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Participate and Assist
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. Comprehension
2. Gadgets
3. Connectivity
4. Motivation
5. Modules
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.
Notice
What have you noticed of the problem identified above? Can there be more than one solution to the problem? Explain
The thing that I have noticed of the problem identified above is very common to students and there are other solutions to solve those problems like peer tutorials, do remedial with your teachers etc.
Analyze
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: Mia Fely is a grade four 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 since lesson for two weeks, yet no progress was observed. This situation has been bothering Miss Fely.
-Can you identify? Miss Fly's problem?
Students with difficulties with classifying animals into vertebrates and invertebrates
-Can you find a solution to solve her problem? Yes
Give your two suggestions.
A. Have them watch YouTube videos about vertebrates and invertebrates animals that are appropriate to their age and make them interested.
B. Show them tangible interesting pictures about vertebrates and invertebrates animals and let them identify it until they can classify it clearly.
-What solution can solve Miss Fely problem?
1. Have them watch interesting YouTube videos
2. Show them interesting pictures
How?
Have them watch YouTube videos about vertebrates and invertebrates animals that are appropriate to their age and make them interested and let them identify it until they can clearly classify vertebrates and invertebrates’ animals. Show them tangible interesting pictures about vertebrates and invertebrates animals and let them identify it until they can classify it clearly.
Are they matched with the problem? Yes it matched to their problem
Scenarios 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 problems in the class of Sir Ryan?
A. The Students don’t have enough materials and gadgets for their schooling
B. They are not focus in class because there priority are necessary food, clothing and shelter.
Can you propose a solution to solve one of the problems that you have identified?
Yes, the teacher can make fund raising or find sponsors who are willing to help to save money to buy gadgets and necessary food clothing and shelter. Then donate it to his students who really need those gadgets and necessary food clothing and shelter.
Reflect
After reading the two scenarios given above, how would identifying problematic situations and finding solutions to these problems help you to become a better teacher?
Explain: After identifying problematic situations and finding solutions to these problems it makes me always think critically and practically to address issues that will come and I think it makes me become a better teacher.
Write Action Research Prompts
Using any one example of problems in one example of problems in this activity, answer the AR prompts that follow:
OBSERVE
What problematic situation prevails in the classroom?
Connectivity- Having slow internet connection is one the problematic situation prevails in the classroom.
REFLECT
What changes do you want to achieve?
Changes I want to achieve is to have stable good internet connection
PLAN
What strategies will you use to improve the situation?
My strategies I will use to improve the situation:
1. Every time we will have a class, I will find good spot to have strong signal for stable good internet connection.
2. Every time we will have a class, I’ll ask to my neighbors to connect to their Wi-Fi.
3. If we have extra money, we would like to install PLDT, GLOBE etc. Wi-Fi in our house for better experience during online classes.
АСТ
What would be the title of your Action Research should you conduct the study?
Online Class: Stable Internet connection
Solutions / actions
A. Find good spot to have strong signal for stable good internet connection.
B. Ask to my neighbors to connect to their Wi-Fi
C. Install PLDT, GLOBE etc. Wi-Fi in our house for better experience during online classes.
Work on my Artifacts
Your artifact will be an Abstract of an Action Research.
I. Title of Action Research:
Action Research and Its Impact on Teacher Efficacy: A Mixed Methods Case Study
II. Author/s:
Susan M. Cooper-Twamley, Ed.D.
Mentor: Trena L. Wilkerson, Ph.D.
III. Abstract
Because of the documented positive impact of high teacher efficacy on student success, this research investigated the impact of participation in action research on teacher efficacy. The research design followed a mixed methods, multiple case study model. Participants in the study consisted of four high school math teachers and five fifth grade core content teachers from two different suburban districts. The high school math teachers conducted parallel inquiries during which each studied their own individual wondering with support from the other teachers on campus. The fifth grade teachers conducted a shared inquiry wherein they worked together to investigate an issue of common interest to all of them. The specific research questions were: 1) What effect does participation in the process of action research as a form of professional development have on the participating teacher?; and 2) How does participation in action research as a form of professional development encourage change in teaching practices as compared to other professional development offered by a district or school? This mixed methods study gathered data qualitatively through intermittent, individual journal responses and three classroom observations spread throughout a semester. Quantitatively, the data collected consisted of a pre- and post-efficacy survey, a pre- and post-practices survey, and a survey of other professional development completed during the span of this research project. Data analysis showed that participation in action research did impact teacher efficacy, especially in the area of instructional practices. A teacher’s willingness to continue as a teacher-researcher was also positively impacted for five of the nine participants. Data on action research as a way to encourage change was limited, although qualitative responses regarding the time required to implement other forms of professional development indicate that there may be a higher potential with action research as implementation is part of the process.
IV. Identify the Problem in the Study
The impact of participation in action research on teacher efficacy.
V. Identify the Action Taken in the Study
This mixed methods study gathered data qualitatively through intermittent, individual journal responses and three classroom observations spread throughout a semester. Quantitatively, the data collected consisted of a pre- and post-efficacy survey, a pre- and post-practices survey, and a survey of other professional development completed during the span of this research project. Data analysis showed that participation in action research did impact teacher efficacy, especially in the area of instructional practices. A teacher’s willingness to continue as a teacher-researcher was also positively impacted for five of the nine participants. Data on action research as a way to encourage change was limited, although qualitative responses regarding the time required to implement other forms of professional development indicate that there may be a higher potential with action research as implementation is part of the process.
Source:
https://baylor-ir.tdl.org/bitstream/handle/2104/5364/susan_cooper-twamley_EdD.pdf
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