 Unfreezer

 Point of Reflection
 Research
The Value of Research
 Walk Through of the
Curriculum Guides
 Principles of Learning
 Principles of Instruction
 Preparing to Teach
Research
 Workshop
 Presentation of Output
 Growing Good Corn
He who knows not and He who knows not and
He whonot
knows knows not
he knows not, knows he knows not,
andisknows
he not he
a FOOL... he is SIMPLE...
knows not,
SHUN he is a
him... TEACH him...
fool- shun him;

There are four

kinds of men...

He who knows and He who knows and

knows not he knows, knows he knows,
he is ASLEEP... he is WISE...
WAKE him up... FOLLOW him...
 RESEARCH
Research . . .
That’s a high-hat
word. What’s in it for
me anyway?
 What is Research?
Research is a state of mind --- a friendly, welcoming
attitude towards change. (C.F. Kettering)
How can I make
tomorrow better
than today?

• It is necessary to try
Ooops! I’m in a fix …
to surpass one’s
I want out!
self always; this
There must be a way
occupation ought to
out of this snag.
last as long as life.
- Queen Christina -
The Value of Research
I survived yesterday.
Let me see now …
Today, well … Let Kay What will my study
and PS seek for change. be worth?
Tomorrow...Ho-hum…
 The Value of
Research NEW
SKILLS/
PRACTICES /
BEHAVIORS
NEW
KNOWLEDGE

IMPROVED
CONDITION /
RESEARCH
WELFARE

NEW TOOLS /
NEW DEVICES /
TECHNOLOGY APPROACHES

(FP David, 2002)

The Value of Research
1. It is an avenue for:
 discovering new ideas.
 exploring new and better ways
of doing things.
 confirming the effectiveness of
current practices, or for
validating prevailing theories.
 generating new principles,
assumptions, and approaches
 The Value of Research
2. It provides data to
 solve problems with a significant
degree of confidence
 approximate better decisions

3. It poses challenges towards

improvement or development
of new materials.
 The Value of Research
4. It directs efforts in identifying
and utilizing appropriate
interventions.
5. It develops one’s reasoning
and writing skills, and
exercises critical and
analytical thinking skills.
 PRACTICAL RESEARCH 1
CONTENT CONTENT STANDARD
Nature of Inquiry and The learner demonstrates
understanding of:
Research
1.Importance of research in daily of research in making
life
2.Characteristics, processes, and
ethics of research
3.Quantitative and qualitative
research
4.Kinds of research across fields
Qualitative Research The learner demonstrates
and its Importance in understanding of:
1.The value of qualitative
Daily Life
research; its kinds,
characteristics, uses, strengths
and weaknesses
2.The importance of qualitative
research across fields of inquiry
PERFORMANCE LEARNING
STANDARD COMPETENCIES
The learner is able to: The learner:
1.Share research experiences
and knowledge
Use appropriate kinds
2.Explains the importance of
research in daily life
decisions 3.Describe characteristics,
processes and ethics of
research
4.Differentiates quantitative
from qualitative research
5.Provides examples of
research in areas of human
interest
The learner is able to: The learner:
1.Describes characteristics,
Decide on suitable strengths, weaknesses and
qualitative research in kinds of qualitative research
different areas of 2. Illustrates the importance
interest of qualitative research
across fields
 PRACTICAL RESEARCH 1
CONTENT CONTENT STANDARD PERFORMANCE LEARNING
STANDARD COMPETENCIES
Identifying the Inquiry The learner demonstrates The learner is able to: The learner:
1.Designs a research problem
and Stating the understanding of:
Formulate clearly the related to daily life
1.The range of research topics
Problem in the area of inquiry
statement of the 2.Writes a research title
3.Describes the justifications/
research problem
2.The value of research in the reasons for conducting the research
area of interest 4.States research questions
3.The specificity and feasibility 5.Indicates scope and delimitation
of research
of the problem posed
6.Cites benefits and beneficiaries of
research
7.Presents written statement of the
problem

