FIELD STUDY 2 Understanding AR

concepts, process and

LEARNING EPISODE 3
models
Notice
What concepts have been emphasize in the tasks and infographics? Give at least four

1. To know the key concepts of Action Research

2. Different action research techniques
3. Different models of action research
4. What action research is and its use

Since the 3 models are all for action research, what are the common elements of the 3?

- As I read and analyze the three models, I’ve noticed some similarities within the 3.
They have a common traits, cycle and components like observe reflect and act as an
example.

Analyze
Choose the AR sample Abstract that you submitted in Episode 2

Title of AR and author: Increasing reading comprehension of the elementary students through
fluency based interventions
Key Entry form your sample
Components
Observe The research found out that students give more emphasis and shows more
awareness in the the major components of the intervention which are fluency , pace
and accuracy thus concluding a positive outcome of the intervention
Reflect The researcher focus on incorporating of fluency, pace and accuracy in the
intervention that aims to provide higher comprehension to elementary students
Plan To use appropriate assessment before and after giving fluency based interventions
Act Students shows enthusiasm to the exercise and at the same time more authentic
with their self assessment

What have you understood about the concept of action research and how will these utilize in your
practice?

- I understood that action research is use to enhance interventions an educator is

planning to use and to address classroom problems. Understanding these concepts may
help me in maximizing and utilizing it’s use when in the field in the future.
Reflect
As a future teacher, is conducting an action research worth doing?

- Yes

Why?

- Because not only that it could help me in addressing issues in the classroom but may
also help me in provide the right interventions needed to be a more effective and
efficient teacher.

How AR can be useful for every classroom teachers?

- Conducting AR can help a teacher to be more effective and efficient in the field because
it can help teacher address issues and give the right interventions needed.

Write action research prompts

OBSERVE

Remembering my classroom observations in FS 1, I noticed that there are many questions that
raised in my mind these includes :

A. How to maintain the interest of the students?

B. Do frustration in different subject affects students behavior in some subject?
C. What do we need to do to maintain a healthy classroom?

REFLECT

Thinking deeply about those problems perhaps something must have been done to solve the
problems or answer the question?

A. By trying different teaching techniques

B. By incorporating hands on and cooperative activities
C. By being in touch of the students

PLAN

Now that im in FS2 I plan to make a plan for my solution to a problem

- How to maintain a healthy classroom

ACT

My action will come later given enough time in FS 2 or during my teaching internship
FIELD STUDY 2 Matching problematic
learning situation with
LEARNING EPISODE 4
probable action

Participate and assist

What five problems have you identified form the words that you have encircled? Make a statement,
write in the space below

The problems are

1. Lack – in moral and financial support from the family

2. Bullying – perhaps the most common problematic situation that exists in every school
3. Poor – unprivileged students who’s hindered by their economic status
4. Gadgets – during the peak of the pandemic, those who has no capacity to own some gadget
are also affected in their learning process
5. Teachers – who do not have the sympathy for the students who are barely surviving the
teaching and learning process due to some reasons like financially and personally.

Notice
What have you notice of the problems identified above? Can there be more than one solution to the
problem? Explain

- I noticed that the problems listed above are usual problems faced by most of the
students and Yes there can always be more than one solution to a problem, it’ll just
depends on how a teacher will handle it and how will the students are willing to take the
solutions for it. As teacher must take in mind that they must always think of a plan B in
case when the initial solution didn’t make it to address an issue.

Analyze
Scenario A : Miss Fely is a grade 4 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 lesson for two weeks, yet no progress was observed. The situation has
been bothering miss fely.

Can you identify Miss Fely’s problem? The problem is that one half of her class cannot -
- classify animals into vertebrates and invertebrates even though Miss Fely has been
repeating this lesson for a couple of weeks now.
Can you find a solution to the problem? Give your two suggestions
 a. Miss Fely should try giving them an example of the two classifications
b. Try different teaching techniques such as hands on learning upon giving them
a tangible example of a vertebrate and invertebrate animals.
What solution can solve miss fely’s problem?
- The best solution to that problem is to bring an example of an animal for each
classification
How?
- Because the students can see it physically and observe the difference between the two
Are they match with the problem?
- Yes

Scenario B: Sir Ryan teaches in a disadvantage urban community. Most of his learners came
from a family who are disrupted, either with single parents or with their guardian who Stand only as
their parents. They are deprived of the necessary food, clothing and shelter.

