Final 3i module - Immersion and Investigations PDF

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Subject: Inquiries, Investigations and Immersion Learning Area: Brainstorming for the Research Topics Week 1: 1- 2 Hours Learner’s Activity: Prepare a plan focusing on issues and ideas in their respective field Teacher’s Activity: Monitor and direct the learner’s workACTIVITY 1: SHOP AN ISSUE Focus:...

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Brainstorming for the Research Topics Week 1: 1- 2 Hours Learner’s Activity: Prepare a plan focusing on issues and ideas in their respective field Teacher’s Activity: Monitor and direct the learner’s work ACTIVITY 1: SHOP AN ISSUE Focus: Brainstorming about the Topic At the end of this activity, the learners are expected to share confidently ideas on a given topic or issue related in their respective field. Issues: Academic Track  Students  Teachers  Schools  Community

Technical Vocational/ Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction Teacher’s Role: 1. Facilitates the shopping/picking of issue/s in the basket. 2. Monitors the sharing of ideas within the group activity. 3. Explains the given rubric for the group activity. 4. Processes the activity result. 5. Provides feedback about the activity. Learner’s Role: 1. Shops an issue or issues from the given basket 2. Discusses within the group the topic or issue and share their thoughts in the class. 3. Rubrics for the 3 minute activity: Relevance to the topic/issue – 30 Confidence of the speaker/presenter – 30 Time-Bounded Sharing -20 Group Participation – 20 Total Points (Performance Task) – 100 pts

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Brainstorming for the Research Topics Week 1: 1- 2 Hours Learner’s Activity: Prepare a plan focusing on issues and ideas in their respective field Teacher’s Activity: Monitors and directs the learner’s work ACTIVITY 2: LET’S SHARE A TABLE Focus: Brainstorming about the Topic At the end of this activity, the learners are expected to identify possible sub-topics or supporting details on a given topic or issue related in their respective field. Issues: Academic Track  Students  Teachers  Schools  Community  Government Technical Vocational Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction Example Table for Academic Track Class Topic/Issue Students

Sub-topics  Cutting class  Academic Track performance

Effects

Solutions

 Failed grades  Misbehavior inside/outside the school premises

 WATCH monitoring  Subject teacher/class adviser checking of attendance  Guidance program

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3i MODULE- Inquiries Investigations and Immersion

Example Table for Technical Vocational Livelihood Track-HE Strand Topic/Issue

Sub-topics  Various taste  Bitter taste

Bitter gourd Cupcake

Perceptions  Acceptable taste  Not acceptable taste

Descriptions  Appearance  Presentation  Color

Teacher’s Role: 1. Provides a clear direction in the performance of the complete details of the table activity for the group. 2. Gives an exact table presentation of the possible ideas to be shared by the learners during the group activity. 3. Provides a rubric as basis of the monitoring during and after the conduct of the activity. 4. Checks the details during the group presentation/sharing of details. 5. Processes the ideas shared by the learners. Learner’s Role: 1. Uses the crafted table with topics and issues with details. 2. Consolidates ideas and write on the given table as a means of sharing ideas for the given topic/issue. 3. Rubrics for the activity: Relevance to the topic/issue – 30 Ability of the Presenter – 40 Group Participation & Cooperation – 30 Total Points (Performance Task) – 100 pts.

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Brainstorming for the Research Topics Week 2: 1- 2 Hours Learner’s Activity: Prepare a plan focusing on issues and ideas in their respective field Teacher’s Activity: Monitors and directs the learner’s work ACTIVITY 3: QUOTES YOU, QUOTES ME Focus: Brainstorming about the Topic At the end of this activity, the learners are expected to share ideas on the given quotes related in their respective field. Issues: Academic Track  Students  Teachers  Schools  Community  Government Technical Vocational Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction Example quotes for Academic Track Class

