1.

Embedding Action Research for Reflective Teaching

Doing Action Research: An Overview

Every teacher is an action researcher. Everyone can do it. Teachers and students
can do it together.

This episode focuses on doing action research as one of the roles of the teacher.
Every teacher should take an interest in knowing how students learn, want to make
innovations in the curriculum, and desire to improve teaching practice. In order to
achieve these, a teacher has to do action research on everyday practical problems. These
problematic situations and observed discrepancies emerge between what is intended
and what occurs in the classroom.

There is a general agreement among action research community that action

research is about ACTION: taking action to improve practice and RESEARCH: finding
things out and coming to a new understanding that create new knowledge.

Action research is not new. It dates back to the time of John Dewey in 1920 when
he introduced the idea of inquiry. This was followed by Collier, 1945: Lewin,1949;
Corey,1953 and many others who came later. Schon introduces the notion of action
research as a habit of continuing inquiry. Inquiry begins with situations that are
problematic, confusing, uncertain and conflicting, and so does Action Research.

It was Stephen Corey (1953) who defined Action Research as the process through
which practitioners like teachers, study their own practice to solve their personal or
professional practical problems. Further on, John Illiot in 1993 clarified that action
research is concerned with everyday practical problems experienced by the teachers,
rather than the theoretical problems defined by pure researchers.

Action research is grounded on the reality of the school, classroom, teachers and
students. Sometime it is labeled as Teacher Action Research (TAR) but is popularly
known simply as Action Research (AR).

Action research is a process that allows teachers to study their own classrooms,
schools and educational settings in order to understand them better and to improve
their quality and effectiveness. The processes of observation, reflection, and inquiry lead
to action that makes a difference in teaching and learning. It bridges doing(practice)
learning(study) and reflection(inquiry).

2. Understanding AR Concepts, Processes and Models

At the end of this episode the students must be able to:

 1. use concepts and processes of action research.

2. identify sample models of AR such as of DepEd, 2017; McNiff &Whitehead,2006;

and Nelson, 2014.

Understanding and Using Action Research Concepts and Processes

The definition of action research evolved over time. There is no singular definition
of action research. Anchored on the idea of inquiry by John Dewey several other authors
have advanced the concept of action research. Action research is a type of inquiry that is:

 Practical as it involves making changes to practice.

 Theoretical as it is informed by theory and can generate new insights,
 Concerned with change and improvement.

Action research has been embraced in education for its value in transforming
school practices by the practitioners themselves. It is used to address practical problems
in the classroom. It is a process that allows teachers to study their own classroom and
school setting to improve their effectiveness. Teacher Action Research (TAR) is a method
for educational practitioners (teachers, school leaders) to engage in the assessment and
improvement of their own practice. It is a tool to help classroom teachers consider their
teaching methods or adopt a strategy in order to solve everyday problems in the school
setting.

2. Understanding AR Concepts, Processes and Models

2.1. Here are some questions and answers that you need to know.
Here are some questions and answers that you need to know.

1. What are the Core Characteristics of AR (Tichen,2015)?

^ systematic-like any form of research, it follows a system

^ rigorous-it has rigor, meaning a strict adherence to the rules of empirical studies.

^ reflective-it follows a continuous reflection and action.

^ situational-it is more specific to the location(school)circumstances (teaching and learning,

etc).

^ participative-AR can be participative where teachers and learners are co-researchers.

^ future-oriented-it seeks solution to the current problem for future improvement.

2. Why is Action Research useful to me as a teacher Researcher?

 AR can help me to learn how to improve my practice as a teacher in terms of teaching

methods, classroom management, preparation of the learning environment, developing
instructional materials and assessment.
 AR can help me learn more about a wider range of research methods that I can use in the
future.
 AR can provide me more space to think deeply about the issues that confront teaching and
learning.
 AR can help me engage with my mentor and peers to enable me to improve my teaching
practices through action research.
 AR can help me develop new knowledge which is directly related to my area of
specialization.

3. What types of classroom action studies that can I engage in?

 Creating changes in the classroom practices. Example: What changes will daily writing have
on my students?
 Establishing effects of curriculum restructuring, example: Will the use of mother tongue
enhance the reading skills of my learners?
 Enhancing new understanding of learners. example: What happens when students get
demotivated?
 Teaching a new process to the students. Example: How can I teach third graders to
reflection?

