Pananaliksik Bilang Bahagi ng

Pagtuturo
Marco D. Meduranda
Master Teacher II

Pansangay na Seminar Worsyap

sa Pagsasagawa ng Aksyon Riserts at
Pagbuo ng Pagsusulit sa Filipino

Bulwagan ng Sangay ng Navotas

Hulyo 24, 2018
 Balangkas
• Inspirasyon sa Pagsasagawa ng Aksyon Risert
• Pananaliksik at Pagtuturo sa Konteksto ng K to
12
• Pagninilay at Pagpapaunlad ng Pedagohiya sa
Loob ng Klasrum Gamit ang Aksyon Risert
 Pag-ganyak
AC T I ONR E S E ARCH
 Ang aking konteskto
 Action Research and
Learning Action
Cell coordinator
 Coming from a
school with thriving
culture of research.

Navotas National High School School Research Team

TEACHER COLLABORATIVELY WORKING TO
ADDRESS STUDENTS’ NEEDS

First year of implementation of the school-based AR program

100% of » 136 junior high school teachers

teachers
doing action » 32 teams (by learning area, per grade level)
research
» 32 action research projects
 NNHS Action Research Program
Submitted Action Research
Proposals
32 65
15 outputs mostly
action research projects
team-based action research done by all teachers by
projects done by 100% of pairs or individual
master teachers’ work the teachers

2010-2015
DepEd Order 24 s. 2010 2016 2017
BERF Guidelines: DepEd Order 43 s.
2015; DO no. 4 s.2016; DO no. 16 s. 2017
 Support from the Basic Education
Research Fund
TOTAL AMOUNT OF BERF GRANTS IN NNHS: 2015-2017

55,478.00 173,501.50 156,760.00

2015 2016 2017

Total amount: Php 385, 739.00
 School with the most numbers of BERF
completers (teacher-researchers in NCR).

Moving-Up Ceremony at DepEd NCR, August 31, 2017

 Support from BERF

44
NNHS BERF GRANTEES (2015-2017)

BERF approved
action research
projects

14 16 14

2015 2016 2017

 Action Research Festival
1 NNHS
st

Filipino Department
 Action Research Festival
1 NNHS
st

English Department
 Action Research Festival
1 NNHS
st

Mathematics Department
 Action Research Festival
1 NNHS
st

Science Department
 Action Research Festival
1 NNHS
st

Social Studies Department

 Action Research Festival
1 NNHS
st

Values Department
 Action Research Festival
1 NNHS
st

TLE Department
 Action Research Festival
1 NNHS
st

MAPEH Department
 NNHS School-to-school Partnership
Number of teachers trained in the Modified School-to-school Partnership
in Action Research

1171
teachers
trained

14
Number of
partner schools
in Navotas,
Malabon, Pasig,
Manila, and Las
Teachers from San Roque Elementary School received the our first S2S
Pinas City.
partnership on action research. October 24, 2016
 Effects on Students
All 32 interventions developed by
The
The Use
Use ooff AdAdap
aptteedd teachers in their AR projects
Fraye
Frayerr Mo
Moddeell in
in De
Devevelolopping
ing
Vo
Vocab
cabulary
ulary Kno
Grad
Know wleleddggee ooff showed positive results on
Gradee 10
10 St Stud
udeentntss
students’ learning outcomes.
Marco
Marco D.
D. Me
Meddurand
uranda, a, MAEd
MAEd
Mona
Mona Liza
Liza F.F. Ad
Adriano
riano
Riche
Richelle
June
lle L.
L. Re
Reye
yess FINDINGS
FINDINGS O
OFF FGD
FGD
June S.S. Casaje
Casaje
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hhe e lplp yyoo uu leleaar rnn vvoo c caabbuul alar ry y?? Ye
Yess (answe(answerroof f all
allthethe
rerespspond ondeents) nts)
33. . WW hhaat t aas sppe e c ct t oof f t thhe e FFr raayye er r
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words.s.
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njoyedd ititbmbeecause
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arnedd the the meeaning
aning of PICTURE
word PICTURE
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throughhaaste stepp bbyyste
stepp ItItisiseeasie
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roce ss. asierrto
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rstand ififititisis
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illustratedd. .
•• IIfefeeel lhap p y b e cause I
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ababout
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•• IIfefeeel lhap
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 Effects on Students
We have 2015 2016 2017
been Access Program Project Citizen for Project YSTAR - Youth for
Social Transformation
- 40 students Student Leaders –
involving 12 students thru Action Research –
51 students
and training
students
in the action
research
process.
 Student-led Action Research
We have 2015 2016 2017
been Access Program Project Citizen for Project YSTAR - Youth for
Social Transformation
- 40 students Student Leaders –
involving 12 students thru Action Research –
51 students
and training
students
in the action
research
process.
 Effects on Students
We have
been
involving
and training
students
in the action
research One action research was
process. made basis by the city
mayor on his project.
Feedback from Teachers
Engaging HEI Presidents and Research Coordinators
on the Need to Incorporate AR in Preservice Teacher
Education.

