TEACHERS

as Reflective Practitioners
ACTION RESEARCH
for Continuous Improvement

Jovito C. Anito, Jr.

Member, Division 1- NRCP
Asst. Professorial Lecturer 5, DLSU Manila
Director for Trainings, A&A Knowledge Base
Remember Me
Research
as CPD for
Teachers
Research as CPD for Teachers
Research as CPD for Teachers
Research as CPD for Teachers
Research as CPD for Teachers

• Continuous Improvement of Professional

Practices
– Systematic examination of one’s "OWN”
professional practices in any operating units
in education (school, classroom, office)
• Contribution to the Discipline
– Involvement in research projects that
translate to policies and decisions in
education
• Academic/Professional Networking
– Brings about many “Opportunities”
 ACTION RESEARCH
• the basis of how a school works
• the intellectual life blood of the teachers
• the fundamental support of our teaching
• basis of support for our community
DepEd Order No. 16 s. 2017
ACTION RESEARCH - is a process of
systematic, reflective inquiry to
improve educational practices or
resolve problems in any operating
unit (i.e. school, classroom, office)
 REFLECTIVE PRACTICE
Self-evaluation and
Reflection are
emphasized in the
conduct of ACTION
RESEARCH - which
boost reflective
practice of the teacher
in the classroom.
 Why Action Research?
• AR gives educators new opportunities to reflect
on and assess their teaching practices;
• To explore and test new ideas, methods, and
materials;
• To assess how effective the new approaches were;
• To share feedback with fellow team members;
• To make decisions about which new approaches to
include in the practice of teaching.
ACTION RESEARCH ignites the
innate capability of teachers
to accountability and
responsibility to achieve
educational reforms and
teacher quality.
Action Research is a process through which TEACHERS
collaborate in evaluating their practice, try out new
strategies, and record their work in a form that is
understandable by other teachers.
Elliot (1991)
Conducting AR provides an avenue to reflect
on one’s OWN TEACHING PRACTICES and
engage in self-directed learning.

(Rawlinson & Little, 2004)

 T E A M

• Action Research is a participatory,

democratic process concerned with
developing practical knowledge in the
pursuit of worthwhile human
purposes (Reason & Bradbury, 2001)
Educational Action Research Framework
§ rigorous data
Col l a bor ati ve collection
§ knowlege
generation
§ reflection
§ distinctive
action/change
elements

or mati ve
Transf

PRACTICAL SOLUTIONS
DepED Collaboration
Educational Action Research
Three Approaches
ØIndividual Teacher Research
ØCollaborative Action Research
ØSchool-wide Action Research
Types of EAR (Sagor, 2006)

• Type 1 EAR: descriptive studies

- understanding what is
• Type 2 EAR: quasi-experimental studies
-testing implementation theories
• Type 3 EAR: case study
-evaluation of impact of implemented
change
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

1. Articulation of objectives
2. Partnership and participation
3. Actionability
4. Contribution to educational theory and practice
5. Methods and processes
6. Reflexivity
7. Significance
Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

1. Ar ticulation of objecti v es
address some real issue or concern expressed by the
participants themselves; remain open to amendment
throughout the process - as participants develop a deeper
understanding of the issue, the objectives of the research
should reflect these changes.
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

2. Partnership and participation

Articulating the nature of the
partnerships - acknowledging how
research questions are developed,
how data are collected and analyzed,
and how change is initiated and
sustained as a result of the research
process are important in determining
the quality of Educational Action
Research processes.
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

3. Actionability
Educational Action Research should be judged in part on
how effective the process is in creating positive change.
“Research that produces nothing but books will not
suffice.” - (Kurt Lewin (1946)
- the iterative nature of action research provides
opportunities for us to apply the understanding gained
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

4. Contribution to educational theory and

practice
The work of Educational Action Researchers make a
substantial contribution to our understanding
of the larger field of education; focus on the
transferability of knowledge rather than on a
more conventional notion of generalizability.
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

5. Methods and processes

By “telling the story” of the
research process, Educational
Action Researchers are able to
provide other researchers and
practitioners with the kind of
detailed narrative needed to
understand, adapt, and apply the
process in their own contexts.
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)
6. REFLEXIVITY
Educational action researchers should articulate this
process of reflection in their discussions of their research
in order to allow others to follow their sense-making
processes.
 Quality Criteria for Educational Action Research
(Brydon-Miller , Prudente and Aguja, 2017)

7. Significance
we must ask ourselves whether or not the research
matters - to the children in our own
classrooms, their parents, and community; and
whether it provides useful knowledge to our
fellow educators and others interested in
improving the educational system.

