (teaching
and learning, etc.).
Participative-AR can be participative where teachers and learners are coResearchers
Future-oriented-It seeks solution to the current problem for future improvement.
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2.Why is Action Research useful to me as a Teacher Researcher?





AR can help me to learn how to improve my practice as a teacher in terms
of teaching methods, classroom management, preparation of the learning
environment, developing instructional materials and assessment.
AR can help me learn more about a wider range of research methods that I can
use in the future.
AR can provide me more space to think deeply about the issues that confront
teaching and learning.
AR can help me engage with my mentor and peers to enable me to improve my
teaching practices through action research.
AR can help me develop new knowledge which is directly related to my area of
specialization.
3.What types of classroom action studies that can I engage in?
 Creating changes in the classroom practices. Example: What changes will daily
writing have on my students?)
 Establishing effects of curriculum restructuring. Example :. Will the use of mother
tongue enhance the reading skills of my learners?)
 Enhancing new understanding of learners. Example: What happens when students
get demotivated?
 Teaching a new process to the students. Example: How can I teach third graders to
do reflection?
MODELS and GUIDE in CONDUCTING ACTION RESEARCH
McNiff & Whitehead 2006
Action Research Cycle
The Action Research Process
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
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?
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ACT
Take Action
1. How do I put my plan into action? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
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 situation prevails in
the classroom or teaching learning environment?
2. Which of these problems shall I focus on?
3. What does literature say about this problem? On what theories or principles
leaned before are the problems 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? How long?
2. How will I gather data or information?
3. What sense or meaning do I get out of the data?
Department of Education (DO 16) 2017 Model
Action Research Key Components
I.
CONTEXT AND RATIONALE
II.
ACTION RESEARCH QUESTIONS
III.
PROPOSED INNOVATION,
INTERVENTION AND STRATEGY
Action Research Process
Identifying the problem
1. Why am I doing?
2. What is the background of my action research?
3. What problem/ question am I trying to solve?
4. What do I hope to achieve?
Proposed Plan
1. What do I plan as a solution Ell
2. What innovation will I introduce so solve the
problem?
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(Describe.)
3. What strategy should I introduce? (Describe.)
IV.
ACTION RESEARCH METHODS
a. Participants and or other sources
of Data and Information.
b. Data Gathering Methods
c. Data Analysis Plan.
Plan of Action Research
1. Who are to participate? (my students, peers,
myself)
2. What are my sources of information?
(participants)
3. How shall I gather information?
4. How will I analyze my data/ information?
V.
ACTION RESEARCH WORK PLAN Action Research Work Plan
1. What should my work plan contain? (targets,
AND TIMELINES
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 AND Sharing Results
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?
VII.
REFERENCES
References
1. What reading materials and references are
included in my review of literature?
Both Action Research Processes above are supported by the two AR Models which will be
presented next
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:
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Key Components
Entry from your Sample AR
The Problem
OBSERVE
Reflection
REFLECT
Plan of Action
PLAN
Implementation
ACT
Or if you choose the DepEd Model, 2017, here are the components.
Title and Author: (the same as your entry in model A)
Key Components
Action Research Process
I.
Context and Rationale
Study Background
II.
Action Research Question
AR Questions
III.
Proposed Innovation, Intervention
Strategy
Describe Innovation/Intervention/Strategy.
IV.
Describe Action Research Methods.
Action Research Methods
a. Participants/ Other sources of Data
b. Data Gathering Methods
c. Data Analysis Plan
V.
Action Research Work Plan
Summarize Action Research Work Plan.
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VI.
Cost Estimate
Write cost estimate.
VII.
Plan for Dissemination and
Utilization
Describe how the results will be shared.
VIII.
References
Write atleast 3 references.
What have you understood about the concept of Action Research and how will these be utilized
in your practice?
Matching Problematic Learning Situations with Probable Actions as Solution
Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: " Have
you identified a problem for your action research? “Common answer will be: “My problem is that,
I do not have a problem. “Ironical, isn’t it?
If you observe and notice closely the teaching-learning environment in the classroom, you
will discover of lot of problematic situations. You must have also observed these problematic
situations when you did your FS 1 course.
But matching these problems with appropriate action is trickier.
A group of more than six hundred teachers was surveyed and asked what teaching
learning problems confront them. Here are their answers put together in a wordle.
Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which of the words do you recognize as a problem? Draw a CIRCLE
around five words that you have also identified as problems in teaching-learning.
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Wordle
Each of the identified problem that you encircled has a corresponding action or solution.
You must have experienced in your past subjects, doing some activities or
accomplishing tasks similar to an action research. These are activities that required you to do
Reflection and Make Action or the other way around. Schon (1987) distinguishes Reflection in
Action or Reflection on Action as two different things.
Perhaps your mentor teacher has already done an 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.
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Inventory of Sample Action Research Conducted by Teachers
List of Completed Action Research Titles
Author/Authors
Ex. Differentiated Instruction in Teaching English Mary Joy Olicia
for Grade Four Classes
1.
2.
3.
4.
5.
Congratulations!!! You have done a good job. By doing so, you have assisted your mentor
and together you will journey towards becoming an action researcher.
What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.
The problems I identified are:
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ____________________________________________________________________
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Excellent! Let us see how we can assist and learn at the same time.
Suppose, the problem you have spotted is: COMPREHENSION.
How can you assist your mentor, after knowing that the learners have difficulty in
comprehension?
Make a Choice for your ACTION.
A. Conduct a tutorial lesson.
B. Show video lessons to help enhance comprehension.
C. Make a learning task to develop comprehension.
Suppose you chose letter A. Conduct a Tutorial. So you have identified the SOLUTION
that matches the PROBLEM which is Difficulty in Comprehension.
Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?
Explain __________________________________________________________________
_____________________________________________________________________________________________________________________
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What about letter C as a SOLUTION to the same PROBLEM? Why? _______________________
Interesting, isn't it? Now, you can assist your mentor by identifying observed problems in the
class and suggest actions to be done.
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
1. What have you noticed about the action
research titles? Do the action research (AR)
titles imply problems to be solved? Yes ____
No ______
My Answer
1. Identified problem to be solved in title no. 1.
1.
2. Identified problem to be solved in title no. 2.
2.
If YES, identify the problems from the title you
have given. Answer in the space provided.
3. Identified problem to be solved in title no. 3.
3.
4. Identified problem to be solved in title no. 4.
4.
5. Identified problem to be solved in title no. 5.
5.
_____________________________________________________________________________________________________________________
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2. What interpretation about action research can Title of the Action Research:
you make out of 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 identified problem as presented in their
titles?
I think the author/s …….
What have you noticed of the problem identified above? Can there be more than one solution to
the problem? Explain
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
A creative and innovative teacher can find one or more than one solution or answer to the
same problem. Each solution matches with the problem. The more solutions identified to choose
from, the better for an action researcher.
Action research seems easy and familiar. Since teaching seems to be full of problematic
situations and that the teacher has a responsibility of finding solution for everyday problems in
school, hence teachers should do action research. This is an exciting part of being a teacher, a
problem solver!
Let us continue to examine and analyze what you have noticed and interpreted in the
previous activity.
_____________________________________________________________________________________________________________________
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Key Questions
My Answer
Choose from the options given. You may check more than
one answer
1. From what source do you think, did Choices:
the authors identify the problems of ____Copied from research books
their 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 ___To find a solution to the problematic situation.
research?
___To comply with the requirement of the principal.
___To improve teaching practice.
___To try out something, if it works.
___To prove oneself as better than the others.
3. What benefit do you get as a student Choices:
in FS 2 in understanding and doing ___Prepare me for my future job.
action research?
___Get good grades in the course.
___Learn and practice being an action researcher.
___Improve my teaching practice.
___Exposure to the realities in the teaching profession.
___Become a better teacher everyday.
4. In what mentor in his/her Action Choices:
Research ways, can you assist your ___By co-researching with my mentor.
Activity?
___By assisting in the design of the intervention.
___By assisting in the implementation of the AR.
___By just watching what is being done.
Let us try to look into the following scenarios in the daily life of a teacher. This scenario
might also be similar to the class you have observed and noticed.
Scenario A: Miss Fely is a grade four teacher in a typical elementary school. She has forty
learners in her class. One half of them cannot classify animals into vertebrates and invertebrates.
She has been repeating the same science lesson for two weeks, yet no progress was observed.
This situation has been bothering Miss Fely.