Funded by BEST, this event gathered educators from all

HEI Center of Excellence and Development and the basic
education to incorporate AR in pre-service curriculum held
at Baguio on January 24-25, 2018.
Engaging the parents in the action research process

NNHS’ Way of Engaging the Community in

Sustaining a School-based Feeding Program
Launched on Juy 25, 2016, this project seeks to support the school-
initiated feeding program through parents’ volunteerism. OCTOBER 14, 2016 Presentation of NNHS “Isang Nanay, Isang Gulay” with
HON. SEN. BAM AQUINO IV at the Senate of the Philippines 110
 Coaching teachers as part of the
Division Research Committee

July 10-11, 2018

 DepEd Order No. 43, S. 2015

Action research is a
process of systematic
inquiry to improve
educational practices or
resolve problems in
classrooms and schools.
 Sa ganang akin…
“A ction research is a simple
documentation of
interventions, innovations or
best practices of teachers
inside the classroom. In the
process, teachers are
transformed as reflective
practitioners who continuously
improve their pedagogy inside
the classroom.”
 Key Ideas
• Action research is not a thesis to be
defended.
• Action research focuses on problem solving
not problem-finding.
• Action research is good teaching and good
teaching is action research.
Part of PPST
• Domain 1: Content
Knowledge and Pedagogy
Strand 1.2: Research-based
knowledge and principles of
teaching and learning

DepEd Order No. 42 s. 2017

Part of PPST
Part of RPMS
• Core behavioral competencies
Innovation
1. Examines the root cause of problems and
suggests effective solutions. Fosters new
ideas, processes, and suggests better ways
to do things (cost and/or operational
efficiency).
2. Demonstrates an ability to think “beyond
the box”. Continuously focuses on
improving personal productivity to create
higher value and results.
DepEd Order No. 2 s. 2015
Part of RPMS
• Core behavioral competencies
Innovation
3. Promotes a creative climate and inspires co –
workers to develop original ideas or solutions.
4. Translates creative thinking into tangible
changes and solutions that improve the work unit
and organization.
5. Uses ingenious methods to accomplish
responsibilities. Demonstrates resourcefulness and
the ability to succeed with minimal resources.

DepEd Order No. 2 s. 2015

Continuous improvement of content, knowledge and pedagogy to
achieve better learning outcomes.

PPST
DepEd Order No. 42
s. 2017

RPM
SIP
DepEd Order No. 44
s. 2017 S
DepEd Order No. 2
s. 2015

DepEd Order No. 43

s. 2015

LAC
DepEd Order No. 35,
CI
DepEd Order No. 44,
s. 2016 s. 2016
Mga Uri ng Repleksiyon ayon kay Donald Schon
Repleksiyon-FOR- Aksyon

Repleksiyon-ON- Aksyon

Repleksiyon-IN- Aksyon
 ACTIVITY:
Watch and relate
Inquiry – Action - Reflection
Paano itinatahi ang aksyon risert sa pang araw- araw
na gawain ni titser?
Sitwasyon 1: Napapansin kong hirap ang aking mag-aaral na
unawain ang paksang ATOMIC MODEL sa Chemistry. (Suliranin)
Ayon sa aking nabasa sa isang research ay maaring ituro
ang mga paksang abstrak sa pamamagitan ng kakaibang
estratehiya na tinatawag na “COLRITING”. Ito ay ang pinagsamang
collage at writing gamit ang model ni Neils Bohr upang mailarawan
ang laki ng isang atom at ikumpara ang bawat isa. Dahil dito ibig ko
itong subukan sa aking klase.
(Solusyon)
SITUATION 1

Solution, Intervention, Strategy

The Effect of Using Colwriting in Teaching

Atomic Models on the Learning of
Grade 8 Students
Problem, Challenges or Difficulty

Respondents / Subjects
SITUATION 2

Problem, Challenges or Difficulty

Improving the Motivation and

Performance of Grade 6 Students in
Learning Ecosystem Through Song Games
Respondents / Subjects

Solution, Intervention, Strategy

 The Use of Adapted
Frayer Model in Developing
Vocabulary Knowledge of Grade
10 Students