PREPARATION

LIFE

STRENGTH

HARDSHIP 4

3i MODULE- Inquiries Investigations and Immersion

RESULTS

LOVE

Example quotes for Technical Vocational Livelihood Track

FOOD

FAKE BUTTER

OCCUPATION

GARDENER

PLANT

CARS

SITUATION

POINT A TO POINT B 5

3i MODULE- Inquiries Investigations and Immersion

Teacher’s Role: 1. Presents the quotes intended for the group to ponder in a time-bounded activity. 2. Guides the learners on looking for the key words on the stated quotes related to research and to their field. 3. Monitors the sharing of ideas among the group members on the given quotes. 4. Provides the rubric for the learners to monitor their performance in the activity. 5. Listens to the ideas presented by the learners after the activity. 6. Processes the ideas given by the learners especially on the stated key words.

Learner’s Role: 1. Uses the quotes that may give idea about the chosen track. 2. Shares ideas about the quote and the key words related to research. (Academic and TVL tracks) 3. Chooses a member to share ideas about the given quote and key words. 4. Rubrics for the 3 minute activity: Relevance to the quote/key words – 40 Confidence of the speaker/presenter – 30 Time-Bounded Sharing-15 Group Cooperation & Participation – 15 Total Points (Performance Task) – 100 pts.

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Brainstorming for the Research Topics Week 2: 1-2 Hours Learner’s Activity: Prepares a plan focusing on issues and ideas in their respective field Teacher’s Activity: Monitors and directs the learner’s work ACTIVITY 4: THE TREE OF RESEARCH FLASHCARDS Focus: Brainstorming about the Topic At the end of this activity, the learners are expected to share ideas on the given card about the word research and images related in their respective field. Issues: Academic Track  Students  Teachers  Schools  Community  Government Technical Vocational Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction THE TREE OF RESEARCH FLASHCARDS Contain words related to research for brainstorming in preparation for the research title, statement of the problem, scope and delimitation of the study, importance of the study, definition of terms, conceptual framework and research hypothesis Note: The tree of research flashcards may be shown on screen or posted/ drawn on a manila paper.

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3i MODULE- Inquiries Investigations and Immersion

ACADEMIC TRACK & TECHNICAL VOCATIONAL LIVELIHOOD TRACK

Solutions

Strategies

Effects Causes

Perceptions Difficulties

Population

Knowledge

Theories

Process

Design

Paradigm

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3i MODULE- Inquiries Investigations and Immersion

Teacher’s Role: 1. Presents the Tree of Research Flashcards to the class. 2. Facilitates the individual recitation/sharing of ideas about the words/terms in the flashcards 3. Monitors the ideas stated through the recitation related to research. 4. Processes the ideas given by the learners especially on the stated key words about research both qualitative and quantitative. Learner’s Role: 1. Observes the image of the tree of research flashcards with various words related to research both qualitative and quantitative. 2. Shares ideas about the words related to research. 3. Identifies the relation of the given words to research and describe each word as used in research. 4. Rubrics for the 3-minute activity: Relevance to the key words – 50 Confidence of the speaker/presenter – 30 Time-Bounded Sharing- 10 Group Cooperation & Participation – 10 Total Points (Performance Task) – 100 pts.

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Identifying the Problem and Asking the Questions Week 3: 1-4 Hours Learner’s Activity: Formulates clearly the research title Teacher’s Activity: Gives feedback or comments on progress achieved by the learners ACTIVITY 5: Writing the Research Title Focus: Research Title At the end of this activity, the learners are expected to decide on a research topic and write a title. Issues: Academic Track  Students  Teachers  Schools  Community  Government Technical Vocational Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction (Note: Learners may choose from the given topics above. Learners are given 15 minutes to collaborate on writing the research title. Thereafter, every group will be given 5 minutes to present the title. After the presentation, the teacher shall conduct constructive critiquing together with the students. During the presentation, students must be guided in narrowing the title.)

