Fst action research

Field Study and Teaching Internship with Action Research

LET Competencies

• Documentation of experiential learning involves describing authentic experiences from field study and classroom immersion.
• Skills in teaching assistantship and guided classroom teaching are demonstrated.
• Portfolio preparation includes learning classroom management and assessment via direct observation.
• Reflective thinking and teaching can effectively be demonstrated.
• Ability to identify teaching-learning problems and offer research-based recommendations.

Experiential Learning

• Experiential Learning Theory (ELT) defines learning as creating knowledge through experience transformation.
• Knowledge comes from grasping and transforming experience (Kolb, 1984).
• Experience is vital in learning through learning-by-doing and reflective thinking
• Pragmatism: Ideas are from testing or practice; if it works, it's true, known as experimentalism (Pierce), practicalism (James), or instrumentalism (Dewey).
• Progressivism: Change, not permanence, is the essence of reality, with education always developing, and reconstructing experience

Kolb's Model of Experiential Learning (1984)

• Concrete experience (CE) is the action phase, where students try out actions.
• Reflective observation (RO) is observation as students reflect on experiences from different viewpoints.
• Abstract conceptualization (AC) is the integration phase, where students incorporate the experience into knowledge.
• Active experimentation (AE) involves hypothesizing and trial, encouraging students to hypothesize.

Experiential Learning Courses (ELC)

• ELC is a collective program of Field Study and Teaching Internship courses.
• It's a year-long opportunity for authentic experiential learning, field study, and classroom immersion.
• The ELCs include:
• Field Study 1: Observations of Teaching-Learning in Actual School Environment
• Field Study 2: Participation and Teaching Assistantship
• Practice Teaching/Teaching Internship

Alignment and Bases of Experiential Learning Courses

• Philippine Professional Standards for Teachers (PPST) (DepEd Order No. 42, S. 2017) defines teacher quality and development.
• It guides learning and development programs for teachers to implement the K to 12 Program.
• The PPST comprises 7 Domains and 37 Strands

PPST Domains

• Content Knowledge and Pedagogy

• Learning Environment

• Diversity of Learners

• Curriculum and Planning

• Assessment and Reporting

• Community Linkages and Professional Engagement

• Personal Growth and Professional Development

• Competency Framework for Southeast Asian Teachers of the 21st Century (CFSAT 21), contains 11 competencies for instructional design and e-learning programs.

• Licensure Examination for Teachers (LET) Competencies sets standards.

• CHED Memorandum Order Nos. 74-80, 82 s. 2017 outlines programs in education.

Key Acronyms and Terminologies

• Classroom-Based Action Research (CBARs) is research by pre-service teachers (PTs) during internships
• Coaching and Mentoring aids Field Study students and practice teachers in experiential learning.
• Field Study Students (FSS) are pre-service teachers in Field Study courses at partner schools.
• Flexible Learning is a CHED program with different teaching-learning modalities.
• Learning Delivery Modality (LDM) defines teaching-learning in schools, like online, radio, and television instruction.
• The most Essential Learning Competencies (MELCs) is a modified curriculum to address education issues.
• Resource Teachers (RTs) are observed by Field Study Students (FSS) in partner schools.

Selecting Cooperating Schools

-Above average performing school in academics. -Has exemplary educators for mentoring. -Managed by a dedicated administrator.

Selecting Resource Teachers and Cooperating Teachers/Mentors

• Field Study: Any teacher in the Field Study Cooperating School
• Practice Teaching: -Has 3+ years of experience -Performs well -Teaches the student teacher's subject

Field Study Courses

• Core of Field Study 1 is observation.
• A portfolio is required.
• Field Study 1 focuses on Learners, Environment and Teachers
• Learner Diversity considers:
  • Physical (Gross- and fine-motor skills, self-help)
  • Emotional (Moods, temperament, expression, independence)
  • Cognitive (Communication, thinking, problem-solving skills)
  • Social (Interactions, interests)

School Environment

• Safe, clean, orderly and distraction-free
• Challenging activities
• Addresses students' needs

Observation Focus

• Subject matter content
• Lesson presentation
• Organization of the lesson
• Teaching Methods and Strategies
• Rapport/interaction with students
• Student support and assessment
• Classroom management
• Sensitivity to needs -Personal Competencies and classroom appearance

Field Study 2

• The core of FS2 is participation and assistantship which requires a portfolio.
• A Classroom-Based Action Research (CBAR) is required.
• Field Study 2 includes: -Preparation of IMs and Bulletin Boards -Assessment of Learning -Classroom Management

Display Boards

-Communicate information, news, schedules, and values in school.