*Can you identify, Miss Fely's problem? ___________________________________________
* Can you find a solution to solve her problem? Give your two suggestions,
a. ________________________________________________________________________
b._________________________________________________________________________
*What solution can solve Miss Fely's problem?
__________________________________________________________________________
_____________________________________________________________________________________________________________________
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*How?
__________________________________________________________________________
*Are they matched with the problem?
__________________________________________________________________________
Scenario B: Sir Ryan teaches in a disadvantaged urban community. Most of his learners
come from families that are disrupted, either with single parents or with their guardians who stand
only as parents. They are deprived of the necessary food, clothing and shelter.
*Can you identify the most probable teaching-learning problem/ s in the class of Sir Ryan?
a. __________________________________________________________________________
b. __________________________________________________________________________
*Can you propose a solution to solve one of the problems that you have identified?
_____________________________________________________________________________________
Based on the readings you made and the previous activities that you have done,
1. What significant ideas or concepts have you learned about action research?
I learned that ___________________________________________________
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 _____________________________________________________________
As a future teacher, is conducting an Action Research worth doing?
___________________________________________________________________________________
___________________________________________________________________________________
_____________________________________________________________________________________________________________________
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Why? ______________________________________________________________________________
How can AR be useful for every classroom teacher?
___________________________________________________________________________________
___________________________________________________________________________________
After reading two scenarios given above, how would identifying problematic situations and finding
solutions to these problems help you to become a better teacher?
Explain:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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
___________________________________________________________
_____________________________________________________________________________________________________________________
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ACT
If I conduct or implement my plan, what can be its title?
 If will implement my doable plan in the future, my title would be ________________
____________________________________________________________________________
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 those 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.
_____________________________________________________________________________________________________________________
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Using any one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
REFLECT
What changes do you want to achieve?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
PLAN
What strategies will you use to improve the situation?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
ACT
What would be the title of your Action Research should you conduct the study?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Add: Solutions / actions
_____________________________________________________________________________________________________________________
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Check for Mastery
Direction: Choose the best answer.
1. Every future teacher should do action research because ________.
A. it is a requirement for teachers in the field
B. it will improve teaching practice
C. it will add points to teacher's performance
D. it is part of the teacher's standard
2. Spotting a problematic situation in teaching and learning will __________.
A. spark an idea of doing Teacher Action Research
B. give more confusion to the teacher
C. create complexity in everyday teaching
D. add burden to teacher's daily routine
3. Which of the following statements motivates a teacher to do action research?
A. Any problem that occurs in my class will soon pass.
B. For every teaching-learning problem, there is always a solution.
C. Leave the problematic situation for other teachers to solve.
D. There are more important classroom routines than finding solutions.
4. " Every teacher, should be an action researcher.” This statement is ___________.
A. applicable only for teachers in big schools.
B. not doable and very idealistic.
C. the call for teachers in the current times.
D. appropriate for honor graduates.
5. Which of the following statement is TRUE?
A. Action research problem is created by the teacher.
B. Noticing helps a teacher spot problematic situation.
C. Much of the teaching time should be spent in action research.
D. Action research is an optional teacher activity.
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 oneself of how to improve teaching.
___following the daily routine all the 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
___Reflect, Act, Plan, Observe
_____________________________________________________________________________________________________________________
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___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 restructuring. 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
Here are some problematic situations in the teaching-learning environment as observed
and experienced by the teachers. Match the problems listed in Column A with corresponding
probable solutions in Column B. You may use the letter once, more than once or not at all.
Problematic Situations
Probable Solutions / Actions
_____1. Connectivity for On-line learning
A. Rearrange classroom setting
_____2. Disruptive Classroom behavior
B. Maximize use of varied instructional materials
_____3. Poor interest and motivation
C. Regular parent-teachers circles
_____4. Parental non-involvement
D. Use of rewards
_____5. At risk-students
E. Group studies and Study Buddies
F. Use of Flexible Learning
G. Silent Reading Exercises
_____________________________________________________________________________________________________________________
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Your artifacts will be an Abstract of a completed action research.
Your artifact will be a full blown completed Action Research.
Your artifact will be an Abstract of a completed Action Research.
I.
Title of Action Research:
II.
Author/s:
III.
Abstract
IV.
Identify the Problem in the Study
V.
Identify the Action Taken in the Study
_____________________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________________
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