Research-based instruction and the principles of teaching and learning are essential in

planning instruction. The k-12 curriculum shall be learner-centered, relevant,

responsive, and research-based. As stated in RA 10533 otherwise known as
Enhanced Basic Education Act of 2012, it shall promote the use of pedagogical
approaches that are;

 CONTRUCTIVIST - It is based on the idea that students actively construct or

create their own knowledge, and that your experience as a learner defines reality.
 INTEGRATIVE - Integrative learning is a method in which the learner uses prior
knowledge and experience to support new knowledge and experience.
 REFLECTIVE - It is based on the teacher's ability to guide students in reflecting
on their own experiences in order to arrive at new understandings and meanings
(Sulleza, 2015).
 INQUIRY-BASED - Inquiry-based learning engages students by allowing them
to make real-world connections through exploration and high-level questioning. It
is a learning strategy that encourages students to engage in problem-solving and
experimentation.
 COLLABORATIVE - The process of working together to achieve a common
goal is known as collaboration. The common goal in teaching is always to
improve learner outcomes.

These principles and approaches, which are typically, derived from empirical
researches, theoretical claims, practical experiences and ideological or philosophical
beliefs shall serve as rules or guiding principles that will direct teachers in the
attainment of a particular outcome.

NELSON, O 2014 MODEL

Action Research Action Research Process

Identify the problem.

 Based on observation and noticing,
what problematic situations prevail
in the classroom or teaching learning
OBSERVE environment?
 Which of these problems shall I
focus on?
 What does literature say about this
problem? On what theories or
principles leaned before is the
problem anchored?

Reflect (Reflection continues all

throughout the
process.)
REFLECT  What do I hope to achieve? What do
I intend to change for the better?
 Is doing this action research
important to improve my practice?
 Can I do this alone? Or should I
 collaborate?

Plan an Action Research Strategy

 Quantitative? Qualitative?
 How will I describe my innovation?
PLAN
Intervention? Strategy?
 Is my plan do able within the given
period of time?

Take Action
 How do I put my plan into action?
How long?
ACT
 How will I gather data or
information?
 What sense or meaning do I get out
of the data?

The Alberta Teachers’ Association (2000) also suggested the use of affinity charting
for collaborative action research. The Affinity Diagram is a method which can help
you gather large amounts of data and organize them into groups or themes based on
their relationships. The affinity process is great for grouping data gathered during
research or ideas generated during Brainstorms. The method is also called “Space
Saturate and Group”
 Brainstorm issues of concern or interest relating to your educational context.
 Record each item on a separate note.
 Group your items using affinity charting.. Place items that have a common theme
or focus in each column.
 Review and reflect on the placement.
 Develop a draft research questions that reflects the key issue in each column.
 Choose the questions that interests you the most and is possible to study

Classroom Communication Strategies:

Verbal and Non-Verbal Communication supports learner understanding, participation,
engagement, and achievement.

According to Rocci and de Saussure (2016), verbal communication is arguably the

most pervasive form of communication especially in the huge gamut of
communication phenomena where spoken and written language combines with other
modalities such as gestures and pictures. There are two known forms of verbal
communication:
1. Oral Communication - a communication through spoken words done face-to-face,
in video chat, or on a telephone call.
2. Written Communication a communication through the use of written or printed
documents, emails, fax messages, SMS/text messages, or online messaging/chat.

Non-verbal communication, on the other hand, is the process of communication that

does not use any oral or written words. Communication in this form takes place with
the use of signals, behaviors, expressions, or movements. Hall and Knapp (2013)
identify the modalities of non-verbal communications in the following forms:
1.facial behavior
2. vocal behavior
3. gesture and body movement
4. eye behavior
5. face and body physiognomy (nonverbal cues for trait impressions)
6. proxemics and haptic interaction (the closeness continuum)

Ways to Establish Effective Communication in the Classroom

1. Create a safe environment - Create a safe and supportive environment where
students feel comfortable to open up and express their thoughts and ideas. An
atmosphere that allows students to ask if they need help is crucial to their academic
success. It is important that at all stages of the teaching process you nurture this kind
of non- judgmental environment.
2. More teamwork - Doing more team activities, and group work is a great way to
take the focus off competing with one another and concentrate more on working
together to get the best results. It can encourage communication, cooperation, and
collaboration and help students talk more and effectively express themselves with
their peers.
3. Positive feedback - Often teachers forget to mention when a student has performed
well and instead focus on the negative aspects such as bad behavior. This can have
significant effects and demoralize students. Although negative feedback can create
positive outcomes by helping students to improve, giving positive feedback is a
necessary part of promoting effective communication in the classroom.
4. Don’t stand at the front of the classroom - Moving around the classroom, and
getting involved with the students will create less of a student-teacher feel. Moving
away from the front of the classroom and joining them either at their desks to discuss
ideas and getting involved in small discussions will help them feel more comfortable
and more likely to open up.
5. Active listening - Listen to hear your students, not just to respond and give an
immediate answer. Sometimes just lending an ear can be extremely useful in
promoting a supportive and caring environment. Other times, students have a question
about homework or need some clarification about a topic that has been discussed
where an answer is needed.