Rubrics in Critiquing the Research Title: Criteria Content Format/Presentation Teamwork Total

Percentage 50 30 20 100 10

3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Identifying the Problem and Asking the Questions Week 4: 1-4 Hours Learner’s Activity: Formulates clearly the research title Teacher’s Activity: Gives feedback or comments on progress achieved by the learners ACTIVITY 6: STOP. LOOK & LISTEN Focus: Statement of the Problem & Scope and Delimitation of the Study At the end of this activity, the learners are expected to recall and master the construction of the statement of the problem, scope and delimitation of the study in the respective fields. Issues: Academic Track  Students  Teachers  Schools  Community  Government Technical Vocational Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction

(Note: Every group shall present their statement of the problem and scope and delimitation. Thereafter, every group will be given 5 minutes to present the statement of the problem and scope and delimitation. After the presentation, the teacher shall conduct constructive critiquing together with the students.)

Rubrics in Statement of the Problem & Scope and Delimitation of the Study Criteria

Percentage

Content Format/Presentation Teamwork Total

50 30 20 100

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3i MODULE- Inquiries Investigations and Immersion

Sample of Research Title for Academic Track ( to be discussed by the teacher) Espartinez, Ulysses B. (2018) Research Title: Perception of the Community to the Existence of the K to 12 Program in Pamplona National High School Statement of the Problem This study aims to enrich and answer the following questions: 1. What are the problems encountered under the implementation of K to 12 Curriculum? 2. What are the developments to the students when it comes to knowledge and skills during the implementation of the program? 3. What are the reasons why community are against or approved to the implementation of K to 12 program? Scope and Delimitation of Study This study is limited to 10 Senior High School teachers, 12 students from Grade 11 and 12, and also to the 20 residents of Poblacion, Pamplona, Camarines Sur as the respondents of the survey and questionnaires prepared by the researchers. The focus of this study is to enumerate the problems encountered under the K to 12 Curriculum, the developments to the students during the implementation and reasons why the community approved and disapproved the implementation of K to 12 program. Quilapio, Lorie M. (2018) Research Title: Reasons and Avoidance: Understanding Employment Mismatch in Pamplona, Camarines Sur Statement of the Problem Specifically, this study answered the following questions: 1. What are the reasons for having Employment Mismatch in Pamplona, Camarines Sur? 2. What are the probable means to avoid the conflict of having Employment Mismatch? 3. What are the essences of understanding the Employment Mismatch?

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3i MODULE- Inquiries Investigations and Immersion

Scope and Delimitation of the Study This study is limited to the 25 respondents who are experiencing Employment Mismatch. The respondents must be around Pamplona, Camarines Sur, with any gender, ages 18 and above. Furthermore, it is accepted if the respondent is working abroad only if he/she is still a Filipino citizen and a native of Pamplona. The focus of this study is to identify the reasons for having Employment Mismatch in Pamplona, Camarines Sur; to distinguish the probable means to avoid the conflict of having Employment Mismatch; and to realize the essence of understanding the Employment Mismatch. Sample Research Title for Technical Vocational Livelihood Track/ Home Economics Strand Angeles, Melissa B. (2018) Research Title: Siling Labuyo (Capsicum Frutescens) Flavored Cakes and Cookies STATEMENT OF THE PROBLEM This study aims to produce spicy cakes and cookies with Siling Labuyo as main ingredient. Specifically, it will answer the following questions: 1. What are the nutritive values of Siling Labuyo? 2. What are the utensils, recipes, ingredients and procedures in the preparation of innovative spicy cakes and cookies using Siling Labuyo? 3. What is the best formula for Siling Labuyo in terms of Drying, Roasting, Heating and Cooking? 4. What is the acceptability level of the spicy cakes and cookies formulation in terms of: a. Taste and Aroma b. Flavor c. Texture d. Palatability SCOPE AND DELIMITATION OF THE STUDY This study focuses on the formulation of Siling Labuyo as the main ingredient of cakes and cookies. It is limited to the following: The determination of the best formula is based on the characteristics of spicy cakes and cookies such as taste, aroma, aesthetic, texture consistency and palatability. The level of Acceptability of spicy cakes and cookies will be rated by the Teachers of Batang Elementary School, Secondary Teachers, Junior & Senior High School Students 13