USEFULNESS
 Ethics of Educational Action Research
shared values stance which focuses on respect for
people’s knowledge, a commitment to
democratic practice, and a belief in the
possibility of creating positive social change

consider the values that are most important to

them and their research partners in guiding their
actions; must be articulated and operationalized
– Structured Ethical Reflection Process (Brydon-
Miller et al, 2015)
 Identify an
Area of Focus

Develop an
Collect Data
How is Action
Action Plan
Research Done?
Analyze and
Interpret Data

• Using a Cyclic or Spiral process which alternates

between Action and Critical Reflection
• Continuously refining methods, data and
interpretation in the light of the understanding
developed in the earlier cycles.
(Mills, 2000)
Cycles in Action Research
Source: Adapted from Mertler and Charles, 2011
 ACTION RESEARCH PROCESS
• is an emergent process - which takes
shape as understanding increases;
• is an iterative process - which converges
towards a better understanding of what
happens;
• is a participative process - change is
usually easier to achieve when those affected
by the change are involved
Key Characteristics of AR
• A practical focus
• The educator-researcher s own practices
• Collaboration
• Dynamic process
• A Plan of Action
• Sharing research
 Practical focus
• A problem of practice that will have
immediate benefits for
–Single teacher
–Schools
–Communities
 Study of the educator-researcher s own
practices

• Self-reflective research by the educator-

researchers turns the lens on their own
practices.
Action research is collaborative in nature, involving groups of
people exploring and challenging the constraints of their
professional lives.
Students
Community
Teachers Stakeholders

Collaborative
Team

Parents
Staff

Administrators
Collaboration
 AR as a Dynamic Process
• Dynamic process of spiraling
back and forth among
reflection, data collection,
and action
• Does not follow a linear
pattern
• Does not follow a causal
sequence from problem to
action
• the action researcher develops a plan of action
• formal or informal; involve a few individuals or
an entire community
• may be presenting data to stakeholders,
establishing a pilot program, or exploring new
practices
 Sharing Research

• Groups of stakeholders
• Local schools, educational personnel
• Local or regional individuals
• Not specifically interested in publication but in
sharing with individuals or groups who can
promote change
Action Research
METHODS
OBSERVATION OF INTERACTIONS

-different research
methods illuminate only
particular aspects of a ANALYSIS OF INTERVIEW
situation; CHILDREN’S WITHCHILDREN
WORK
-take a look at the
situation from different
perspectives;
-need to employ
TRIANGULATION
ØAction research is about education professionals
striving to understand and to improve their practice.

ØAction research proceeds through a process of

planning, action and reflection upon action. This can
be thought of as an action-reflection cycle.
ØAction research involves the gathering of
evidences about practice.
ØAction research involves teachers and education
professionals trying to see the effects of planned
change in their practice.
ØAction research strives to be systematic
and rigorous.

ØAnalysis and knowledge formation in action

research belong to the practitioner.
• Action research “offers a
process by which current
practice can be changed toward
better practice” (Mertler,
2012).

• Through action research,

teachers are charged with the
goal of lifelong learning,
critical reflection, and
improving professional practice
with the goal of increasing
student learning.
“Action Research is a systematic inquiry
conducted by teachers and other educators
to find solutions for critical, challenging,
relevant issues in their classrooms and
schools.”

Mills, Geoffrey E. (2014). Action Research: A Guide for the Teacher Researcher.
 A little bit of history….

• the practice of action research dates back into the 1930s,

when Kurt Lewin became known as the originator of
action research
• use of Force Field Analysis to understand the many
factors that can effect situations for learning; An issue is
held in balance by the interaction of two opposing sets
of forces - those seeking to promote change (driving
forces) and those attempting to maintain status quo
(restraining forces)
FORCE FIELD ANALYSIS
 PLC

“…A Professional Learning Community (PLC) is a

collaboration of teachers, administrators, parents, and
students, who work together to seek out best practices,
test them in the classroom, continuously improve
processes, and focus on results.”
(Rick DuFour, 2002)
Professional
someone with expertise in a specialized field, an individual
who has not only pursued advanced training to enter the
field, but who is also expected to remain current in its
evolving knowledge base.
Learning
must engage in the ongoing study and constant practice
that characterize an organization committed to continuous
improvement
Community
a group linked by common interests; an intense crucible for
personal growth
 Professional
Learning
Community
• Key to improved learning for students is continuous
job-embedded learning for educators
• “an ongoing process in which educators work
collaboratively in recurring cycles of collective inquiry
and action research to achieve better results for the
students they serve”
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for
Professional Learning Communities at Work™, pp. 2–4.
Fundamental Assumptions
1. We can make a difference: Our schools can be
more effective.
2. Improving our people is the key to improving
our schools.
3. Significant school improvement will impact
teaching and learning.