The learner demonstrates The learner is able to: The learner:

Learning from Others understanding of: 1.select, cite, and synthesize 1. Selects relevant literature
and Reviewing the 1.Criteria in selecting , citing and properly related literature 2. Cites related literature using
synthesizing related literature 2.Use sources according standard style (APA, MLA or
Literature 2.Ethical standards in writing ethical standards Chicago Manual of Style)
related literature 3.Present written review of 3. Synthesizes information from
related literature relevant literature
4. Writes coherent review of
literature
5. Follows ethical standards in
writing related literature
6. Presents written review of
literature
 PRACTICAL RESEARCH 1
CONTENT CONTENT STANDARD
Understanding Data The learner demonstrates
understanding of:
and Ways to
1.Qualitative research designs
Systematically Collect 2.The description of smaple
Data
3.Data collection and analysis
procedures such as survey,
interview and observation
4.The application of creative
design principles for execution
Finding Answers The learner demonstrates
understanding of:
through Data Observation and interview
Collection procedures and skills
Analyzing the
Drawing out patterns and
Meaning of the Data themes from data
and Drawing
Conclusions
PERFORMANCE LEARNING
STANDARD COMPETENCIES
The learner is able to: The learner:
1.Chooses appropriate
1.Describe qualitative qualitative research design
research 2.Describes sampling
designs,sample, and procedure and sample
data collection and 3.Plans data collection and
analysis procedures analysis procedures
2.Apply imaginatively 4.Presents written research
art/ design principles to methodology
create artwork 5.Utilizes materials and
techniques to produce creative
work
The learner is able to: The learner:
1.Gather relevant 1. Collects data through
ninformation with observation and
intellectual honesty interviews
Analyze and draw out The learner:
patterns and 1. Infers and explain patterns
themes with and themes from data
intellectual honesty 2. Relates the findings with
pertinent literature
 PRACTICAL RESEARCH 1
CONTENT CONTENT STANDARD PERFORMANCE LEARNING
STANDARD COMPETENCIES
Reporting and Sharing The learner demonstrates The learner is able to: The learner:
the Findings understanding of: 1.Draws conclusions from
1.Guidelines in making 1.Form logical patterns and themes
conclusions and conclusions 2.Formulates
recommendations 2.Make recommendations based
2.Techniques in listing recommendations on conclusions
references based on conclusions 3.List references
3.The process of report 3.Write and present a 4.Presents a written
writing clear report research report

The learner demonstrates The learner is able to: The learner:

understanding of: Execute best design
Selection criteria and 5. Finalizes and present
process of best design best design
6. Writes a short
description and
present best design
 PRACTICAL RESEARCH 2
CONTENT CONTENT STANDARD
Nature of Inquiry and The learner demonstrates
understanding of:
Research
1.The characteristics,
strengths, weaknesses, and
kinds of quantitative
research
2.The importance of
quantitative research across
fields
3.The nature of variables
Identifying the Inquiry The learner demonstrates
and Stating the understanding of:
Problem 1.The range of research
topics in the area of inquiry
2.The value of research in
the area of interest
3.The specificity and
feasibility of the problem
PERFORMANCE LEARNING
STANDARD COMPETENCIES
The learner is able to: The learner:
1.Describes characteristics,
strengths, weaknesses and
Decide on suitable
kinds of quantitative
quantitative research research
in different areas of 2.Illustrates the importance
interest of quantitative research
across fields
3.Differentiates kinds of
variables and their uses
The learner is able to: The learner:
1.Designs a research useful in
Formulate clearly the daily life
2.Writes a research title
statement of research
3.Describes background of
problem
research
4.States research questions
5.Indicates scope and
delimitation of study
6.Cites benefits and beneficiaries
of study
 PRACTICAL RESEARCH 2
CONTENT CONTENT STANDARD PERFORMANCE LEARNING
STANDARD COMPETENCIES