2. Understanding AR Concepts, Processes and Models

2.2. MODELS and GUIDE in CONDUCTING ACTION RESEARCH

MODELS and GUIDE in CONDUCTINGACTION RESEARCH
 MCnIFF & Whitehead 2006(Adaptation)

Action research Cycle The Action research Process

OBSERVE Identify the Problem

1. Based on observation and noticing, what problematic situations

prevail in the classroom or teaching learning environment?

2. Which of these problems shall I focus on?

3. What does literature say about this problem? On what theories

or principles, I learned before is the problem anchored?
REFLECT Reflect (reflection continues all throughout the process)

1. What do I hope to achieve? What do I intend to change for the

 better?

2. Is doing this action research important to improve my practice?

3. can I do this alone? Or should I collaborate?

PLAN Plan An Action Research Strategy

1. what type of research will I use? Quantitative? Qualitative?

2. How will I describe my innovation? Intervention? Strategy?

3.Is my plan doable within the given period of time?

ACT Take Action

1. How do I put my plan into action? How long?

2. How will I gather data or information?

3. What sense or meaning do I get out of the data?

EVALUATE Use findings

1. Where do I apply results to improve practice?

2.Are my findings worth sharing?

MODIFY Move to Another Cycle

1. Is there a need to modify intervention to get new results?

2. Should I move to another cycle of action research?

2.3. Department of Education (DO 16) 2017 Model

Department of Education (DO 16) 2017 Model
Action Research Key Components Action Research Process
Identifying the Problem

I. CONTEXT AND RATIONALE 1. Why am I doing this?

2. What is the background of my action research?

3. What problem/question am I trying to solve?

II. ACTION RESEARCH QUESTIONS
4. What do I hope to achieve?

III. PROPOSED INNOVATION, Proposed Plan

INTERVENTION AND STRATEGY
1. What do I plan as a solution to the problem I
identified? (describe)
 2. What innovation will I introduce to solve the
problem? (describe)

3. What strategy should I introduce? (describe)

IV. ACTION RESEARCH METHODS Plan of Action Research

a. Participants and/ or other sources of 1. Who are to participate? (My students, peers,
data and information myself)

b. Data gathering methods 2. What are my sources of information?

(participants)
c. Data analysis plan
3. How shall I gather information?

4.How will I analyze my data/information?

V.ACTION RESEARCH WORK PLAN Action Research Work Plan
AND TIMELINES
1. What should my work plan contain? (Targets,
activities, persons involved, timeline, cost)

2. How long will I conduct my intervention? (For

reliable results 8-12 weeks)
VI.COST ESTIMATES Action Research Cost- (consider also the
maximum cost if externally funded like DepEd,
LGU NGO or personal)
VII. PLANS FOR DISSEMINATION Sharing Results
AND UTILIZATION
1. How will I share the result of my action
research? (Publish, Present, Flyers, LAC sessions)

2. Can I collaborate with other teachers to

continue or replicate my study?
VIII. REFERENCES References

1. What reading materials and references are

included in my review of literature

3. Developing an Initial Action Research Plan

“ A good plan is half of the work done” goes a saying

Planning is an important skill that every teacher should have. Just like lesson
planning, doing research requires a doable plan. It sets a direction where one is going,
how to go there, why should one go there, and above all, what is there to accomplish.
 The ultimate goal of doing action research is to improve teacher’s practices in
order to improve learning. It requires one to be reflective, observant, inquiring and must
be ready to take action.

Let us revisit our Action Research Model. As a beginner, use the model of
Nelson, O. (2014) as your basis for developing an initial plan for action research

3.1. Nelson, O. (2014)

3.2. Nelson, O. (2014)

Use the following steps of the model. Your answer to the Key Questions in each step will
guide you in making your plan.

Step 1: OBSERVE. Observe and notice to identify the common problems.

Key Questions:

1. What common problem have I observed and noticed?

2. Can I translate the problem into questions?
3. Why is the problem important to me as a future teacher?
4. Why is the problem important to the learners?
5. What have I read and learned about this problem in my previous courses?
6. What do references say about the problem?

Step 2: REFLECT. Start to reflect on the identified problem. However, reflection is done
all throughout the action research process.

Key Questions:
 1. Is there a way to solve the identified problem? How will I do it?
2. Is looking for a solution or answer to the problem worth doing?
3. Will solving the problem improve my teaching practice? How?
4. Will it improve my skills as a researcher and reflective teacher?

