LEARNING EPISODE Utilizing Web-

Conferencing Apps
15 For Synchronous e-
Learning

Class Grade Level: Kinder Subject: English No. of

hours/minutes: 54hrs
Name of Resource Teacher: Ms. Maria Reignll Ylizabeth L.
Barrientos
Dates when you observed: October 3,2023
Dates when you participated and assisted: November 21,2023
Notice
After you participated or assisted in synchronous classes
using a web-conferencing app, described what you observed and
experienced by answering the items below.
1. Which web-conferencing app did the teacher use for
synchronous classes? Describe its features and how you or
the teacher used these features.
Web-conferencing App Feature Was it utilized? If yes,
describe how it was utilized in
class.
Virtual Background It is utilized to get the focus
of the students on a teacher and
listen to what is being taught.
Microphone icon on/off Students are free to express
their thoughts on the lesson the
microphone is always available
to them however, they must turn
it off if they are already done.
Camera icon on/off Unless the students have
something to say, the teacher
usually does not ask them to
turn on the camera.
Screen share It allows the teacher to
present the lesson so students
will be able to follow and
understand the lesson.
Reaction buttons It is used by students to agree
if they understand what the
teacher say.
Spotlight Assist the teacher in
recognizing who is active and
who is who always leaving in the
 meeting.

View (using different views) Not used.

Polling Not used.

Recording Yes. It was utilized when the

teacher wants to record the
class.

2. How was the content taught or delivered? How were the

learning facilitated? What strategies did the teacher or
you used to keep students engaged? How did the students
respond to the teacher? To the activities?
The lesson was well-presented, with all information
elaborated to assist students and ensure that they are
paying attention during the discussion.

3. What was your experience in participating and assisting

in synchronous classes? What were your thoughts and
feelings while you participated and assisted?

Analyze
1. What do you think are the best features of a web-
conferencing app that you or teacher used? How did these
features help these teachers and the students?
I think the best features of a web-conferencing app is
the screen sharing, because it allows the students to
view the lesson being taught to them. Also, it makes it
easy for the teacher to present videos that makes the
discussion more interesting.

2. Referring to the Community of Inquiry Infographic, how

well did the teacher/you use the web-conferencing app to
establish: (Describe in detail.) Teaching Presence?

Social Presence?
The teacher used the app as part of a direct instruction
technique to help students learn.

Cognitive Presence?
 It was utilized by the teacher to communicate with
students about the lesson. Assigning tasks to students,
such as group reporting, allows them to interact with their
peers and purposefully explore their topic.

3. What problem or challenges did the teacher/you the

students encounter during the synchronous classes? How
did it affect the teacher /learners? What part/s of
synchronous classes do you think can still be improved?
How can this/these be improved?
I think the problem during synchronous classes is the
internet connection. There are students who are left
behind during the discussion.

Reflect
1. How ready are you in teaching an online synchronous
class?
I may not rate myself of how ready I am but even though
we are new about this way of teaching, I will do my best
to teach synchronous class.

2. Using a web-conferencing app, how else would you better

establish:

Teaching Presence?
Actively participate in class discussions to make students
feel the teacher's presence and to catch their attention.

Social Presence?
To show them that they are all valued members of the
class, call them randomly and compliment them on how they
appear online.
Cognitive Presence?
Have an interest in how students feel about the subject
and what they're learning about it; this will help them
improve their learning experience.

3. What do you still need to learn in order to conduct an

online synchronous class using a web-conferencing app
effectively?
In order to conduct an online synchronous class using a
web-conferencing app effectively I need to learn how to
make the class interesting to have an active learning.
 OBSERVE

1. What problematic situation / challenges / area of

improvement did you see while you participated and
assisted using a web-conferencing app for synchronous
learning?
One problem that has arisen when using the web-
conferencing apps is the lagging which is caused by a
weak internet connection, whether on the teacher's or
students' side.

List at least three sources that you have to read

about this problem/challenge.
Resource of Reference about the Key points/findings in what I
Topic read
In the age of online learning,
Students With Poor Internet Left an area of concern facing
Behind in Online Learning students living in rural areas
Atmosphere and remote communities is the
lack of highspeed internet to
attend lectures and conduct any
form of evaluations.
9 Ways to Fix Google Meet Poor Issue Turn of your firewall,
Network Connection Issues erase your browser's data or
cache, try utilizing VPN, and/or
use a different browser to
troubleshoot.
The problems on online class The student capability to attend
the online class also their
skills to use gadgets.