Learning from Others The learner demonstrates The learner is able to: The learner:
and Reviewing the understanding of:
1.Select, site and synthesize 1.Selects relevant literature
literature 1.The criteria in selecting, citing, and judiciously related literature 2.Cites related literature using standard
style (APA, MLA or Chicago Manual of
synthesizing related literature and use sources according to Style)
2.The ethical standards in writing ethical standards 3.Synthesizes information from relevant
related literature 2.Formulate clearly literature
conceptual framework, 4.Writes coherent review of literature
3.The formulation of conceptual 5.Follows ethical standards in writing
framework research hypotheses (if
related literature
4.The research hypotheses (if appropriate) and define 6.Illustrates and explain conceptual
appropriate) terms used in the study framework
5.The definition of terms as used in 3.Present objectively written 7.Defines terms used in study
review of related literature 8.List research hypotheses (if
the study appropriate)
and conceptual framework
9.Presents written review of related
literature and conceptual framework

Understanding Data The learner demonstrates The learner is able to: The learner:
and Ways to understanding of: 1.Chooses appropriate
Describe adequately quantitave research design
Systematically Collect quantitative research 2.Describes sampling
Data 1.Quantitative research designs, sample, instrument
procedures and the sample
designs used, intervention (if
applicable) data collection
2.Description of sample and analysis
 PRACTICAL RESEARCH 2
CONTENT CONTENT STANDARD
3. Instrument development
4. Description of
intervention (if applicable)
5. Data collection and
analysis procedures such as
surveys, interview and
observation
6. Guidelines in writing
research methodology
The application of
art/design fundamentals
for execution
Finding Answers The learner demonstrates
through Data understanding of:
1.Data collection procedures
Collection
and skills using varied
instruments
PERFORMANCE LEARNING
STANDARD COMPETENCIES
3. Contrsucts an instrment
and establishes its validity
and reliability
4. Describes intervention(if
applicable)
5. Plans data collection
procedure
6. Plans data analysis using
statistics and hopothesis
testing (if applicable)
7. Presents written research
methodology
Apply imaginatively 8. Implements design
art/design principles principles to produce
to create artwork creative artwork
The learner is able to: The learner:
1.Collects data using
Gather and analyze data appropriate instruments
with intellectual 2.Presents and interprets
honesty, using suitable data in tabular and graphical
 PRACTICAL RESEARCH 2
CONTENT CONTENT STANDARD PERFORMANCE LEARNING
STANDARD COMPETENCIES

Reporting and Sharing The learner demonstrates The learner is able to: The learner:
Findings understanding of: 1.Draws conclusions
1.Guidelines in making 1.Form logical from research findings
conclusions and conclusions 2.Formulates
recommendations 2.Make recommendations
2.The techniques in listing recommentations 3.Lists references
references based on conclusions 4.Presents written
3.The process of report 3.Write and present research report
writing clear report

4. The selection criteria and 4. Execute best 5. Finalizes and presents

process of best design design best design

6. Presents research
workbook
PRINCIPLES
OF
LEARNING
PRINCIPLES OF LEARNING

1. Students’ prior
knowledge can
help or hinder
learning.
PRINCIPLES OF LEARNING

2. How students organize

knowledge influences how
they learn and apply what
they know
PRINCIPLES OF LEARNING

3. Students’motivation
determines, directs,
and sustains what
they do to learn.
PRINCIPLES OF LEARNING

4. To develop mastery,
students must acquire
component skills, practice
integrating them, and
know when to apply
what they have learned.
PRINCIPLES OF LEARNING

5. Goal directed practice

coupled with
targeted feedback
enhances the quality of
students’ learning.
PRINCIPLES OF LEARNING
6. The students’
current level of
development interacts
with the social,
emotional and intellectual
climate of the course to
impact learning.
PRINCIPLES OF LEARNING