MR. MARCO D. MEDURANDA Regionwide Research Congress 2017

Navotas National High School February 1-2, 2017
Division of Navotas City Conference Hall, DepEd NCR
 The Use of Adapted
Frayer Model in Developing
Vocabulary Knowledge of Grade
10 Students

Marco D. Meduranda, MAEd

Mona Liza F. Adriano
Richelle L. Reyes
June S. Casaje
 ABSTRACT
• This research aims to determine the use of adapted Frayer Model in developing
selected grade 10 students’ vocabulary knowledge on ‘giving presentations’. It
also seeks to assess the learning experience of learners after being given explicit
vocabulary instruction using Frayer Model.
• Forty grade 10 learners were given 20 minute Frayer Model intervention for a
span of three weeks. To validate the result of the study, data triangulation
techniques were employed which involved the use of a teacher-made vocabulary
pretest and posttest, focus group discussion following Krueger’s guidelines, and
analysis of accomplished worksheets using the developed rubric.
• After the two-cycled action research, findings reveal that majority of learners
gained increase in vocabulary test scores. FGD results show that students find the
Frayer Model helpful in deeply understanding the words. Learners also cite the
value of step-by-step process of teaching vocabulary. Analysis of accomplished
worksheets using the developed rubric manifest that students become proficient
in learning the target words.
 OVERVIEW
• Issue
• Teachers’ Observations
• Intervention – Explicit Vocabulary Instruction
Using Adapted Frayer Model
• Research Question
• Methodology
• Data Analysis
• Findings
• Reflections
 ISSUE
Reading Comprehension Level of Grade 10 Students
S.Y. 2016-2107

5% 10% Grade 5
16% Grade 6
Grade 7
Grade 8
36% Grade 9
33%

Data from the McCall Crabb’s Reading Comprehension Tests (pretest) of current grade 10 Students
show that majority of students read below their grade level. They are described as striving adolescent
readers with majority (36% or 250 students) of them having grade 6 reading level.
 TEACHERS’ OBSERVATIONS
• It has been identified that one of the root causes of
students reading ability problem is due to their limited
word knowledge and poor retention of vocabulary.
 TEACHER’S OBSERVATIONS
• The need to use and
develop more
effective instructional
strategies that
promote retention
and deep learning of
essential vocabulary
was sought by the
teacher-researchers.
 INTERVENTION:
FRAYER MODEL
• A Frayer Model is a graphic
organizer that assist students in
vocabulary learning.
• Students are asked to provide a
definition of the word, facts or
characteristics of the word,
Examples, and Nonexamples.
• This graphic organizer will lead
students to a deeper understanding
of a word and its relationship to
their own lives. (Sullivan, 2014)
 INTERVENTION:
EXPLICIT VOCABULARY INSTRUCTION
USING FRAYER MODEL
PREPARATION
• 20 minutes of explicit vocabulary
INTRODUCTION OF
STRATEGY instruction using Frayer Model in
MODELLING
three weeks.

DEMONSTRATING

GUIDED PRACTICE: PARTICIPANTS

PAIR WORK
Forty
Forty Grade
Grade 10
10 students
students
INDEPENDENT with
with approaching
approaching
PRACTICE proficiency
proficiency level
level in
in
English
English
WRAP UP

(Nation, 2001)
THE USE OF ADAPTED FRAYER MODEL
 RESEARCH QUESTION
 How does the use of
adapted Frayer
Model develop
Grade 10 students’
vocabulary
knowledge on
‘giving
presentations’?
 METHODOLOGY:
CLASSROOM ACTION RESEARCH
• Classroom Action Research
(CAR).
• Aimed to solve a particular
problem which occurs during the
teaching and learning process in
the classroom.
• A cycle in the Action Research
commonly consists of planning,
acting, observing, and reflecting
(Kemmis & Mc Taggart, 1992, as
cited in Manuputty & Souisa,
2012).
• The cycle is intentionally done in
order to fulfill the criteria of
success.
source McTaggart et al., 1982
 METHODOLOGY:
CLASSROOM ACTION RESEARCH
Preliminary Study
 Analysis
Analysis of
of Mc
Mc Call
Call Crab
Crab Reading
Reading Test
Test to
to identify
identify students’
students’ reading
reading level
level
 Root
Root cause
cause analysis
analysis
 Identifying
Identifying priority
priority improvement
improvement areas
areas in
in teaching
teaching reading
reading
 Focusing
Focusing on
on improving
improving vocabulary
vocabulary instruction
instruction using
using research
research supported
supported strategies
strategies
 Identifying
Identifying the
the problem
problem and
and formulating
formulating thethe research
research questions.
questions.
 Administering
Administering vocabulary
vocabulary pre-test.
pre-test.