Step 3: PLAN FOR ACTION. Appropriate action or solution to the problem in a plan.

Key Questions:

1. What probable action will I make? Will my intervention be doable?

2. How will I describe my intervention, innovation, or actions to address the
identified problem?
3. How long will it take to implement the intervention, action, or innovation?
4. With whom shall I work with?
5. Will the result be of use? How?

Step 4: ACT on the PLAN. If given time, this step will be done during the Teaching
Internship or in FS 2. You may collaborate with your mentor or your classmate.

3.3. Sample
Sample:

Developing an Initial Research Action Plan

1. Observe/Notice

What problem/concern have I noticed that affects teaching-learning?

Example response: The problem I have noticed is a lot of competition in the classroom.
The slow learners are left behind.

B. Reflect

Think deeply about the problem and your observation. Why is this happening?
Can the slow learners be helped? How will it be done?

Example response: I think most of the activities are very competitive. There are
always, winners and losers. The smart students overrule the poor students thus
often they continue to be losers. With this situation, I believe, that I should
modify my classroom strategy.

C. Plan for Action (give more details)

Key Questions:

-What will I do as a teacher to solve the problem?

 -How will I describe my intervention, innovation, or actions to the identified
problem?

- How long will it take to introduce the intervention?

- With whom shall I work?

-What materials do I need?

-Are the methods, participants, data collection, and timetable considered in my

Plan for Action?

Example response: My plan is to introduce cooperative learning in the

classroom. I create a mixed-ability grouping with fast, average, and slow learners in their
activities. I will rotate the leadership in the group so that each one will have a chance.
The bright will assist or help the slow ones. I will try this out for eight weeks. I think I can
work alone with my students. I need only tables and chairs or if not available, armchairs
arranged in circles will be an alternative.

D. References

Include at least 3 reading materials about the intervention that will be used.

Example response: List of readings for Cooperative Learning

1. Biel,R.(2015) Group Work: Using cooperative learning groups effectively.

2. Palmer,G.(2017)Cooperative learning-Instructional methods, Strategies, and
Technologies. Granite Pressbooks.

E. Act (Implementation of the Action Research Plan)

The implementation of the Plan will follow when time allows. A more detailed
research Action Plan will be required.
A. Observe/Notice

What challenges are faced by children with disabilities in public schools or private
schools?

Children with disabilities face various challenges in accessing quality education,

especially in the Philippines. Some of these challenges are:

 Insufficient funding to provide disabled students with appropriate

accommodations.
 Inaccessible conditions, as many schools don’t have enough money and
were built prior to legal requirements for access.
 Lack of individualization.
 Troubled communication with peers.
 Lack of specialists.
 Difficulty sitting still or focusing during a lesson.
 Social situations can be confusing or difficult to navigate.
 Reading or writing slower than their peers.

B. Reflect

Why do disabled children go to school?

Children with disabilities go to school because they have the right to quality
education and learning. Education can help them develop their skills, achieve their
potential, and participate in social and economic activities Education can also reduce
discrimination and promote inclusion.

The benefits of education for disabled children?

Advantages for Special Needs Children

One of the main advantages of mainstreaming children with special needs is that it
allows them to be in a more natural environment than self-contained classrooms do.
In the real world, individuals with special needs are expected to function in society
alongside typically developing peers. Being in a regular classroom provides
opportunities for children with special needs to learn important life skills, especially
those involving socialization. Mainstreaming also encourages children with special
needs to excel academically by providing challenges. Expectations in traditional
classrooms are often higher than those of self-contained classrooms, and students
achieve greater success when they are held to higher standards.
Disadvantages for Special Needs Children

While mainstreaming is mostly thought to be a positive practice, those who argue

against it have valid concerns. Special education students who are mainstreamed are
unlikely to receive the specialized services they need. Some view mainstreaming as a
way for schools to save money by downsizing special education services. There is
also the issue of the appropriateness of the education children with special needs
may receive in a traditional classroom. Many regular classroom teachers have little to
no training in special education teaching and assessment methods, and they may
place unrealistic demands on special needs children as a result.

Why is inclusive education important for children with disabilities?

• It improves learning for all children – both those with and without disabilities.

• It promotes understanding, reduces prejudice, and strengthens social integration.