7. To become self-
directed learners,
students must learn to
monitor and adjust their
approaches to learning.
PRINCIPLES OF
INSTRUCTION
PRINCIPLES OF INSTRUCTION
1. Begin a lesson with
a short review of
previous learning.
The most effective teachers ensured
that students efficiently acquired,
rehearsed, and connected knowledge.
Hands-on activities must happen after
the basic material has been learned.
PRINCIPLES OF INSTRUCTION
2. Present new material
in small steps with
student practice after
each step.
Only present small amounts of new
material at any time and then assist
students as they practice this material.
PRINCIPLES OF INSTRUCTION
3. Ask many questions
and check the
responses of all
students.
Questions help students practice
new information and connect new
material to their prior learning.
PRINCIPLES OF INSTRUCTION
4. Provide models.

Many of the skills taught in the

classroom can be conveyed by
providing prompts, modeling the
use of the prompt, and then
guiding students as they develop
independence.
PRINCIPLES OF INSTRUCTION
5. Guide student
practice.

Successful teachers spend more time

guiding students’ practice of new
material.
PRINCIPLES OF INSTRUCTION
6. Check for student
understanding.

Checking for student understanding at each

point can help students learn the material
with fewer errors..
PRINCIPLES OF INSTRUCTION
7. Obtain a high success
rate.

The most effective teachers obtained their

success level by teaching in small steps and by
giving sufficient practice on each part before
proceeding to the next step. These teachers
frequently checked for understanding and
required responses from all students.
PRINCIPLES OF INSTRUCTION
8. Provide scaffolds for
difficult tasks.

The teacher provides students with

temporary supports and scaffolds to assist
them when they learn difficult tasks.
Scaffolds include modeling the steps or
thinking aloud as she solves the problem.
PRINCIPLES OF INSTRUCTION
9. Require and monitor
independent practice.

Students need extensive, successful,

independent practice in order for skills and
knowledge to be automatic.
PRINCIPLES OF INSTRUCTION
10. Engage students in
weekly and monthly
review.

Students need to be involved in extensive

practice in order to develop well-connected
and automatic knowledge.
PRINCIPLES OF
INSTRUCTION
RECAP
Preparing to Teach Research

1. Create a checklist to
assess student writing
skills.
Content, structure, style, and mechanics
Preparing to Teach Research

Is the teaching of
writing the sole
responsibility of the
English teacher?
Content, structure, style, and mechanics
Preparing to Teach Research

2. Create a checklist to
assess student
research skills.
Preparing to Teach Research

RESEARCH SKILLS include:

 Notetaking
 Note organizing (outlining,
summarizing, paraphrasing)
 Making bibliographic entries
 Citing sources
 Organizing and interpreting data
Preparing to Teach Research

3. Use data from the

checklists to create
the context for
teaching research.
Preparing to Teach Research

Should I allot time

to reteach / review
prerequisite skills?
Preparing to Teach Research

4. Use the curriculum

guide to identify
“outcomes” per unit.
( from Outcomes Based Education)
An OBE curriculum means starting with a clear picture of
what is important for students to be able to do, then
organizing the curriculum, instruction and assessment to
make sure this learning ultimately happens.
(Spady, 1994):
Preparing to Teach Research
CONTENT CONTENT STANDARD PERFORMANCE
STANDARD
Learning from The learner
Others and demonstrates
Reviewing the understanding of:
literature 1.The criteria in selecting,
citing, and synthesizing
related literature
2.The ethical standards in
writing related literature
ct ic al
3.The formulation of
m P raconceptual framework
Fro 2
4.The research hypotheses
ar c h
R e s e (if appropriate)
5.The definition of terms as
used in the study
LEARNING OUTCOME
COMPETENCIES
The learner is able The learner:
to: 1.Selects relevant
1.Select, site and
literature
2.Cites related literature
synthesize judiciously
related literature and
use sources according to
using standard style (APA,
MLA or Chicago Manual of
Style)
RRL
ethical standards 3.Synthesizes information
2.Formulate clearly
from relevant literature
conceptual framework, 4.Writes coherent review
research hypotheses (if of literature
appropriate) and define 5.Follows ethical standards
terms used in the study in writing related literature
3.Present objectively
written review of related
6.Illustrates and explain
conceptual framework
literature and 7.Defines terms used in
conceptual framework study
8.List research hypotheses
(if appropriate)
9.Presents written review
of related literature and
conceptual framework
Preparing to Teach Research