CYCLE
CYCLE II

Planning Acting
Designing lesson plan focusing on vocabulary needed for
students to do the performance standard of the 3 rd quarter – Implementing the Frayer
‘giving presentations’, teaching materials, assessment and Model Lesson
test.
CLASSROOM ACTION RESEARCH
Reflecting Evaluating
1. Provide scaffolding that will guide learners in After gathering data from student’s formative
determining the right meaning based on the assessment, results show that most students’ fail
to:
context of the lesson. (Use of dictionary
1. Identify the right meaning of words in the
screenshots to lead learners in determining the dictionary.
right meaning of words.) 2. Construct original sentences;
2. Process sample student’s work and give ample 3. Make meaningful connections;
feedback on points for improvement. 4. Draw relevant visualization of words;
3. Ensure that students clearly understand 5. Complete the parts of the Frayer model;
instructions.
4. Encourage participation during pair work guided
practice.
SUCCESS
SUCCESS CRITERIA
CRITERIA
5. Discourage copying sentences on the offline
NOT
NOT MET
MET
dictionary/Internet.

CYCLE
CYCLE II
II

Planning Acting
Redesigning lesson plans, teaching materials and assessment.
Implementing the Frayer Model
Lesson
CLASSROOM ACTION RESEARCH
Reflecting Evaluating
After gathering data from student’s formative assessment
1. Though laborious and time intensive in terms of and post-test, results show that most students now are
preparation, explicit vocabulary instruction using able to:
Frayer Model is effective in developing 1. Determine the right meaning of words in the
dictionary.
vocabulary knowledge of students as it helps 1. Write original sentences;
learners retain the words 2. Formulate meaningful connections;
2. Students were able to accomplish all the parts of 3. Create relevant pictorial representation of words;
4. Accomplish all the parts of the Frayer model;
the Frayer Model due to scaffolding provided. 5. Expand word knowledge based on post-test.
3. Students were able to retain the meaning of words
despite mistakes because ample feedback were
given during the processing of accomplished
SUCCESS
SUCCESS CRITERIA
CRITERIA
outputs.
MET
MET
4. Other teachers should be informed on the
effectiveness of Frayer Model in building
vocabulary knowledge. Learning Action Cells and
TQC sessions can be means to disseminate the
findings in school. Therefore,
Therefore, the
the
researcher
researcher stopped
stopped and
and
reported
reported the
the result
result of
of
the
the research
research
 DATA TRIANGULATION
TECHNIQUES
Research question Source 1 Source 2 Source 3

• How does the use of ‘Giving Focus group Accomplished Frayer

Frayer Model develop Presentation’ discussions & Model worksheets
Grade 10 students’ Vocabulary semi-structured
vocabulary knowledge Pre-test & Post-test interviews
on ‘giving
presentations’?
 DATA SOURCE 1:
VOCABULARY TEST
• 20 item researcher-made test
• Target words focus on ‘giving
presentation’
• Based on the content of the third quarter of
Grade 10 Learner’s Module.
• Words chosen have the same relative
language burdern; restricted to same
grammatical category (verbs and nouns)
DATA SOURCE 2: FOCUS
GROUP DISCUSSION
• Followed Krueger’s (2002)
guidelines in conducting FGDs
• 7 questions
• Audio recorded
• Informed consent from the
students and parents
• Content analysis of
transcripts
 DATA SOURCE 3:
FRAYER MODEL WORKSHEETS
 FINDINGS
1. Results of pre-test and post-test reveal marked gains in vocabulary
knowledge on ‘giving presentations’.
Pretest - Posttest Result
20
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Student No.

Pretest Posttest
 FINDINGS
1. Results of pre-test and post-test reveal marked gains in vocabulary
knowledge on ‘giving presentations’.
Pretest and Posttest Result
20

18

16

14

12

10

0
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Pretest Posttest
 FINDINGS OF FGD
1. How did you feel about the  3. What aspect of the Frayer
Frayer Model as a way to help Model lesson do you like the most?
you learn vocabulary?
  PICTURE
• I feel happy because I was able It is easier to understand if it is
to unlock the meaning of words. being illustrated.
• I enjoyed it because I learned the
meaning of words through a step
by step process.
• I feel happy because I was IN MY OWN WORDS
challenged to really think about It is an achievement on my part to
the meaning of words. compose my own version of
• I feel happy because I was able definition.
to extend my vocabulary
knowledge.
 
2. Did you enjoy using it?
Yes (answer of all the respondents)
 FINDINGS OF FGD
3. Did you experience any difficulty using
it?
CONNECTION
• It is hard to connect words because of our
limited vocabulary in English.
 