T E A M

PLC or LAC
Professional Learning Community
The ONE Thing
in a Professional Learning Community, “learning” rather
than “teaching” is the fundamental purpose
of your school. ADMINISTRATORS
STUDENTS

Three Big Ideas

•Focus on Learning
•Collaboration
•Focus on Results

TEACHERS PARENTS
Four Corollary Questions
1. What should students know and be able to do
as a result of this course, class, or grade level?
2. How will we know that the students are not
learning?
3. How do we respond when students do not
learn?
4. How do we respond when students learn more?
Six Characteristics
1. Shared mission, vision, values and goals
2. Collaborative culture
3. Collective Inquiry
4. Action Orientation/Experimentation
5. Commitment to Continuous Improvement
6. Results Orientation

PLC
1. Shared mission, vision, values and goals
What distinguishes a learning community from an
ordinary school is its collective commitment to
guiding principles that articulate what the staff of
the school believes and that govern their actions and
behaviors.
2. Collaborative culture
Professionals in a learning community work in teams
that share a common purpose. They learn from each
other and create the momentum that drives
improvement. They build within the organization the
structure and vehicles that make collaborative work and
learning effective and productive.

STUDENTS ADMINISTRATORS

PARENTS
TEACHERS
3. Collective Inquiry
•People in a learning community relentlessly question the status
quo, seek new methods of teaching and learning, test the methods,
and then reflect on the results.
üThey reflect publicly on their beliefs and challenge each other’s
beliefs.
üThey share insights and hammer out common meanings.
üThey work jointly to plan and test actions and initiatives.
üThey coordinate their actions, so that the work of each individual
contributes to the common effort.
4. Action Orientation/Experimentation
Members of professional learning communities
constantly turn their learning and insights into action.
They recognize the importance of engagement and
experience in learning and in testing new ideas.
5. Commitment to Continuous Improvement
Members of a learning organization are not content with the status
quo and continually seek ways to bring present reality closer to
future ideal. They constantly ask themselves and each other:
Ø What is our purpose?
Ø What do we hope to achieve?
Ø What are our strategies for improving?
Ø How will we assess our efforts?
6. Results orientation
Professionals in a learning organization recognize that no matter
how well-intentioned the efforts, the only valid judgment of
improvement is observable and measurable results. Assessment
and re-evaluation are the keys to continued improvement.
Collective inquiry, action orientation and experimentation,
commitment to continuous improvement, and results orientation
are the four habits of highly effective teams.
PLAN DO STUDY ACT
Step 1: Identifying and Limiting the Topic
Deciding exactly what to study
Ø Since personal and professional experiences are so
central to teacher-initiated action research,
possible topics for investigation might be anything
about which you are curious, that piques your
interest, or that intrigues you in any way.

Ø Essentially, you are looking to identify some topic

that you would genuinely like to examine in depth
(Johnson, 2008).
Step 2: Gathering Information
Ø the next step is preliminary information
gathering, a process that Mills (2011) refers to
as reconnaissance.

Ø doing reconnaissance involves taking time to

reflect on your own beliefs and to gain a better
understanding of the nature and context of
your research problem (Mills, 2011)

Ø Doing reconnaissance takes three forms: self-

reflection, description, and explanation.
Step 3: Reviewing the Related Literature
Ø the purpose of reviewing this information is to help the
teacher-researcher make informed decisions about the
research focus and plan

Ø this related information can provide guidance for defining

or limiting the problem, for developing an appropriate
research design, or for selecting legitimate instruments or
techniques for collecting data

Ø this activity provides an opportunity for the action research

to connect existing theory and research to actual classroom
practice
Step 4: Developing a Research Plan
Ø specifying research questions and hypotheses; Every
part of the action research study should be done so as
to facilitate finding an answer to the research question.
Ø Identifying the variables that are central to the action
research investigation; a variable is in essence the
actual characteristic or behavior upon which data will be
collected. For this reason, it is critical that variables be
observable and measurable.
Ø deciding who can provide the data that are needed, how
many participants are needed for the study, and how to
gain access to those individuals
Ø paying close attention to the issue of research ethics.
Step 5: Implementing the Plan and
Collecting Data
Ø Observe participants involved in the educational process.
Field notes are used to describe in detail what you see,
hear or experience

Ø Interviews (oral) or survey questionnaire (written) may

be used to enquire

Ø examine and analyze existing documents or records

Ø Quantitative measures and other formal assessments
routinely used in schools (e.g. checklists, rating scales,
tests, etc.)
At the very least….TRIANGULATE.
 Taxonomy of Action Research
Data Collection Techniques
Action Research
Data Collection Techniques
(The Three E s))
Examining
Experiencing
Enquiring (By using records)
(By observing)
(By asking) Archival documents
Participant Observation Journals
Informal Interview
(Active participant)
Structured formal Maps
Interview Audio and
Questionnaires Videotapes
Passive Observer
Attitude Scales Artifacts
Standardized Tests Fieldnotes
Step 6: Analyzing the Data
ØIt is imperative to remember that the analysis
of data must “match” the research question(s)
being addressed