5. Prepare rubrics for the

expected outcomes.
A rubric is a scoring tool that explicitly represents
the performance expectations for an assignment
or piece of work. A rubric divides the assigned
work into component parts and provides clear
descriptions of the characteristics of the work
associated with each component, at varying levels
of mastery. 
 RUBRIC FOR REVIEW OF RELATED LITERATURE
INDICATORS 5 4
Conceptual Literature Content was very relevant to
(Content) research title. Variables were
very thoroughly explored and
discussed. All important ideas
and information about the topic
were included and discussed.
(Content goes beyond what was
needed to construct a
questionnaire.)
Research Literature The chapter covered more than
(Content) the sufficient number of
published and unpublished
researches.
Synthesis The synthesis covered all the
variables and researches and
their connections to the study.
Sources of Information Sufficient foreign and local
materials were used.
Organization of Ideas Fully supported the study and its
purpose. Sequence of ideas was
effective. Transitions were
effective.
Mechanics & Conventions The language was clear, varied,
precise and concise:
no significant lapses in
grammar, spelling and sentence
construction
precise use of wide vocabulary
Bibliography Used more than 15 sources
Citation Uses sources to support, extend,
and inform about the study.
Follows citation rules at all times.
Uses a wide variety of reference
Content was relevant to the
research title. Variables are well
explored and discussed.
Important ideas and information
about the topic were included
and discussed. (Support to
construct a questionnaire was
more than enough.)
Sufficient published and
unpublished researches were
used.
The synthesis covered most of
the variables and researches and
their connections to the study.
Several foreign and local
materials were used.
Well organized with a logical
approach to the study.
Transitions were solid and
varied.
The language was clear, varied
and precise:
no significant lapses in
grammar, spelling and sentence
construction
effective and appropriately
varied use of vocabulary
Used 13-14 sources
Uses sources to support and
inform about the study. Follows
citation rules at all times. Uses a
variety of reference materials to
3 2
Content was fairly relevant to the
research title. Variables were
explored and discussed. Ideas
and information about the topic
were included and discussed.
(Support to construct a
questionnaire was enough.)
A few published and unpublished
researches were used.
The synthesis covered some
variables and researches and
their connections to the study.
Only several local materials were
used.
Topic and purpose were fairly
clear.
The language was generally
clear and coherent:
only a few significant lapses in
grammar, spelling and sentence
construction
some care shown in the choice
of vocabulary
Used 10-12 sources
Uses sources to inform about the
study. Follows citation rules.
Uses a variety of reference
materials to explore the topic.
Content was not relevant to the
research title. Variables were not
discussed. Ideas and information
about the topic are not included
and discussed. (Support to
construct a questionnaire is not
enough.)
Only 1-2 unpublished researches
were used.
The synthesis covered a few
variables and the connections
were not really established.
Only a few local materials were
used.
Topic and purpose were
somewhat vague OR only
loosely related to the study.
The language was only
sometimes clear and coherent:
some degree of accuracy in
grammar, spelling and sentence
construction
vocabulary is sometimes
appropriate to the discussion of
the study
Used 5-9sources
Uses limited sources to inform
about the study. Does not follow
citation rules at times. Uses
limited reference materials to
1
Content has nothing to do with
the research title. Ideas and
information were insufficient.
(There is no support to construct
a questionnaire.)
No researches were used for this
chapter.
The synthesis did not discuss the
variables in the study.
Limited local materials were
used.
Ideas were not organized
logically. Sentences are not
related. No transition devices
were used.
The language was rarely clear or
coherent:
many lapses in grammar,
spelling and sentence
construction
vocabulary is rarely accurate or
appropriate
Used less than 5 sources
Questionably chosen textual
proof supports a few points. The
textual proof is insufficient and
not relevant to the study.
Preparing to Teach Research

