St. Louise de Marillac College of Bogo, Cebu, Inc.

Sor Dorotea Rubio Street, Bogo City, 6010, Cebu, Philippines

Contact Numbers: (032) 434-7160, (032) 260-1365 or 0967-012-7261
Member: Daughters of Charity – St. Louise de Marillac Educational System (DC- SLMES)

LEARNING EPISODE Matching

FIELD STUDY 2 4 Problematic Learning
Situation with
Probable Action

To have a meaningful and successful accomplishment in this FS episode, be sure to read

through the whole episode before participating and assisting your FS 2 Resource Teacher’s class.
Note all the information you will need and tasks you will need to do before working on this
episode.

I. TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

1. Analyze teaching learning problems prevailing in the classroom

2. List matching action as a probable solution to the teaching-learning problems

II. CLARIFY Your Task

Matching Problematic Learning Situations with Probable Actions as Solutions

Identifying a problem is a tricky task. Action research begins with identifying a problem.
Oftentimes, it is one of the difficult things to begin with. When a researcher was asked: “Have
you identified a problem for your actions research?” Common answer will be: “My problem is
that I do not have a problem.” Ironical, isn’t it?

If you observe and notice closely the teaching-learning environment in the classroom, you
will discover a lot of problematic situations. You must have also observed this problematic
situation when you did your FS 1 course.

But matching these problems with appropriate action is trickier

III. Participate and Assist

A group of more than six hundred (600) teachers was surveyed and asked what teaching
learning problems confront them. Here their answers put together.
 Study the wordle below. Each word represents an issue or a problem which was reported
by teachers in the field. Which o =f the words do you recognize as a problem? Choose around
five (5) words that you have also identified as problem in teaching-learning.

What five problems have you identified from the words that you have encircled? Make a
statement. Write in the space below.

The problem I identified are:

1. New normal set up of learning.
2. Absenteeism of students.
3. Lack of discipline studies.
4. Distribution of learning materials.
5. Financial assistance for teachers.

Suppose the problem you spotted is COMPREHENSION.

How can you assist your mentor, after knowing that the learners have difficulty in
comprehension? ____________________________________________________________________________________
Make a Choice for your Action

A. Conduct a tutorial lesson.

B. Show video lessons to help enhance comprehension.

C. Make a learning task to develop comprehension

Suppose you choose letter A. Conduct a tutorial. So, you have identified the SOLUTION that

matches the PROBLEM which is Difficulty in Comprehension

The Problem is: The Action is:

Difficulty in Comprehension
of Conduct a Tutorial

Can you also choose letter B: Show video lesson as a SOLUTION for the same PROBLEM?

Explain: ______________________________________________________________________________________________

The Problem is: The Action is:

Difficulty in Comprehension
Show Video Lessons
of

What about letter C as a SOLUTION to the same PROBLEM?

Why? ________________________________________________________________________________________________

The Problem is: The Action is:

Difficulty in Comprehension Make learning tasks to

of improve comprehension
 What have you noticed of the problem identified above? Can there be more than one

solution to the problem? Explain

Of course, there will be more than one solution to a problem. But as I experienced having more than one
solution to a problem caused another kind of problem. More choices of solution provide more chance of
solving the problem.

A creative and innovative teacher can find one or more than one solution or answers to
the same problem. Each solution matches with the problem. The more solution identified to
choose form, the better for an action researcher.

I. OBSERVE, ANALYZE, REFLECT

A. ANALYZE
Let us try to look into the following scenarios in the daily life of a teacher. This
scenario might also be similar to your experiences in the past.

SCENARIO A: Miss Fely is a grade four teacher in a typical elementary school. She has
forty (40) learners in her class. One-half of them cannot classify
animals into vertebrates and invertebrates. She has been repeating the
same science lesson for two weeks, yet no progress was observed. This
situation has been bothering Miss Fely.

 Can you identify, Miss Fely’s problem?