• Purposes for display boards are: -Decoration -Information -Motivation -Instruction

Classroom Management

• Routine is procedures (attendance, starting class, etc.) and managing interruptions.

Teaching Internship

• A one semester full-time teaching internship in basic education schools using a clinical approach.
• Key People: -Teacher Education Institution -College Supervisors -Cooperating School -Cooperating Teachers act as coaches. -Practice Teachers are pre-service teachers.

Phases of Teaching Internship:

• Orientation, relationship building, onsite tasks, demonstration, evaluation
• Orientation: -Delivered by a college Supervisor in TEI -Covers: subject, policies, terms, discipline, schedules -Orientation is conducted by the Cooperating School Principal -Covers Vision, Mission, core values, expectations and facilities -Third Orientation is done by coordinator and covers values and forms to be accomplished

Onsite tasks

• Planning and teaching
• Checking and evaluating school work

Instructional Materials

• Tools that support teachers in instruction.
• Kinds of Instructional Materials: -Print -Non-print -Electronic

Differentiated Instruction

• Adjusts learning options to suit learners' various needs.
• Mainstreaming integrates special needs learners into regular classes.
• School Forms are essential and should be completed carefully

Community Linkages

• Educational Stakeholders are crucial to education system's success.
• Community-based stakeholders are not direct employees or students.
• School-Based stakeholders includes personnel.
• A Parent-Teacher Conference discusses student progress.

Professional Advancement

-Continuing Professional Development (CPD): -A mandatory license renewal with 45 units.

• In-house training programs are considered for CPD compliance.
• Demonstration Teaching assesses skills, where a lesson is for students or "posing" adults.
• A Detailed Lesson Plan (DLP) is a teacher's "roadmap" for a lesson.
• Teaching Internship Portfolio is a display of learning experiences.
• An electronic portfolio is an online version.

Internship Portfolio Parts:

• Intro, acknowledgements, CV, certificate, readings, journals, evidences, philosophy

Action Research

• Research by teachers for themselves, to improve classrooms, strategies, and assessment.
• Teacher Action Researchers should: -Understand teaching -Develop skills -Improve learning

Overcome research constraints like:

• Time, competence, interest, confidence, statistics, topic, funds, reading, complexity, support

Types of Action Research:

• Individual: one teacher, single classroom issue
• Collaborative: multiple teachers, common problem
• School-Wide: school-wide participation
• District-Wide: district-level participation

Varieties of Action Research

• Diagnostic: Researcher defines, Participatory: Data supported; Empirical: Evidence backed; Experimental: Scientific Approach.
• Action Research vs. Formal Research differs goals, data, sampling, design, results, output, conclusion, recommendation

Research Steps

• Research ethics guide data and reporting and should be followed for action research.
• Ethical practices are: Hope, Caring, Openness, Responsibility

Action Research Tools

• In conclusion action research should include the following steps starting with identify a problem, define an intervention, then apply the intervention and collect the data.
• Analysis of data and the conclusion should be taken and action based results and shared. -Ecological Behavior, personal Diaries, and focused Interviews are key methods in data collection and analysis. -Group Discussions help to understand different issues, structured observations, or evaluation performed or artifact tests.

Structured action techniques

• Tests improve survey questionnaires, and authentic assessments improves measurement.
• Other analysis includes portfolio, documentary, narratives, projective techniques, of multiple data sources.

Other ethics of responsible AI

• Hope, Caring, Openness, and Responsibility
• Action Research: ask for approve -Action researchers can share findings and collaborate to further research.