• It ensures that children with disabilities are equipped to work and contribute
economically and socially to their communities

C. Plan for Action

My plan is to develop strategies for teaching children with Learning Disabilities. I’m
going to help students with learning disabilities. I will try to identify where they
excel so that I can assist their needs in learning. I will try this out for months. I
want to learn with my students who have disabilities because there are many things
that we can learn from each other. I need only Aids or supports of various types (e.g.
hearing aids), Modifications or adaptations to the classroom, Specialised teaching
materials, Taped texts, and classroom materials, and Use of handouts and visual aids.

D. References
1. The statistic on children with disabilities who are excluded in Latin American
comes from the Inter-American Development Bank, ‘’10 Myths about Students
with Disabilities in Latin America,’’ retrieved from:
http://www.iadb.org/en/topics/education/10-myths-about-students-with-
disabilities-in-latin-america,7494.html.

2. Article 24 is referenced in United Nations, ‘’Convention on the Rights of

Persons with Disabilities,’’ UN Web Services Section, Department of Public
Information, 2006, retrieved from:
http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf .

3. For more strategies on including students with special needs in the regular
classroom, see Thomas Armstrong, Neurodiversity in the Classroom: Strength-
 Based Strategies to Help Students with Special Needs Succeed in School and
Life, Alexandria, VA, 2012, pp. 146-154.

4. https://www.winuall.com/post/teaching-strategies-for-learning-disabilities 2:
https://ldaamerica.org/info/successful-strategies-for-teaching-students-with-learning-
disabilities/

E. ACT
There are many strategies to improve learning outcomes for disabled children. Some of them
are:

 Breaking tasks into smaller steps.

 Using direct instruction and learning strategy instruction.
 Modifying the learning environment to meet the students’ preferred learning spaces.
 Providing models of quality work and feedback.

1. Use Chunking Technique

Teachers can aid students in the learning process by breaking down lessons into small
chunks that build upon one another. Each block should reference material from
previous ones to connect concepts and utilize repetition.
2. Organize Information Visually
Many students with learning difficulties process information visually. Teachers and
parents can use those skills with comprehending lessons. For instance, after reading a
chapter in a book, ask the student to draw a picture representing what they read.
You can also take advantage of visual organizers to help students process their
thoughts. When the class reads a novel, have them chart out a cause-and-effect
organizer. The effect is the big event in the story, the climax where everything comes
to resolution. The causes are what led to that event and made it happen.
3. Appeal to Multiple Senses
To improve comprehension and retention when studying, incorporate multiple senses.
For children who are visual learners, you can try:
 Hanging up pictures and setting up models
 Highlighting information in different colors
 Asking students to create lesson-based art
For those who prefer audio-based lessons, you can:
Listen to books on tape or read aloud
Watch a video with accompanying audio
Utilize rhymes, chants and language games
Some kids are kinesthetic learners, those who learn through:
 Lessons with finger paints, puzzles or sand
 Modeling objects or designs in clay
 Using small objects to represent numbers
Tactile teaching involves the sense of touch, such as:
 Pairing counting with clapping or other movements
 Using a highlighter to color-code passages while reading
 Manipulating materials, like blocks, to visualize a scene
4. Personalize Online Tutoring
Outside of the classroom, online tutoring can mimic in-person sessions and help
students solidify their understanding of certain concepts. Before the meeting occurs,
students can upload materials, including previous quizzes, tests, and homework. The
tutor can then review them and bring along any additional items that may prove
helpful.
With personalized tutoring, students can ask questions and receive feedback that
meets their specific needs. Online professionals are well-versed in adapting their
strategies to students with learning disabilities. Despite sessions taking place on the
computer, kids can still use text chat, write on a virtual whiteboard, share their screen
and record lessons to review later.
5. Incorporate Mnemonics
Mnemonics are techniques that help students understand and organize the information
they read through visual and audio cues. They typically rely on the use of keywords,
rhymes and acronyms. For example, most of us learned about the Great Lakes in
school with the mnemonic device HOMES — Huron, Ontario, Michigan, Eerie,
Superior.
Don’t use an acronym for all concepts. Instead, pick out keywords you can relate to
visuals. For example, the scientific name for the common frog is Ranidae. The
keyword you pick out might be “rain.” To help students remember the name, you can
show a picture of frogs hopping in the rain.

to help students with learning disabilities.