On what theory/principles can this problem be anchored?

Because some of us started using web-conferencing software
during the epidemic, we believe there are no principles or
theories in this field yet. Some web-conferencing apps are only
widespread during pandemics. As a result, we believe they are
researching more on this topic.

REFLECT

What do I hope to address the problem/challenge/area of

improvement in the web conferencing app use? What change
do you want to achieve?
We hope that with the use of web-conferencing app will
help us students in our online classes in more easy
way. We hope that in whatever web-conferencing app we
will use can lessen our burden in our online class.
PLAN
If you will conduct action research, what will be the
title (base this on your answers in nos. 1-3).
The Effects of using a web-conferencing app on a
student’s ability to learn
ACT
What strategies/solution/means can you employ to improve
the situation/solve the problem?
We'll employ a reliable and relevant web-conferencing app
to make our class easier and more convenient to use.
Finding an app that is appropriate for your class can
make it easier for teachers and students to achieve a
great learning outcome. In order to create rich and
fascinating presentations that will attract students'
attention and make learning more effective, effective
online education uses professional lighting and high-
quality input devices. Two-way communication – Teachers
should give their students opportunities for two-way
communication
 LEARNING EPISODE

16 Assessing FOR, AS
and OF Learning

Analyze
Did the formative assessment tasks help students master
what they were expected to learn?
Yes, in many cases the assessments also help students
develop a stronger understanding of their own academic
strengths and weaknesses.

Was students’ response to formative assessment exercise

favorable or unfavorable? Why?
• It is Favorable because it improved
academic achievement and providing students
and teachers with regular feedback on progress
toward their goals is the main function of formative
assessment that will aid in increasing academic
achievement. Formative assessment helps students
close the gap between their current knowledge and
their learning goals.
• Thus, effective use of quality formative assessment
improves the involvement of students in learning and
also achievement in tests. A similar study showed
that students who self-regulate their
learning are those who achieve
significantly higher grades than those who achieved
lower grades.

Did the conduct of formative assessment and self-

assessment affect students’ attainment of learning
outcome? How?
It affects students learning outcomes in a positive way
because as I have said earlier that there are some
studies that formative and self-assessment helps
students to improved more in academics and they will
achieve significantly higher grades and it Increases
 self-awareness through reflective practice, making the
criteria for self-evaluation explicit, and
making performance improvement practices intrinsic to
ongoing learning.

What was the effect of students assessing their own

progress on their motivation to learn?
It affects students to be more self-evaluation and
estimating your capacity to be able to identify what are
your strength and weaknesses in your learning habits.

Reflect
How would attainment of learning outcome be affected if there
were no formative assessment nor self-assessments?

• Assessment is an integral part of instruction, as it

determines whether or not the goals of education are
being met. Assessment affects decisions about grades,
placement, advancement, instructional needs, curriculum,
and, in some cases, funding. Assessment inspires us to
ask these hard questions: “Are we teaching what we think
we are teaching?” “Are students learning what they are
supposed to be learning?” “Is there a way to teach the
subject better, thereby promoting better learning?
• Today’s students need to know not only the basic reading
and arithmetic skills, but also skills that will allow
them to face a world that is continually changing. They
must be able to think critically, to analyze,
and to make inferences. Changes in the skills
base and knowledge our students need require
new learning goals; these new learning goals
change the relationship between assessment and
instruction. Teachers need to take an active
role in making decisions about the purpose of
assessment and the content that is being
assessed.

OBSERVE

1. One thing that went well in the development / use /

administration of formative assessment tasks (assessment
for learning) is well established in a classroom,
students are actively involved in their learning; able to
judge the success of their work and to take
responsibility for their own progress.
 2. One thing that did not go very well in the development
use / administration of formative assessment tasks
(assessment for learning) is too time-consuming.
This thinking can be something of a trap.
Avoiding formative assessments because they take
up too much instructional time decreases
potential learning. The fact is formative assessment
doesn't need to take much time at all.

3. One good thing observed in students’ self-assessment

(assessment as learning is it can improve performance,
strengthen motivation and self-regulation, improve
feedback literacy, promote the development of evaluative
judgment, and foster reflection and life-long learning.