Can you identify the most probable teaching and learning problem in the class of sir
Ryan?
a. Low academic performance due to their problems
b. Lack of focus because of their situations

Can you propose a solution to solve one of the problems that you identified

- Sir Ryan must have a low to no cost of learning, he must avoid in giving activities which
the students are going to buy something and he must create a more open and friendly
connection between him and his students to lessen their burden in school.

Reflect
After reading the two scenarios how would identifying the problematic situations and finding
solutions to these problems help you to become a better teacher?

- For me a better or a great teacher must first know his/her students, that’s the very first
thing we should do in order to easily see and identity problems they are in. And being
able to address these problems means being reliable enough for the students to open to
you about their challenges. Being able to do this means being a great teacher

Write action research prompts

Using any one example AR in this Activity answer the AR prompts that follow:

OBSERVE

What problematic situation prevail in the classroom?

 - Half of Miss Fely’s students cannot classify vertebrate and invertebrate animals

REFLECT

What change do you want to achieve?

- For the class to already distinguish the difference between the two.

PLAN

What strategy will you use to improve the situation?

- To use multi media learning materials and provide a tangible example for the class to
have a hands on learning experience

ACT

What would be the of your action research should you conduct the study?

- Using real life examples incorporated with multi media learning materials to teach
different classifications of animals

Work on my artifacts
Your artifact will be an abstract of a completed action research

I.Title of Action Research

- INCREASING READING COMPREHENSION OF ELEMENTARY STUDENTS THROUGH FLUENCY-

BASED INTERVENTIONS.

II.Authors

- Veda S. Neumann, B.A.

- Dorothy K. Ross, B.A.
- Anita F. Slaboch, B.A.

III. Abstract

- The authors of this action research project report implemented oral reading fluency-
based Interventions for the purpose of improving students’ reading comprehension. Six
students in Grade three, six students in grade five and six students in grade six
participated in the study from Monday, August 27 through Friday, December 7, 2007.

Researchers observed that in the targeted reading groups, deficiencies in any element
of oral Reading fluency were associated with reading comprehension problems. The
teacher researchers Used the following tools to document evidence; Dynamic Indicators
of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF), which indicated that
50% of students at Site A And 83% of students at Site B were below benchmark score for
oral reading fluency. The Comprehension based assessment (Choose-A-Title) resulted in
 61% of the students choosing the Incorrect title. As a result of the student survey, it
indicated that 17% of the students responded “almost never” when asked “I think others
like my reading”. Students’ struggles with accuracy, Rate, and prosody revealed
deficiencies that inhibited the processing of meaning.

The interventions implemented were three 20-minute weekly sessions consisting of one
session Of reader’s theater activities including choral reading, echo reading, and poetry,
and two sessions Of partner reading during which student pairs engaged in repeated
oral reading and reading along Silently while listening as oral reading was modeled.
Teachers are encouraged to model fluent Reading illustrating proper rate and accuracy.
Reading and rereading exercises such as reading With a model reader, choral reading,
reader’s theater, and partner reading can improve fluency (Vaughn & Linan-Thompson,
2004).

As a result of the interventions, students demonstrated increased awareness of the

three elements Of oral reading fluency: accuracy, rate, and prosody. Students practiced
self-monitoring these Elements while participating in paired reading and cooperative
learning groups. The post data Revealed that there was a decrease in students’ positive
responses to “I read with expression and Feeling”. Thirty-three percent of students
responded “almost always” on pre documentation and 28% on post documentation. The
“usually” category declined from 50% to 44%. Students Responded best to interventions
that involved repeated reading in the form of rehearsal followed By performance, such
as choral poetry reading and reader’s theater. Students demonstrated. Engagement in
the activities while becoming more realistic in self-evaluation

IV. Identify the problem of the study

- The purpose of this action research project was to improve reading comprehension
Through oral reading fluency. Students’ problems with reading comprehension are
revealed Through difficulty with one or more of the three elements of oral reading
fluency: automaticity, Accuracy, and prosody. Fluency rates were determined through
DIBELS Oral Reading Fluency Assessment. Comprehension was assessed by requiring
students to identify the main idea of a Grade-level passage. Students reported their
attitudes about oral reading by responding to a six Question survey.