6. Prepare “models” or
guides for the
expected outcomes.
Enumerate the specifics: Font: Times New Roman or Arial
Font Size: 12
Double spaced
Prepare a template for each of the outcome.
Preparing to Teach Research

7. Make a list of credible

online search engines,
sites for initial work.
Preparing to Teach Research

8. Make a list of credible

online search engines,
sites for initial work.
RESEARCH CHAPTERS
 PRELIMINARIES
 CHAPTER 1 THE PROBLEM AND ITS
BACKGROUND
CHAPTER 2 METHODOLOGY
CHAPTER 3 PRESENTATION,
INTERPRETATION AND ANALYSIS OF
DATA
CHAPTER 4 SUMMARY, CONCLU-
SIONS, AND RECOMMENDATIONS
APPENDICES
RESEARCH CHAPTERS
PRELIMINARIES include:
 Title Page
Approval Page
Acknowledgement
Table of Contents
Abstract
RESEARCH CHAPTERS
Chapter 1 includes:
Introduction
Statement of the Problem
Conceptual Framework
Theoretical Framework
Significance of the Study
Scope and Limitation
Definition of Terms
RESEARCH CHAPTERS
Chapter 1 also includes:
Review of Related Literature
which includes:
Conceptual Literature
Research Literature
Synthesis
RESEARCH CHAPTERS
Chapter 2 includes:
Research Design
Respondents of the Study
Research Instrument
Administration of the
Instrument
Statistical Treatment of Data
RESEARCH CHAPTERS
Chapter 3 includes:
Graphs / Tables
Presentation
Interpretation
* Presentation should be
based on the sequence in the
research instrument.
RESEARCH CHAPTERS
Chapter 4 includes:
Summary
Major Findings
Conclusions
Recommendations
RESEARCH CHAPTERS
APPENDICES include:
Bibliography
Sample Questionnaire
Tabulation Sheets
Illustrations, Documents
Copy of Letter for
Sampling
WORKSHOP 1 DCIA
Group 1: Identify the outcomes
for the different segments
of Practical Research 1 and
Practical Research 2.
Group 2: Prepare a research
checklist vis a vis the standards
for Practical Research 1 and 2.
Group 3: Prepare a skeletal plan for
a specific lesson. Do team
teaching of the lesson.
Group 4: Prepare a rubric for an
identified output.
Presentation
of Output
GROWING
GOOD
CORN…
There was a farmer who
grew superior quality and
award-winning corn. Each
year he entered his corn in
the state fair where it won
honor and prizes.

Once a newspaper reporter

interviewed him and learnt
something interesting about
how he grew it. The reporter
discovered that the farmer
shared his seed corn with his
neighbors’.
“How can you afford to
share your best seed corn
with your neighbors when
they are entering corn in
competition with yours
each year?” the reporter
asked.
“Why sir, “said the farmer, “didn’t
you know? The wind picks up
pollen from the ripening corn and
swirls it from field to field. If my
neighbors grow inferior, sub-
standard and poor quality corn,
cross-pollination will steadily
degrade the quality of my corn.

If I am to grow good corn, I

must help my neighbors
grow good corn.”
So it is with our lives. Those
who choose to live in peace
must help their neighbors to
live in peace. Those who
choose to live well must help
others to live well, for the value
of a life is measured by the
lives it touches. And those who
choose to be happy must help
others to find happiness, for the
welfare of each is bound up
with the welfare of all.