4. One thing in student’ self-assessment (assessment as

learning) that needs improvement based on what were
observed is an important aspect of self-
assessment is the ability to ask questions. Develop the
ability to ask specific and relevant questions. You
cannot ask and answer every question in the world and not
every question is relevant.

REFLECT

The formative assessment activities went well because

formative assessment involves setting learning goals
and measuring the progress towards those
goals, motivation increases.

The formative assessment activities process did not go

well because formative assessment is critical for
differentiation. You can never be sure that your students
will be on the same level of understanding. So, let’s
correct this thinking. Differentiating for various
learners is a hallmark of modern teaching. Formative
assessment deserves the same kind of priority
thinking. All learning must be assessed for
impact and effectiveness. Teachers know this and
they're more than up to the challenge.
 For the students, self-assessment worked because it helps
students stay within their zone of proximal
development when they're learning. In this
zone, students are being challenged, which means
they're learning, but they're not being pushed too hard
into frustration.

For the students, self-assessment did not work because Self-

assessment can be subjective that the students may not be
sincere and may even over-evaluate their own performance.
Time consuming for students and they may not be
familiar with the assessment criteria.

ACT
To ensure that formative and self-assessment process
serve their purpose, to help students learn, I will learn
from other’s best practices by researching on and
collecting information while learning is
happening, formative assessments help teachers
see where students are in the learning process, quickly
identify if students are struggling with a particular
subject and adjust their teaching approaches to help
students stay on track.

PLAN
To help improve formative and self—assessment
practices, I plan to conduct action research on this
title “An Action Research Study of Student Self-
Assessment in Higher Education “.

Work on my Artifacts
Compile activities/techniques in formative assessment and
in self-assessment used by your FS Research Teacher in the
classes you observed. Include your annotations/improvements on
the assessment tasks.
Add other activities/technique that you have researched on
e.g. TED Talks on assessment.

Activities in formative and self-assessment.

In distance learning and/or in classroom

• Live multiple-choice poll.

• Pre-class open-ended question.
• End-of-class feedback forms or questionnaires.
• Quick scales.
• Short answer Word Cloud.
• Emoji Survey.
LEARNING EPISODE
Using Traditional and Authentic
Types of Assessment for
17 Formative and
Summative Purposes

Notice

1. Take note of:

• The alignment of the different assessment task/s
both paper-and-pencil (traditional) and non-proper-
and-pencil tests (authentic) used to assess the
learning outcomes.
• The quality of both traditional and authentic
assessment tasks used (if constructed in accordance
with principles of test construction/assessment task
development. • The students’
comments/reaction/response/behavior while doing both
traditional and authentic assessment tasks. • The
CT’s comments/reaction/response/ behavior while
giving both traditional and authentic assessment
tasks.
• The assessment tasks used for formative purposes (to
ensure lesson understanding and mastery) and for
summative (grading) purposes.
• Your own feelings and thoughts as you assisted your
CT:
- Formulate the assessment tasks.
- Administer the assessment.

Analyze

1. Are the assessment tasks aligned with the learning

outcomes?
The teaching methods and the assessment are
aligned to the learning activities designed to
achieve the learning outcomes.

2. Did teacher make use of both traditional and authentic

assessment tasks?
Yes, the teacher used both traditional and assessment
task
 3. Are the traditional and authentic assessment tasks
(written tests) formulated in accordance with principles
of test construction?
Yes, it was formulated in the accordance with principles of
test construction.

4. Were the assessment tasks for formative purposes also

used for summative purposes? Why or why not?
In contrast to summative evaluations, which are typically
used as a quantitative gauge of what students know or can
recall at the end of a period, formative assessments are
more of a partnership between the teacher and the students
to guide and advise learning. Both of them can be used
together to accomplish one goal.

5. Where were assessment results students better – in the

results of traditional or authentic assessment?
authentic evaluations have a number of advantages.
Especially for learning objectives that call for higher-
order thinking skills, they are more likely to be
accurate than standard evaluations.

6. Which assessment activity/activities did the students

like more? Like least? Why?
Students like engaging in assessment activities that
include information collection techniques, strategic
questioning, giving feedback, and peer and self-
evaluation.