4. What aspect of the Frayer Model lesson
would you like to be changed? Why?
• Picture - It is hard to illustrate.
• Majority - No necessary changes
 FINDINGS OF FGD
5. What characteristic/element of Frayer model helped you in
retaining the meaning of the word?
• through the explicit vocabulary instruction of the teacher
• through the part of Adapted Frayer Model – IN MY OWN WORDS
• through the given Dictionary Screenshots
• through the sentence construction
• through the use of PICTURE
 

6. Will you recommend Frayer Model to other students?

• Yes, in order for them to experience the step by step process of learning a word.
• Yes, it will help students learn words deeply
• Yes, it’s easy to use and the process of knowing words is fun
 ANALYSIS OF ACCOMPLISHED
FRAYER MODEL WORKSHEETS
CYCLE 1: CYCLE 2:
Findings: Findings:
• Some parts of the adapted Frayer model are not • Use of dictionary screenshot scaffolding enabled
accomplished/ completed. learners to choose the right meaning for the
• Answers of some students are the same (cheating/ unfamiliar word.
copying of answers) • Clearer and more careful step by step instructions
• Copied a different assigned word – Propose to and guidance helped learners to complete all the
Purpose parts of the Frayer Model.
• Not able to complete the task/ did not submit 6 • Deeper of learning of words is evident as students
accomplished Frayer model templates were able to make meaningful connections.
• Copied sentences from the internet • Sentences are now well constructed.
• Words are taken from a different context/ taken a • Most worksheets scored “proficient”
different definition
• Tasked as paired work but some did the task when assessed using the rubric.
individually
• Most work scored “Needs Improvement”
when assessed using the rubric
 REFLECTIONS
• In using research-based strategies, it is very important for a teacher to be
very mindful as to how the students respond to the learning activity. It
does not mean that if a strategy worked in one context, it will work
instantly if applied to one’s own context. Guided by the formative
assessments and observations, teachers should be able to contextualize
the strategy to suit the specific learning needs of the class.
• The Frayer Model is not like a magic wand that will instantly deepen
student’s vocabulary knowledge. It is still the teacher’s role to monitor
student’s progress and immediately assess which aspect of the teaching-
learning process needs tweaking in order to provide meaningful
learning experience for the students.
 REFERENCES
Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Australia:
Deakin University.

Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567-607). Thousand
Oaks, CA: Sage.

Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge

University Press

Sullivan, M.T. (2014). Using adapted Frayer model as graphic organizer fpr graph
vocabulary. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings.
Tokyo: JALT
 Lesson Study
Grade 10 English
1ST CYCLE –
JUNE – AUGUST, 2017
 Purpose Statement
 Through the Lesson Study System, the Grade 10 English will be able to sharpen
instructional skills, develop evidence-based and data-driven assessment
measures and create learner-focused lessons through collaboration and
continuous professional learning.
TEACHING & OBSERVING PHASE –
Ms. Richelle Anne Reyes
Debriefing & Improving Lessons
1. Provide intended modal meaning in the pre-test.
2. Organize seating arrangements making sure struggling students are
partnered with on-level or above level learners.
3. Reduce items for lecture embedded controlled practice exercises.
4. Encourage students to think out of the box on the group
presentation.
5. Administer post-test with the same recommendation as pretest.
RETEACHING & OBSERVING –
Ms. June Casaje
 CHALLENGES SOLUTIONS
Time constraints  Use off-days for meeting and LSS activities.
 Use video-recording to document LSS activities
for evaluation of team members who are
absent in the session due to urgent matters.
Documentation of  Train one or two students in class to do the
activities photo/video documentation
Debriefing and Improving
Phase.
Reflections & Insights
 LSS enables the teachers to think about their instructional decisions
in the classroom.
 LSS promotes collaboration among members of the grade group.
 LSS encourages self-supervision.
 LSS enhance classroom learning with students performing more
when “LSS visitors” are observing.
 LSS help develop and create better instructional materials.
Future Directions
 Continue LSS process for 2nd quarter with focus on enhancing
literary understanding of grade 10 students.
Navotas National High School
M. Naval St., Sipac-Almacen, Navotas City

KAGAWARAN NG FILIPINO
SY-2017-2018

LESSON STUDY
SYSTEM
Baitang 8
 Dahil sa mabilis na pagbabago ng panahon at pag-usbong ng iba’t ibang
teknolohiya, naaapektuhan ang pagkatuto ng mga mag-aaral lalo na sa
wika. Ang proyektong Learning Study System o LSS ay malaking tulong
sa Kagawaran ng Filipino na matugunan ang suliranin sa wika ( Pang-
abay: Pamanahon, Panlunan at Pamaraan) ng mga mag-aaral. Natugunan
nito ang mga sumusunod na Least Mastered Skills:
• Naibahagi ang sariling opinyon,pananaw,damdamin at saloobin na
may kaugnayan sa paksa.