V. Identify the action taken in the Study

Of the 14 weeks dedicated for this project, 10 weeks of intervention took place and two
Weeks of pre- and post- documentation occurred. The pre-documentation took place
from August 27, 2007 through September 7, 2007 and included sending out and
collecting parental consent Letters, copying pre-documentation tools, choosing age
appropriate poems for student survey, as Well as selecting grade level passages for the
various reading activities. In addition, the DIBELS Oral Reading Fluency (ORF) and the
Choose-a-Title assessments were administered and the Survey was distributed to the
students. All scores and results were compiled, recorded, and Ranked as was
appropriate. The intervention took place from September 10, 2007 through November
16, 2007. During this time, teachers paired students with compatible reading abilities
and attitudes, Modeled appropriate prosody, and allowed for 20-minute partner reading
activities two times per Week. One day per week teachers incorporated readers’ theatre
into the lesson. Readers’ Theatre Included echo reading, choral reading, and poetry. The
post-documentation period occurred from November 26, 2007 through December 7,
2007. A final DIBELS ORF and Choose-a-Title assessment were given to the students, as
well as A final student survey. The data was compiled, analyzed, and graphed
accordingly.
FIELD STUDY 2 Preparing the
learning
LEARNING EPISODE 5
environment: an
overview

Participate and assist

What will you do to assist your mentor in setting up a conducive learning environment in the following
conditions?

1.Bulletin board display

- I will help my mentor to prepare the bulletin board in the most creative I can, like choosing the right
contrast of colors and right size of fonts because it’ll help greatly in attracting the interest of the students
thus maximizing its use.

2. Small group discussion

- the best thing I can do to help my mentor In this condition is to help her facilitate the class, it I’ll
provide a right order of the class and making the class easier to manage

3. Checking class attendance in a virtual classroom

- ill help her check the attendance in the Google classroom by being early in entering the link and
conducting an initial attendance checking and keeping in track of those who leave and enter the virtual
classroom.

Notice
Learning environment 1:
What have you notice of the display in the class bulletin board? What message or theme does
it convey?

- What I noticed about the bulletin board in the class of my mentor is that its is still about
the COVID 1 9 pandemic, and it has a theme about the ways on preventing the virus. The
 bulletin board is outdated and doesn’t being used In learning process in the current
times.
What makes it attractive to learners
- It’s attractive to learners because of its contrast in colors and the drawings in it about
what should we do during the pandemic

Does it help the learning process?

- At present its not being used and it’s outdated.

Learning environment 2:
If the teacher is using a distance delivery of learning through the module, where is most likely
the learning space of the students

- I think the learning space for the students will be Their homes and most likely to rely on
the use of the internet

Can you describe

- Most of the students will surely use the internet in answering the module because it is
more convenient for them.

How can you as a teacher help to make such environment conducive for learning?.

- To do some interventions that’ll make them have a longer interest or attention span to
the modules and require an answer that doesn’t come from the internet but from Their
own words

Analyze
The examples above describe two contrasting situations, the first shows the learners are in the same
room while the second, the learners maybe in different learning spaces like home, study hub or in
extreme cases in parks or under the tress.

As a teacher, in which if the two situation would you prefer to manage for learning

Explain your choice why?

- For me I prefer managing learners in the same room because I can really track their
progress authentically. Face to face leaning gives us more control over the teaching and
learning process because I can personally see if the students are engaged in the
activities.
Reflect
Based on my noticing and analysis, I noticed that:

A. A good learning space is essential for teaching and learning process

B. Teaching and learning process happened in a classroom gives more authentic results

C. A great teaching materials is needed in distance learning

Write action research prompts

OBSERVE

What probable problem may result from the two situation of the learning environment?

- Students may have different approaches to the activities depending of their comfort
learning spaces and it can cause a less authentic outcome.

REFLECT

What solutions can you think of to solve the problem?

- For me I think it’s best to use different approaches that works best depends on learning
environment and also keeping in mind that students also has a different learning styles
we must use strategies that is best in both learning environment

PLAN

How should I do it?

- I should familiarize my self with strategies in different learning environments then use
what’s works best depends on the circumstances.

Work on my artifacts

My conducive learning environment

By: Rosales Asfren Philip
My conducive learning environment is something that is very comfortable for me and my students. And
In order for that to happen I should first familiarize my self with all my students, Their names,
nicknames, age, interest and backgrounds. It is very crucial in attaining a good learning environment for
the children because they’ll feel the sense of importance and comfort with me. Having a student friendly
environment will lead to a more open data exchange for both of us. I should show them my passion in
teaching them and that Im not only interested in their correct answer but also that I care to them and
their challenges. Incorporating values also has a big help in building the relationship between me and my
students. Knowing their interest will also help me to provide the right learning activities for them
because they’ll surely enjoy the teaching and learning process. Having a collaborative learning will also
give them the sense of importance because they will feel that their opinions about the discussion really
matters, if these things will happen there will be a bigger Chance of having a conducive and a healthy
learning environment for all the students.