3i MODULE- Inquiries Investigations and Immersion

of Pamplona National High School and Parents. The Siling Labuyo to be used in this study are from different places of Second and Third districts of Camarines Sur. The study includes the health benefits that are found in Siling Labuyo. Other varieties are not used in this study. Teacher’s Role: 1. Presents the sample statement of the problem, scope and delimitation of the study. 2. Facilitates the class discussion through the utilization of technology-assisted learning process for the learners to better understand each concept. 3. Monitors the learners during the presentation and discussion of examples in terms of the group decision of the respective statement of the problem and scope and delimitation of the study. 4. Processes the ideas on inquiries both in qualitative and quantitative research. 5. Guides the learners as a group in the construction/creation of respective research study including the statement of the problem and scope and delimitation of the study. 6. Monitors consistently the group work/output for guidance on the appropriate path of the research study. Learner’s Role: 1. Listens to sample presentations. 2. Observes details given in the discussion about the statement of the problem and scope and delimitation. 3. Decides on the final statement of the problem and scope and delimitation of the study. 4. Rubrics of the activity Relevance to the topic/issue - 40 Clarity and Correctness of Details - 30 Decision Making Ability of the Group- 15 Group Participation and Cooperation - 15 Total Points (Performance Task/Written Work) – 100 Pts.

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3i MODULE- Inquiries Investigations and Immersion

Subject: Inquiries, Investigations and Immersion Learning Area: Identifying the Problem and Asking the Questions Week 5: 1-4 Hours Learner’s Activity: Formulates clearly the research title Teacher’s Activity: Gives feedback or comments on progress achieved by the learners ACTIVITY 7: TO SEE IS TO BELIEVE CHALLENGE Focus: Conceptual Framework At the end of this activity, the learners are expected to recall and master the identity of the conceptual framework of the study in their respective field. Issues: Academic Track  Students  Teachers  Schools  Community  Government Technical Vocational Livelihood Track  Automotive Servicing  Computer Servicing System  Home Economics  Horticulture  Knowledge on Tools  Exploration on Fertilizers  Bread & Pastry-Discoveries  Habit/Vice/Addiction

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3i MODULE- Inquiries Investigations and Immersion

Sample Research Title for Academic Track Espartinez, Ulysses B. (2018) Research Title: Perception of the Community to the Existence of the K to 12 Program in Pamplona National High School

Phenomenological Approach

Advantages

Triumph

K TO 12 PROGRAM

People’s Perception

Objectives/ Goals

Fig. 2 Conceptual Paradigm illustrating the use of Phenomenological Approach on the study about the existence of K to 12 Program

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3i MODULE- Inquiries Investigations and Immersion

Conceptual Framework K to 12 Program is the respond of Philippine Educational System to the increasing gap of world educational standard that leads to less globally competitive workers. Manila Standard (2014) said that the Philippines is the last country in Asia and one of the three countries in the world with a ten-year pre- university program. This program aims to develop or mold a simple student into a skilled and fully equipped worker. It can provide an increase of economic growth in the Philippines, as the learners step on the global employment, entrepreneurship, and higher level of education. The K to 12 Curriculum graduates have a big edge on the national and even the global market, so it is a huge advantage as you enter in that particular program. Compared to the previous curriculum, K to 12 provides several developments on the students in terms of personal, social, emotional, mental, and even the moral aspects. Through the participations and acceptance of the community to the program, K to 12’s objectives or goals can be triumphantly experienced. According to Assistant Education Secretary Jesus Mateo, the people’s perception about K to 12 is changing. The issues is acceptability and understanding and these appear that more people now believe that it can be done. More people now understand and more people now accept understood and accepted. The theory cited in the preceding chapter provides the actual conceptualization of the real aim of this research which is to understand the essence/s advantages of this program, its goals or objectives, the triumph of the program, and the people’s perception. The determination of the K to 12’s effectivity can...