• Naipaliwanag ang katuturan ng pang-abay at mga uri nito.

 
• Nagamit ang mga kaalaman at kakayahang panggramatika na
makatutulong sa pagtatamo ng pasalitang komunikasyon tulad ng
pang-abay: pamanahon, panlunan, at pamaraan
 Hindi lamang sa mga mag-aaral nakatulong ang proyekto
maging sa paraan ng pagtuturo ng mga guro na mas
nagkaroon ng pokus kung paanong ang kanilang mag-aaral
ay matututo at kung anong estratehiya ang nababagay para
sa kanilang kakayahan. Nagkaroon din ng kooperasyon at
kolaborasyon ang bawat guro sa estratehiyang gagamitin sa
paksang tinalakay para sa ikauunlad ng mga mag-aaral.

“ Ang huwarang guro ay mayroong dalisay na malasakit sa

kanyang mag-aaral”
 Gng. Cheryl P. Estrecho Bb. Menchu C. Dahan
Presentor, Unang Pakitang-Turo Presentor

Gng. Elvira F. Siason

Puno ng Kagawaran

Gng. Elisa B. Peñaflor G. Rhocel C. Cuasay

Dokomentaryo Ikalawang Pakitang-Turo
Paglunsad ng proyektong Lesson Study System noong Hulyo 19, 2017. Kasama
sa larawan ang Punongguro na si Dr. Maria Cristina A. Robles at ang Puno ng
Kagawaran sa Filipino na si Gng. Elvira F. Siason habang inoobserbahan ang
inihandang Plano ng Gawain ng Kagawaran ng Filipino sa pangunguna ni Gng.
Estrecho.
Ang Paunang Pagsusulit ay isinagawa
noong Hulyo 20, 2017, upang matukoy
ang antas ng kaalaman ng bawat mag-
aaral sa baitang 8 pangkat Socrates.
Paggamit ng motibasyon na nakahikayat sa
mga mag-aaral sa paksang tinalakay.
Pagpapabasa ng teksto sa mga piling mag-
aaral.
Pangkatang Gawain ng mga mag-aaral sa pangkat Socrates.
Presentasyon ng bawat pangkat
Post test: Pitumpong porsiyento (78%) ng mga
mag-aaral ay nakakuha ng pasadong iskor.
Pagkatapos ng Unang Pakitang-turo, nagkaroon ng Post- Conference
noong Hulyo 18, 2017 ang mga guro sa Baitang 8 upang mapag-
usapan ang kanilang mga naging obserbasyon sa pakitang-turo ni
Gng. Estrecho at ang karagdagang teknik na gagamitin sa
pagpapaunlad ng aralin.
Ikalawang Pakitang-turo sa pangunguna ni G. Cuasay sa
pangkat Aristotle noong Hulyo 31, 2017. Mas nagkaroon
ng partisipasyon ang mga mag-aaral sa mga gawaing
inihanda ng guro.
Mas inter-aktibong paraan ng pagbasa ng mga mag-aaral sa
tekstong “Naging Sultan si Pilandok”
Pangkatang
Gawain BONIFACIO

MABINI AGUINALDO
Dahil sa binagong estratehiya, nakakuha ng 95% na ng mga
mag-aaral sa pangkat Aristotle ay nakakuha ng mataas na
iskor sa isinagawang Post-test.
Pagkatapos ng ikalawang pakitang-turo ni Ginoong Cuasay, nagkaroon
ng Post-Con noong Hulyo 31, 2017 na ginanap sa gusali ng Roque
upang pag-usapan ang naitulong ng proyekto sa mga mag-aaral.
Mga Pagsubok
at Adaptasyon
pagpapaliwanag ng “Focal person” sa mga MT’s at sa mga guro, naunawaan
ng bawat isa ang kahalagahan nito at ang maitutulong nito sa mga mag-aaral at
sa bawat isa.

2. Dahil nagkaroon ng kolaborasyon ang bawat guro sa baitang 8,

napagkasunduang mas epektibo ang pagtuturo sa wika kung magkakaroon ng
“INTER-AKTIBONG” pagpapabasa sa mga mag-aaral.

