FIELD STUDY 2 LEARNING EPISODE Understanding AR Concepts,
3 Processes and Models
To have a meaningful and successful accomplishment in this FS episode, be sure to read
through the whole episode before participating and assisting in your FS 2 Resource Teacher’s
class. Note all the information you will need and tasks you will need to do before working on
this episode.
Target Your Intended Learning Outcomes
At the end of this Learning Episode, I must be able to:
use concepts and processes of action research.
identify sample models of AR such as DepEd, 2017; McNiff & Whitehead, 2006; and
Nelson, 2014.
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 B-Nelson, 2014, here are the components.
Title and Author of the Action Research: Cooperation and Leadership
Key components Entry from your Sample AR
OBSERVE The Problem
A science teacher has noticed that her 9th grade students do not
cooperate with each other when doing group projects. There is a lot
of arguing and battles over whose ideas will be followed.
REFLECT Reflection
The goal of this action research is to know what affecting the students
cooperation with other students.
PLAN Plan of Action
First, she conducts a structured observation of the students’ behavior
during meetings. She also has the students respond to a short
questionnaire regarding their notions of leadership.
ACT Implementation
She then designs a two-week course on group dynamics and
leadership styles. The course involves learning about leadership
concepts and practices. In another element of the short course,
students randomly select a leadership style and then engage in a role-
play with other students.
What have you understood about the concept of Action Research and how will these be
utilized in your practice?
Reflect
As a future teacher, is conducting an Action Research worth doing?
- As a future teacher, I believe that conducting an Action Research is worth doing.
Why?
- Conducting action research helps teachers to plan their next lesson you teach,
both at the whole-class and individual student levels, and then use your
reflection and findings to plan your next lesson. Action research is how you
improve your performance, learning materials, and methodology through
reflection.
How can AR be useful for every classroom teacher?
- Teachers can use action research to reflect on what they want to change and
investigate what others are doing in that field, and experiment with practice in a
controlled setting. Good action research can alter the way teachers teach and
schools operate. It allows teacher to examine the situations inside of her
classroom, she will be the one who will implement changes inside of it.
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. Why some students lost focused when they are inside of the class?
B. How can school affect the students?
C. What are the reasons why some students are usually absent?
Reflect
Thinking deeply about those problems, perhaps something had been done to solve the
problem or answer the question, like:
A. Create an environment that will encourage students to listen.
B. Build a bulletin board at the back and make them write their problems.
C. Make the classroom that feels like home.
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 skills require a hands-on activity. Remember that most students learn what they
have to learn by doing it on their own.
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 responds 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 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
__✘__ 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 do you choose to conduct Action Research? Why?
___✓__ Changes in the classroom practices.
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.
EVALUATE Performance Task
Evaluate Your Work Task Field Episode 3 - Understanding AR Concepts, Processes, and
Models
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive learning.
Name of FS Student:Pontejos, Princess Dianne G. Date Submitted:
Year & Section: EngEd-4 Course: BSED-ENGLISH
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to Three (3) Four(4) or
Observation questions/tasks two(2) observation more
Sheet completely observation questions/ observation
answered/accomplished. questions/tasks tasks not questions/
not answered/ answered/ tasks not
accomplished accomplished answered/
accomplished
Analysis All questions were All questions Questions Four (4) or
answered completely; were answered were not more
answers are with depth completely; answered observation
and are thoroughly answers are completely; questions were
grounded on theories; clearly answers are not answered;
grammar and spelling connected to not answers not
are free from error. theories; completely connected to
grammar and connected to theories; more
spelling are theories; one than four (4)
free from (1) to three grammatical
errors. (3) spelling errors.
grammatical
spelling
errors.
Reflection Profound and clear, Clear but lacks Not so clear Unclear and
supported by what were depth; and shallow; shallow; rarely
observed and analyzed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is reflected on Portfolio is Portfolio is Portfolio is not
Artifacts in the context of the reflected on in not reflected reflected on in
learning outcomes; the context of on in the the context of
Complete, well- the learning context of the the learning
organized, highly outcomes; learning outcomes; not
relevant to the learning Complete, outcomes; organized, not
outcome well-organized, Complete, relevant
very relevant to not
the learning organized,
outcome relevant to
the learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted two
deadline the deadline day after the (2) days or
deadline more after the
deadline
COMMENT/S
Over-all Score Rating ( Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below
_____________________________ ________________________
Signature of FS Teacher above Printed Name Date