Reflect

How can I make the assessment process more meaningful to

and more acceptable to students?
Begin by reflecting. Have the assessment primarily focus on
the key ideas and abilities that were stressed in class over the
whole unit. As a guide, consider the learning objectives and
student outcomes. Give students a set of precise performance
standards to evaluate. Providing pupils with evaluation options
is another. include students in the planning discussions for
classroom-based evaluation. investigating both peer and self-
evaluation. teaching students how to grade peers' and their own
work using scoring criteria.
Write Action Research Prompts

OBSERVE

1. One thing/Some things that went well is/are in the

development/use/administration of assessment tasks are …
provide a challenge for the entire range of students
being evaluated, clearly connect to the learner's goals
or a specific learning purpose, and include precise and
clear evaluation criteria. They should also be equitable
to all children, including those who have special needs.

2. One thing/Some things is/are that did not go very well in

the development/use/administration of assessment tasks
are …
The process of receiving assessments at school has the
potential to demotivate children if they do poorly on an
exam. They are continually assessed, which gives them a
better understanding of the student's present proficiency
level and how to advance.

REFLECT

This part of the assessment process went well because ….

Clearly define and identify learning outcomes

This part of the assessment process did not go well because ….

Not analyzing the conclusions of the assessment.
ACT
To ensure that the assessment process serves its purpose,
to help students learn, I will read researches on … or view
video on …. Empowering Students to Own the Assessment Process
PLAN
To help improve assessment practice, I would like to conduct
action research on …
Helping Teachers Assess and Improve their Work.

Work on my Artifacts

Compile samples of traditional and authentic assessment

tasks used in the classes you observed. Include your
annotations/improvements on the assessment tasks.

Compile samples of traditional and authentic assessment task

used in the classes you observed. Include your annotations/
improvements of the assessment task.

Ang bawat grupo ay magkakaroon ng isang maikling presentasyon

ayon sa kanilang nabuong mga salita kanina.
Sa Group 1 ay ang Kabihasnang Sumer
Sa Group 2 ay ang Kabihasnang Indus
Sa Group 3 ay ang Kabihasnang Shang Ang bawat grupo ay
kinakailangang ipakita o ipresenta ang mga kabihasnan na napunta
sa kanilang grupo. Karagdagan sa inyong pagoresenta.

Ang bawat grupo ay dapat maghanda ng isang malikhaing yell upang

ipakilala ang kanilang grupo.
Bibigyan ko lamang kayo ng 20 minuto.
Ang kanilang presentasyon ay dapat nagpapakita ng: •
Pagpapakilala sa Kabihasnan
• Relihiyon at Paniniwala
• Mga Pamayanan at Estado
• Kaunlaran at Kontribusyon ng mga Sinaunang Kabihasnang Asyano
Punan ang sumusunod na mga graphic organizer tungkol sa mga
sinaunang kabihasnang Asyano.

LEARNING EPISODE
Grading and
18 Reporting

Notice
1. Take note of: • The individual students’ scores in
relation to established criterion of success
or cut-off score;
• Parents’/guardians’ participation and comments
during Card-Giving Day/Parents’-Teachers’
Conference

• Your own feelings and thoughts as you assisted

your CT:

- Score tests and compute grades

- Prepare for PTC
- Respond to queries and other concerns raised
in the PTC

Analyze

1. What are the teaching implications of the students’ test

scores and grades?
I don’t think that there is an implication with the
students test scores and grades.

2. In what subjects did students perform best? Poorest?

Since we don’t observe or know the students’ performance
in different subjects, so we don’t know if where they
perform best and poorest.

3. How was the PTC attendance of parents and guardians? What

does this imply?
We also didn’t observe the PTC, but according to our one
classmate that attend in PTC many parents are attend in
 PTC, it means that they are concerned and interested to
the performance of the students in the school.

4. What parents/guardians’/comments were most common during

Card-Giving Day?
Since I didn’t attend, I think that the common comments of
the parents during Card-Giving Day is all about the
performance of their child and comment on the Grades that
they got.

Reflect

What personal message do I get from these students’

scores, grades and parents’/guardians’ PTC attendance and
comments?
Their grades show on how their perform in the classroom and how
much effort their given to achieve the grades that they deserve.

Write Action Research Prompts

OBSERVE

1. One good thing that I observe in scoring/grading/Parents-

Teachers Conference was
The parents show support to their children and respect
the teacher decisions and fully accepted the grades that
their children got.