3. Mas magiging maunlad din ang pagtuturo kung aalamin muna ang Least
Mastered skills at ang mga mahihinang mag-aaral.
REPLEKSYO
N
kapwa magbebenipisyo ang mag-aaral at guro. Layunin nitong
matugunan ang mga pangangailangan ng mga mag-aaral upang mas
maging produktibong indibidwal. Ang mga iba’t ibang gawain,
kolaborasyon ng mga guro at mag-aaral, pagbuo ng aralin sa mas
madaling pagkakaunawa, at mga istratehiyang tunay na epektibo sa mga
mag-aaral ang sentro ng proyektong ito.
Ito’y isang sistema na tutukoy sa mga nahihirapang mag-aaral sa mga
paksang tinatalakay sa klase. Nialalayon ng proyektong ito na mas
mapabuti ang kalagayang pangkaisipan, maitaas ang moral at pagtitiwala
sa sarili ng bawat mag-aaral upang maging maayos, at kaaya-aya ang
kanilang pakikitungo saan man sila dalhin kanilang kapalaran.
PANGHINAHAR
AP NA
DIREKSYON
Masasabi ng bawat guro sa Filipino 8 na ang proyektong “Lesson
Study Program” ay tunay na epektibong gamitin upang higit na
matulungan ang mga mag-aaral. Ang proyektong ito ay gagamitin ng
mga guro sa baitang 8 sa mga susunod pa nilang aralin.Nakatulong
sa pagkakaroon ng magandang samahan ang mga guro. Natukoy din
ang mga mag-aaral na hirap makasabay sa mga aralin sa klase.
Mahalaga ang proyektong ito hindi lamang sa mga mag-aaral, sa
mga guro gayundin sa mga paksang tatalakayin dahil higit itong
mauunawaan ng mga mag-aaral.
Using the Tool
 BROAD SCHOOL PROBLEM (Access, Quality, Governance)
Reading Comprehension, Absenteeism, Drop-out, Student
discipline and engagement, Poor parental involvement, Leaning Data Source
Materials, Assessment skills, Technology integration

FOCUSED PROBLEM
Narrow down your problem to a specific problem component,
specific grade level, specific class, specific grading period, specific Data Source
target participants etc. Make sure the focused problem is
manageable, doable, time-bound, contextualized and embedded
to your day to day job.

EXAMPLE PhilIri pre-test

• Poor reading comprehension of Grade 3 students Class records
• Data shows most students have phonemic awareness/segmentation Anecdotal records
problems
• 27 out of 34 Grade 3 Gumamela students have problems in phonemic Journals
segmentation Portfolio records
 GENERATING SOLUTIONS/INTERVENTIONS
(List all the solutions you think can address the problem, then
rank them according to doability, feasibility and manageability.)
 BROAD PROBLEM DATA SOURCE

FOCUSED PROBLEM DATA SOURCE

GENERATE SOLUTION/INTERVENTION
DATA SOURCE
-

RESEARCH QUESTION
How can/does/will (intervention) improve/develop/increase the (problem/challenge) of (target participants) ?
 BROAD PROBLEM DATA SOURCE
Three years NAT Scores
Poor Reading Comprehension School’s PIA
SIP

FOCUSED PROBLEM DATA SOURCE

Grade 9 teachers’ class
Poor Inferential reading skills of Grade 10 students identified as struggling records
readers Mc Crab reading test SY
2016-2017

GENERATE SOLUTION/INTERVENTION
DATA SOURCE
• Use of remedial reading program
Adopt a school data
• Provision of food in after class reading program
Existing reading program
• Provision of reading intervention modules to be taken home by students
data
• Parent/guardian seminar on teaching struggling readers at home
Research of Meduranda,
• Continuous follow-up and formative assessment
et al (2016)
• Referral of children to sponsoring agency
Observation journal of
teachers

RESEARCH QUESTION
How does Project RIPE (Reading Improvement through Parental Engagement) improve the inferential reading skills of
identified Grade 10 struggling readers?
Sitwasyon 1: Napapansin kong hirap ang aking
mag-aaral na unawain ang paksang ATOMIC
MODEL sa Chemistry. (Suliranin)
Ayon sa aking nabasa sa isang research
ay maaring ituro ang mga paksang abstrak sa
pamamagitan ng kakaibang estratehiya na
tinatawag na “COLRITING”. Ito ay ang
pinagsamang collage at writing gamit ang model
ni Neils Bohr upang mailarawan ang laki ng isang
atom at ikumpara ang bawat isa. Dahil dito ibig
ko itong subukan sa aking klase.
(Solusyon)
SITUATION 1

Solution, Intervention, Strategy

The Effect of Using Colwriting in Teaching

Atomic Models on the Learning of
Grade 8 Students
Problem, Challenges or Difficulty