To make her students understand and classify the differences between vertebrates and
invertebrates.
 Can you find a solution to solve her problem? Give two suggestions.
a. Try to download videos that will show the differences between vertebrates and
invertebrates.
b. Observe her students and look what’s really their problem.
 What solution can solve Miss Fely’s problem?
Integrate technology in her teaching process.

How? Let the students watch videos about vertebrates and invertebrates. Many
downloaded videos, higher possibilities of understanding.

Are they matched with the problem? Of course it will match the problem.
Integrating technology in teaching is such a big help for every teachers.

SCENARIO B: Sir Ryan teaches in a disadvantage urban community. Most of his

learners come from families that are disrupted, with single parent or guardians who
stand as parents. They are deprived of the necessary food, clothing, and shelter.
 Can you identify the most probable teaching-learning problem/s in the class of
Sir Ryan?
a. Lack of learning materials and resources.
b. Students’ lack of energy and focus.

 Can you propose a solution to solve one of the problems that you have identified?
As a future teacher, I can create an organization or groups that will raise funds
for students.

B. REFLECT
After reading the two scenarios given above, how would identifying problematic situations
and finding solutions to these problems help you to become a better teacher.
Explain:
As a future teacher, it is really necessary to easily point out what’s the problem inside and
outside of the classroom and then think an immediate solution to that.

II. Write Action Research Prompts

Using any one of the problems in this activity, answer the AR prompts that follow:
1. Observe
What problematic situation prevails in the classroom?
Students’ lack of interest and motivation.

2. Reflect
What changes do you want to achieve?
I want my 100% attention and focus of my students on my class discussion. I want them to
engage themselves on my teaching-learning process. I want to help them to overcome any
anxiety, stress and depression they experiencing either it is personal, family problem and
academic difficulty.

3. Plan
What strategies do you use to improve the situation?
I will meet their parents and discuss some matters regarding their child’s attitudes inside
their home and what they notice every time their child is alone. Additionally, I will always
consult and ask my students whenever I notice some sudden change of their moods and
attitudes inside the classroom or during my class discussion. I will talk to them privately.

4. Act
What would be the title of my action research should you conduct the study?
Increasing student’s interest and motivation as a good opportunity for student’s learning.
VI. Work on my Artifacts
(your artifact will be the Abstract of a completed Action Research)

I. Title of Action Research

Propelling Students Into Active Grammar Participation
II. Authors
D.A. Jurhill

III. Abstract
O! This learning, what a thing it is. -W. Shakespeare, The Taming of the Shrew
The aim of this action research was to find out if active grammar involvement amongst
students might lead to better results. My approach was to activate my students during
grammar instruction by using cooperative learning: that is a form of learning in which
teachers favour the instructional use of small groups through which students work
together to maximize their own and each other’s learning (Johnson, Johnson, & Holubec,
1991). My motivation was to instil a more active attitude towards grammar instruction
among my students. I used three groups, of 26-30 students each that participated in this
study: one experimental group and two control groups. I incorporated the Jigsaw
Method in my experimental group. I divided this group into small groups with one mini-expert
who would explain grammar to others. After two cycles the findings were promising. The
students of my experimental group scored higher and were more actively involved during
the grammar lessons than their peers of the control groups. Though this approach to
grammar seems to have worked in my school practice I do advise to study the effects of
cooperative learning in grammar education holistically over a longer period of time.

IV. Identify the Problem of the Study

Find out if active grammar involvement among students might lead to better results.

V. Identify the Action Taken in the Study

The researcher instils a more active attitude towards grammar instruction amongst his
students. He used three groups, of 26-30 students each that participated in this study: one
experimental group and two control groups. He incorporated the Jigsaw Method in my
experimental group. I divided this group into small groups with one mini-expert who
would explain grammar to others. After two cycles the findings were promising. The
students of his experimental group scored higher and were more actively involved during
the grammar lessons than their peers of the control groups. Though this approach to
grammar seems to have worked in my school practice he do advise to study the effects of
cooperative learning in grammar education holistically over a longer period of time.