2. One good thing that did not go very well in

scoring/grading/Parents-Teachers Conference was
Some parents didn’t attend because of busy schedule and
not doesn’t have time to attend.
REFLECT
The scoring/grading/Parents-Teachers Conference went well
because
The teacher explains their grading system on how their
give grades to the students and the parents understand it
and shows how they are thankful for the teacher for
giving effort and passion for guiding and teaching their
children.

The scoring/grading/Parents-Teachers Conference did not

go well because
since some parents didn’t attend, they are not aware
about on how teacher grades their child.

ACT
To ensure that the scoring, grading and the conduct of
PTC serve their purpose, i.e. to ensure that students learn, I
will read researchers on … or view video on ….
The relationship between parental involvement and urban
secondary school student academic achievement: A meta-analysis
by William H Jeynes.

PLAN
To help improve scoring, grading practices and the
conduct of PTC, I would like to conduct action research on

Parental Involvement to the Academic Performance of Kinder

Students
Work on my Artifacts

Compile samples of scoring and grade computation that you did.

The tests and
products/portfolios that you score and Students’ Report Card
must belong to the same students to see development. Include
snapshots of PTC s and list of parents’/guardians’ comments
during PTC and how these comments were addresses.
LEARNING EPISODE
Writing an
19 Initial Action
Research Plan

Notice

Remember: Noticing is making sense of your observations and

making interpretation to adapt to the situation. It begins with
paying attention that leads to interpretation and deciding what
action should be taken.

Making a capsule Action Research Plan will prepare you to

undertake an actual Action Research. You will also be able to
assist your mentor to do similar research together.
In the past episodes focusing on the key aspects of
teaching and learning, you have answered the Action Research
Writing prompts. Go back to these and choose which episode
topic you would like to work on as you write an action
research plan.
Here are the episodes and the pages where you can find
them. Review each Action Research Writing Prompt and choose
one to work on to elaborate in these episodes.
Action
Episode Title Research
Writing
Prompts
page
1 The Teacher We Remember 7
2 Embedding Action Research for Reflective Teaching 15
3 Understanding AR Concepts, Processes and Models 26
4 Matching Problematic Learning Situation with 34
Probable Action
5 Preparing the Learning Environment: An Overview 40
6 Enhancing a Face-to-Face Learning Environment 46
7 Making On-Line or Virtual learning Environment Safe 55
 and Conducive
8 Establishing My own Classroom Routines and 62
Procedures in a Face-to Face/Remote Learning
9 Creating My Classroom/Remote Learning Management 71
Plan
10 Writing My Learning/Lesson Plans 82
11 Delivering My Lessons 94
12 Selecting Non-digital or Conventional Resources and 107
Instructional Materials
13 utilizing Applications (Apps) for Teaching and 118
Learning
14 Utilizing Learning Management Systems 129
15 Utilizing Web-Conferencing Apps for Synchronous E- 140
Learning
16 Assessing FOR, AS and OF Learning 149
17 Using Traditional and Authentic Types of Assessment 161
for Formative and Summative
18 Grading and Reporting 171
19 Writing an Initial Action Research Plan

Analyze

We said at the beginning that all teachers could make an

Action Research. It is easy to do it. Let’s try doing it.
Today, you shall develop a Plan for our Action Research by
following the sample cycle. You will share your output your
mentor for an opportunity to work together.
Topic you chose: (from the past episodes)
Episode number and Title:
Writing Action Research Prompt page: : Episode 1- The Teacher
we Remember
Model A:
 Activity 1: Developing an Initial Research Action Plan

A. Observe/Notice
What problem/concern have I noticed that affect teaching-learning?
Examples response: The problem I have noticed is that there is a lot of
competition in the classroom. The slow learners are left behind.
• Write your own observed/noticed classroom problem here:

A major problem that I noticed is the behavior of the learner that barely
controlled by the teacher.

B. Reflect
Think deeply of 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 or 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.

• Write your reflective response to the problem you stated:

It may be the result of failing to introduced them her rapport to the
students and also the students don’t recognize the effect of their
behavior through the learning process.

C. Plan for Action Key questions:

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

to re-stablish the classroom management that can help the

students to take action on their own behavior and also to retain
a conducive and respectful environment in the classroom.