Respondents / Subjects
SITUATION 2

Problem, Challenges or Difficulty

Improving the Motivation and

Performance of Grade 6 Students in
Learning Ecosystem Through Song Games
Respondents / Subjects

Solution, Intervention, Strategy

 DATA COLLECTION TRIANGULATION
Research
Question
PLAN
SOURCE 1 SOURCE 2 SOURCE 3

“How can the use of • Pre-test, Post – • Outputs / • Focused-

test(Science Portfolio group
Project STIR improve based-test) (Answered discussion/
the reading • Pre-test, Post- science
VOC (Voice
of the
comprehension of test ( Mc Call worksheet) Customers
selected Grade 8 Crabb’s Reading )
Comprehension • Response
students?” Tests) log

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

118
 MAPPING OUT THE PROCESS
Insufficient
training for
test
validation

Design of test instrument

and Science Reading Validate the
Tools(SRT) constructed test
materials and Analyze of
B
* Science Reading
Administe
Worksheet ( SRW) Science Reading Pre-test’
*Intervention Activity Tools(SRT) r Pre-test
E Worksheet(IAWS) (c/o English Dept. results
* Strategic Intervention Head and MTs)
F Material( SIM)

Availabilit
O y of the
parents
R Coordinate with the
Meet & secure
E permit from Identify Grade 8 English teachers
the regarding the results
Identify the students with
of Mc Call Crabbs’
parents of respondents poor reading Reading
identified comprehension Comprehension
respondents Tests

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119
 MAPPING OUT THE PROCESS

D Utilize Science Reading

Tools
U
( SRTs) to the Grade 8
R respondents.PAIN
Monitor
I * Monday – SRWPOINT S
students’ task
* WednesdayPOINTS
– IAWS
PAIN and output
N
*Friday - SIM
G

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120
 MAPPING OUT THE PROCESS
Conduct Coordinate with
Administer Focused- the Grade 8
English teacher
of Post-test group regarding with
A (Science- Discussion the Mc Call
Crabb’s
F based) among the Comprehension
respondents Test
T
E Insufficient
training for
data
R analysis

Sharing of
Data
Research Analysis
(SLAC)
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

121
 WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET
RESOURCES COST
NEEDED
1. Design of test materials and Science Books, laptop, Curriculum
June – July, 2016 Guide for grade 8 Science P 700-1000
Reading Reproduction
Tools(SRT) July, 2016 Pre & Post Science based Test of materials
2. Validate the constructed test materials and sample, SRTs
Science Reading Tools(SRT)
(c/o English Dept. Head and MTs) 1st week of August, Testpaper (Science based pre-test)
3. Administer Pre-test 2016 Science based Pre-test results
4. Analyze of Pre-test’ results August, 2016
Test results of Mc Call Crabb’s
PRE-IMPLEMENTATION

5. Coordinate with the English teachers Reading Comprehension Test

regarding the results of Mc Call Crabbs’ August, 2016
Reading Comprehension Tests
6. Identify Grade 8 students with poor reading List of Grade 8 students
comprehension August, 2016
7. Identify the respondents List of population with poor reading
August, 2016 comprehension of Grade 8
8. Meet & secure permit from the parents of permit
August, 2016
identified respondents

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

 WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET COST
RESOURCES
NEEDED
9. Utilization of Science Reading Tools 3rd week of August, SRT, IAWS, SIM
IMPLEMENTATION PROPER

( SRTs) 2016 – 4th week of

January, 2017

10. Monitoring of student’s task and output

All throughout the STIR Deliverability
period Chart

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

 WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET COST
RESOURCES
NEEDED

11. Administer of Post-test

1st week of February, Testpapers
(Science-based) 2017
12. Conduct of Focused-group
Discussion among the February, 2017 Questionnaire Reproduction of
POST-IMPLEMENTATION

respondents questionnaire and

incentive
13. Coordination with the P 500-700
Grade 8 English teacher
regarding with the Mc Call February, 2017
February, 2017 Test results, response
Crabb’s Comprehension logs, outputs
Test
14. Data Analysis
February, 2017

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

Title
Problem
Intervention
Research Question
 Methodology
• Target participants
• Intervention (short description)
• Length of intervention
• Data triangulation plan (includes data gathering tools and techniques)
Work Plan, Timelines & Cost Estimate
 Contents of Powerpoint Presentation
1. Title (use format)
2. Problem (Broad  Focused) [cite data that will justify the specific
problem]
3. Intervention (brief description, supporting literature, supporting
evidence)
4. Research Question (follow format)
5. Methodology (target participants, intervention, data collection
techniques)
6. Work plan, timeline and cost estimates
Commitment Building