ØQualitative data are appropriately analyzed by

means of an inductive process, where the action
researcher examines all data for patterns and
similarities

ØQuantitative data may be analyzed through the

use of either descriptive statistics or inferential
statistics
Step 7: Developing an ACTION PLAN
Ø It is the ultimate goal of any action research
study-the ACTION part of Action Research
Ø Essentially, it is a proposed strategy for
implementing the results of the action
research project.
Ø As the action plan is implemented, its
effectiveness must continually be monitored,
evaluated, and revised, thus perpetuating the
cyclical nature of action research
Ø Prepare a formal document outlining the
action plan; clearly delineated guidelines for
implementing possible solutions.
Step 8: Sharing and Communicating
the Results
Ø An important part of any research study is the
reporting or sharing of results with others in the
educational community at large.

Ø The presentation of results can take a variety of

forms- the most appreciative audience for
presentations of AR results is often our own
colleagues. Results can be shared with this type of
audience in an informal manner.

Ø Results can also be disseminated to larger

educational audiences, typically in formal settings
Step 9: Reflecting on the Process
Ø Reflection is a crucial step in the AR process,
since this is where the teacher-researcher
reviews what has been done, determines its
effectiveness, and makes decisions about
possible revisions for future implementations
of the project.

Ø the teacher-researcher should engage in

reflective practice throughout the entire AR
project; allowing the teacher-researcher to
continuously monitor the progress of the AR
project.
The Plan-Do-Study-Act The PDSA model is one
(PDSA) cycle is one example of taking action,
method that teachers as or conducting action
a group can use to research, with the goal of
assess the impact of continuous improvement
their teaching and to and lifelong learning.
systematize their
continuous
improvement (Byrnes &
Baxter, 2005).
PLAN
Defining the System
ØWhich standard(s) do I wish to address? Why?
ØWhat improvement in student learning and
reading & reading & writing am I looking for?
ØHow am I currently planning for instruction?
How is my current planning impacting student
learning?
ØWhat data could I collect to measure my
current method of planning and its impact on
student achievement?
PLAN
Assess the Current Situation
ØWhat do I know about my students’ current
level of learning? How are students
currently performing?
ØCollect baseline data according to the
measures selected in “Defining the System”.
PLAN
Analyze the Causes
Regarding my planning for instruction, what
could be causing the student results that I
am currently getting?
Can I identify the root cause that is
producing the results I am getting?
Developing a theory- What planning
strategies will improve student learning?
DO
Try Out the Improvement Theory
Ø Develop an action plan based on root
causes identified & the improvement
theory created in the previous step.
Determine the necessary steps to carry
out the action.
Ø Collect data again after several weeks of
implementing the action plan and
compare to the baseline data.
STUDY
Study the Results
Did my improvement theory work? What
improvement in student learning has
occurred?
What changes have occurred in my planning
for instruction?
STUDY
Standardize Improvement
Ø How has my professional planning
changed? How will I sustain these
changes?
Ø How have changes in my professional
planning improved student learning?
Ø How will I sustain these changes?
Ø How will I measure the future impact of
planning on student learning?
ACT

Plan for Continuous Improvement

Ø How will I plan future instruction?
Ø What is the next area of instruction to use
the PDSA cycle to improve?
Teaching molecular genetics
in a metacognitive-oriented
environment

De La Salle University
Br. Andrew Gonzalez College of Education
Science Education Department

RICHARD DEANNE C. SAGUN

Associate Teacher
Ateneo de Manila Junior High School
Loyola Heights, Quezon City
[email protected]
Teaching molecular genetics in a metacognitive-
oriented environment

Phase 1. PLAN STAGE

Development and Preparation of the Metacognitive-Enhanced Learning Materials
in Molecular Genetics (MELMMG)

Phase 2. DO STAGE
Adoption and Implementation of MELMMG

Phase 3. STUDY STAGE

Exploring and Analyzing the Effects of MELMMG on the Learners’ Metacognition,
Self-Efficacy, Conceptual Knowledge on Molecular Genetics, and Views on the
Metacognitive Learning Environment

Phase 4. ACT STAGE

Completion of the First Cycle of the Study and Communication of Results
 Plan for Continuous Improvement
Embracing Kaizen as part of
a system of continuous
improvement in an
education institution would
necessitate that the
stakeholders believe that all
that they do is based in the
mission of hard work in
order to produce change for
the better.
 Are you ready to commit
to CONTINUOUS IMPROVEMENT?
jovito.a
nito@d
lsu.edu
.ph
 OUTPUT Checklist
• Full Proposal
• Action Plan
– GANTT Chart
– Budget Proposal