- How will I describe my intervention, innovation, or actions to

be identified problem?
When they change a lot to focus their attention to the lesson
and maintain good conduct

- How long will I take to introduce the intervention?

It takes a lot of time for the class to adjust to new-rules, but
as the teacher want a change, working with it can help to change
the student’s habit.

- With whom shall I work?

With the whole class who need a change
 - What materials do I need?
I don’t need much materials in this area what we need is a class
routine

- Are methods, participants, data collection, time tables

considered in my Plan for Action?
Involves students to assess their behavior through the class use
the classroom as their training ground to correct their
behavior.

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 out for eight
weeks. I think I can work alone in with my students. I need only tables and chairs
or if not available, arm chairs arranged in circles will be an alternative.

• Write your own Plan of Action Research based on the key questions. You
give more details.
My plan is stablishing a classroom management that can deal with our main problem
and also for the students to take responsibility for their action I need to
stablish a good rapport for them to know the consequence of their behavior in the
class.

D. References
Include at least 3 reading materials about the intervention that will be
used. Example response

List of Readings for Cooperative Learning

1. C. Brame & Beil , R. (2015) Group work; Using cooperate learning groups
effectively. http://cft.vanderbilt.rdu/guides-sub-pages
2. G. Palmer, (2017) Cooperative learning-Instructional Methods, Strategies,
and Technologies. Granite pressbooks, pb,Chap.7
3. D. Johnson & R, Johnson (2017) Cooperative Learning. University of
Minnesota,
USA
• Enter your own reading list
1. Why is classroom management is important
( https://www.augusta.edu/online/blog/why-is-classroom-management)
2. Why is classroom management important
( https://www.kamiapp.com/blog/classroom-management-importance )
3. Involving students in classroom routines and process
(https://americanenglish.state.gov/files/ae/resource_files/topic_1_-
_students__class_routines_final.pdf )
E. Act (Implementation of the Action Research Plan)
Note: The implementation of the Plan will follow when time allows. A more detailed
Research Action Plan will be required. The McNiff and Whitehead (2014) of DepEd
(2016) models may be used depending on the advice of your mentor.
 Now, to further elaborate on your Action Research
Plan, use the Dep Ed template below:
Remember to read the rubric in this episode to know
how your teacher will evaluate your Action Research plan.
This rubric will remind you of the criteria for an
excellent action research plan.
You can also watch this short video, explaining the
parts of the DepEd Action
research template: HOW TO WRITE AN ACTION RESEARCH
PROPOSAL? Deped Order No.16. s.2017 - YouTube
Here is the link of the sample proposal discussed in
the video:
https://www.researchgate.net/publication/344608953_Improving_A
ttendance_and
_Academic_Performance_Among
_Grade_12_Students_through_IncentiveBased_Intervention

Model B: DepEd Template

Action Research Proposal
Name: Mary Jane S. Tambong
Proposed Title:
Improving Active Classroom Participation of the Pupils in Teacher and
Learner Discussion
I. Context and Rationale Study Background
Students who participate in class on a regular
basis are constantly engaged with the material and are
more likely to remember a greater portion of it. Active
participation in class improves critical and higher-level
thinking skills as swell. Students who participate in
class have studied the material thoroughly enough
to present new concepts to their classmates. This level of
thinking goes beyond simple text comprehension and can
improve memory. Participation can also help students learn
from one another, resulting in increased comprehension
through collaboration. This, in turn, can improve
relationships between students as well as between students
and professors. Approaches based on active learning are a
capable option. Simply put, active learning is the
process of learning through interaction with
content. It means that students are interacting with the
material in any way that promotes active thought, such as
through 'activities' for learning or by re-framing the note-
taking process to encourage thinking about the material
rather than transcribing it. While definitions of active
learning differ, they all share common priorities:
students are doing more than just listening; the goal is
skill development rather than simply conveying
information; and students engage in activities
(e.g., discussion, debate, application of principles) that
promote higher-order thinking(such as critical thinking,
analysis etc.).According to a study into learning-
centered approaches to education, students learn more
when they participate in the process of learning. Active
learning is discussion, practice, review, or
application. Active learning encourages your brain to
activate cognitive and sensory networks, which helps process
and store new information. Claire Hoogendoorn, New York City
College of Technology wrote a good introductory article on
the neuroscience of active learning. She summarized several
studies, writing, “...learning is enhanced when multiple
neural pathways are activated at the same time. In plain
terms, the more we can activate students’ brains in
different ways, the more they learn. This means that
engaging as many sensory, cognitive, emotional, and
social processes in students will increase their
learning potential.” When given the
opportunity to actively engage with the
information they’re learning, students perform better. It
nurtures the brain, giving it an extended opportunity to
connect new and old information, correct previous
misconceptions, and reconsider existing thoughts or
opinions. Even though some students commented that their
participation doesn’t enhance their learning, the
sizable number who indicated the role others
comments play in their learning validates the
importance of encouraging participation from a broader
range of students than might normally volunteer. Further,
students who assert they learn better by listening can be
encouraged to participate at least a moderate amount to
contribute to the learning of others, just as they benefit
from others’ contributions. Although not comprehensive, these
recommendations illustrate the breadth of
strategies instructors can use to increase learning
through discussion (Elise Dallimore., et, al, March 2017).
The goal of increasing participation is not to have every
student participate in the same way or at the same rate.
Instead, it is to create an environment in which all
participants have the opportunity to learn and
 in which the class explores issues and ideas in-depth,
from a variety of viewpoints. Some students will raise their
voices more than others; this variation is a result of
differences in learning preferences as well as differences in
personalities. For example, some students who do not speak
often in class are reflective learners, who typically develop
ideas and questions in their minds before
speaking; others are shy students who feel uncomfortable
speaking in front of groups (at least initially). Many
students who frequently volunteer to contribute are active
learners, who typically think while they speak. The
instructor’s goal is to create conditions that enable
students of various learning preferences and personalities to
contribute. To reach this goal, you will need to take extra
steps to encourage quiet students to speak up and,
occasionally, ask the more verbose students to hold back from
commenting in order to give others a chance (WU St. Louis,
2021).

II. Action Research Question AR Questions

1.What are the solutions to enhance the active classroom
participation of the pupils in teacher and student
discussion?

2.How the students more engage in active classroom

discussion?

3.What are the advantage and disadvantage of

active classroom discussion?
III. Proposal Innovation, Intervention Strategy Describe
Innovation/Intervention/Strategy
First, we need to conduct an assessment to the students'
prior knowledge and design your lessons to build on what they
already know. When new contents linked to what
students already know, they will feel more
successful and engaged.
Next, we must allow students to collaborate. Opportunities
for students to collaborate or even discuss a concept in the
middle of a lesson can be extremely beneficial to student
engagement. Turn and Talk is an excellent strategy in which
students are given a discussion topic and time to quickly
turn and discuss with a partner.
Then during your lessons, assign students a task. Give
students a keyword to listen for throughout the lesson; this
can also be linked to a movement or chant. This
repetition not only improves memory, but it also
keeps students engaged throughout the lesson. Allow
students to choose how they learn. When students believe that
their ideas are unimportant, they tune out.
 IV. Action Research Methods (Describe Action Research Methods)
This study will be employing the descriptive method to gather
data on classroom pupil active participation and their
performance will be assess through the use of instructional
material.

a. Participants/Other sources of Data

In this action research study, the researcher first
developed a definition of participation based on
scientific literature as well as personal reflections.
Any type of student involvement in the
classroom,

b. Data Gathering Method

Following the presentation of the action plan to the
students, a discussion was held on the subject. Agreement
on the proposed actions' implementation was reached. The
length of the action the plan differed depending on the
student group, but it lasted at least one month. Following
the implementation of the action plan in the classrooms, a
survey was used to assess students' perceptions of the
action plan. The survey included ten items that were
scored on a Likert scale based on how much the participant
agreed with each of them (1 being the lowest agreement and
4 the highest agreement).

c. Data Analysis Plan

After reflecting on the experience, the instructors who
took part in this experience documented their perceptions
in writing, providing feedback on the evolution of the
action plan, comments from students, and any other
additional comments.
V V. Action Research Work Plan (Summarize Action Research Work
. Plan)

Active Classroom Discussion

Title Objectives Activities Individ Success Indicator
uals
Involve
d
To promote Explaining the Teacher Students will know how to
the idea that objectives and and demonstrate achievement during
they are procedures for Students the session.
attainable to each activity to
Improving everyone. students.
Active To provide Asking for Teacher The students have an opportunity to
Classroom an easy student and connect themselves to their
Participation marking participation by Students classmates
of the Pupils name
in Teacher To encourage Allowing them Teacher Students will know what and why
and Learner students to time to reflect and they are learning
take more before Students
 Discussion control of her participating
learning
To provide a Inviting students Teacher They engaged to the active
basis for who are noy and classroom discussion.
regularly paying attention Students
checking to participate
learning
[during the
discussion.

V VI. Cost Estimate (Write Cost Estimate)

I
The
. cost or investment of the study will distinguish base on the
price of the printed evaluation sheet and also the price of the
token that will be given to some other teachers.

V VII. Plan for Dissemination and Utilization (Describe how the

I results will be shared)
I
Each
. teacher held an information session prior to implementing this
plan. Provided students with an explanation of the research project
to be conducted and, in turn, particularly, one of the action plan's
goals is to increase participation. Students were informed
that an action plan would be implemented in their
classes beginning that week, which would include the following four
actions: (1) Explaining the objectives and procedures for each
activity to students. (2) Asking for student participation by
name. (3) Allowing them time to reflect before
participating; (4) Inviting students who are not paying attention to
participate

VVIII. References (Write at least three references.)

I
Smart
I Sparrow (2018) what is active learning? Retrieved
fromhttps://www.smartsparrow.com/what-is-active-learning/Elise
I J.
Dallimore,
. et, al. (March 207) How do students learn from
participating in class discussion Retrieved from
https://www.facultyfocus.com/articles/effective-teaching-
strategies/students-learn-participation-class-discussion/Washington
University in St. Louis (2021) Increasing student
participation Retrieved from
https://ctl.wustl.edu/resources/increasing-student-participation/
Reflect

Remember: Reflection is a process of making sense of one’s

previous experience. Please take a look at what you do in
the classroom and think about why you do it. Recall things
that you have done in the previous segment. You may include
your thoughts, feelings, reasoning, relating and
reconstructions about it.

What was your experience in writing the action research

plan?
I learn about the planning of experiments, writing grants
and how to report findings, and gives me hands-on
experience in my field.

What knowledge, attitude, and skills did you have that

helped you accomplish it?
critical thinking and problem solving helps me to
accomplished it. Because of this, I explore many things in
my field study, I do things that I think I can’t but I can.
Work on my Artifacts

Your artifact will be taken from your activity in

preparing an action research plan in this episode. You
will just expand the answer that you have given and place
in the template below.
My initial Action Research Plan

Proposed Title:
_________________________________________________________

I. My Identified Problem:
1. What is the profile of the teachers in terms of:
a. Age
b. Sex
c. Grade level handle
d. experience in the service

II. My Reflection about the Problem

As a teacher, you always want to keep your students as
engaged as possible and inspire them to take an active role
in the learning process. However, teacher-centered learning
plans aren’t always the best teaching methods to keep
students engrossed in their learning.

Active learning strategies are an excellent way to keep

your students inspired and engaged in the topic you’re
teaching as they empower and stimulate a classroom by
putting students at the Centre of the learning process.

III. My Plan of Action:

Discussion-based activities such as case-study analyses,
role playing, and jigsaws encourage students to talk with
one another and with the instructor. To be effective,
however, they typically require clear instructions,
including timelines.

References:
 Ada, N.A. (2005). Towards meeting science and technology manpower
demand for national development: Indicators from Benue State.
In A. Lyam, Y.A. Ochefu, J.A. Sambe, A.M. Adejo (Eds.),
Benue State in Perspective; Makurdi: Aboki Publishers.
Adeyemo, H. K. (2012). Teachers’ work environment as correlate of
classroom management in Ekiti state government secondary schools.
Journal of Emerging Trends in Educational Research and Policy
Studies (JETERAPS), 2(4), 234-238.
Agbe, J. I. and Odeh, R. C. (2015). Introduction to educational
administration and planning. Impact Communications, Makurdi. Pp.
134-145.

Submitted by:

Name: Mary Jane S. Tambong

Degree Pursued: Bachelor of Elementary Education
Name of Institution: Lyceum Northwestern University
SY 2023-2024

JOB WELL DONE!

Remember, in the succeeding episodes, you will be reflecting back
on how you can conduct an Action Research in the different topics
that you will be able to participate and assist.
Good luck to all. Enjoy your journey to becoming a Reflection
Teacher Practitioner!