Practical Research 1 Performance Tasks

 

Performance Task #1 MAKING INFORMED DECISIONS ON VACCINATION (30 pts)

 

Goal: The learner is able to use appropriate kinds of research in making decisions.

 

The government has approved and ratified the Philippine National Deployment and Vaccination Plan for COVID-19 Vaccines and is now set to implement the nationwide immunization campaign to combat the corona virus. However, many people have apprehensions about getting the vaccine.

 

Study the research surrounding the vaccines and make a persuasive FB post about why people should or should not get vaccinated. Include links to the research you have cited. Use an appropriate photo to attract readers’ attention.

Rubric for Making Informed Decisions on Vaccination

	15 points	10 points	5 points
Content	The post clearly shows a research-based decision making, having links to researches cited.	The post shows a research-based decision making.	The post is not research-based.
	5 points	3 points	1 point
Picture	The picture is appropriate and catches readers’ attention.	The picture is appropriate.	The picture is inappropriate.
Media and Information Literacy	Posted in E-Portfolio FB album. The album name is correctly spelled and public.	Posted in E-Portfolio FB album. The album name is misspelled or not public.	NOT posted in E-Portfolio FB album.
Work Ethics (Attitude)	Submitted on or before April 5, 2021.	Submitted one week after the prescribed date.	Submitted very late.

 

Performance Task #2 STORIES I’D LIKE TO COLLECT (30 pts)

 

Goal: The learner is able to decide on suitable qualitative research in different areas of interest.

 

The research goal of our school is in the preservation of the culture of our town by collecting stories, making a repository of these stories, and distributing these stories to promote our culture.

 

Decide on a type of story that you would like to collect and use for your own qualitative research.

 

Make an FB post about your area of interest, explain why you are interested in it and use an appropriate photo to capture readers’ attention.

Rubric for Stories I’d Like to Collect

	15 points	10 points	5 points
Content	The post shows a thoughtful process of how an area of interest was chosen and how this can contribute to the preservation of our town’s culture.	The post shows why an area of interest was chosen and how this can contribute to the preservation of our town’s culture.	The post is not research-based.
	5 points	3 points	1 point
Picture	The picture is appropriate and catches readers’ attention.	The picture is appropriate.	The picture is inappropriate.
Media and Information Literacy	Posted in E-Portfolio FB album. The album name is correctly spelled and public.	Posted in E-Portfolio FB album. The album name is misspelled or not public.	NOT posted in E-Portfolio FB album.
Work Ethics (Attitude)	Submitted on or before April 12, 2021.	Submitted one week after the prescribed date.	Submitted very late.

 

Performance Task #3 STATEMENT OF THE PROBLEM (30 pts)

 

Goal: The learner is able to formulate clearly statement of research problem.

 

Based on the area of interest you’d like to research on (Performance Task 2), write your Statement of the Problem with your research question/s.

 

Make an FB post about it. The caption is your Statement of the Problem and use a suitable photo to attract readers’ attention.

Rubric for Statement of the Problem

	15 points	10 points	5 points
Content	The post shows a well-written statement of the problem that supports the research goals of the school.	The post shows a statement of the problem that supports the research goals of the school.	The research questions do not support the research goals of the school.
	5 points	3 points	1 point
Picture	The picture is appropriate and catches readers’ attention.	The picture is appropriate.	The picture is inappropriate.
Media and Information Literacy	Posted in E-Portfolio FB album. The album name is correctly spelled and public.	Posted in E-Portfolio FB album. The album name is misspelled or not public.	NOT posted in E-Portfolio FB album.
Work Ethics (Attitude)	Submitted on or before April 19, 2021.	Submitted one week after the prescribed date.	Submitted very late.

 

Performance Task #4 REVIEW OF RELATED LITERATURE (31 pts)

 

Goal: The learner is able to select, cite, and synthesize properly related literature, use sources according to ethical standards and present written review of related literature.

 

Study the research in your area of interest and write a cohesive review of related literature. Be sure to have five (5) or more research resources from reputable websites. Follow the guidelines on how to cite them properly. (See video lesson)

 

Encode your review of related literature using the format given to you and submit a soft copy of your work. Save your work with the filename [FAMILY NAME] RRL.docx

 

Rubric for Review of Related Literature

	7 points	5 points	3 points
Content	The post shows a well-written review of related literature that demonstrates the area of interest has been thoroughly researched.	The post shows a statement of the problem that supports the research goals of the school.	The research questions do not support the research goals of the school.
Use of Cohesive Devices	Cohesive devices are effectively used to transition from one point to another.	Some cohesive devices are used inappropriately.	Cohesive devices are not used.
Citations	In-text citation and references are done appropriately.	Some citations are not done properly.	There is no citation.
	5 points	3 points	1 point
Media and Information Literacy	The soft copy named correctly, following the format given.	The soft copy is not named correctly OR the format was not followed.	The soft copy is not named correctly AND the format was not followed.
Work Ethics (Attitude)	Submitted on or before April 26, 2021.	Submitted one week after the prescribed date.	Submitted very late.

 

Practical Research 1 Weekly Home Learning Plan

 

Learning Objectives:     The learner demonstrates understanding of the importance of research in daily life; the characteristics, processes, and ethics of research; quantitative and qualitative research; the kinds of research across fields;  the value of qualitative research; its kinds, characteristics, uses, strengths, and weaknesses; the importance of qualitative research across fields of inquiry; the range of research topics in the area of inquiry; the value of research in the area of interest; the specificity and feasibility of the problem posed; the criteria in selecting, citing, and synthesizing related literature; and ethical standards in writing related literature.

                                    The learner is able to use appropriate kinds of research in making decisions; decide on suitable qualitative research in different areas of interest; formulate clearly statement of research problem; select, cite, and synthesize properly related literature; use sources according to ethical standards; and present written review of related literature.

Learning Tasks

March 30, 2021 Module 1 Nature of Inquiry and Research Lesson 1: The Importance of Research in Daily Life What’s More p.7 What I Have Learned p.8 What I Can Do p. 8 (Summative Assessment 1) Lesson 2: Characteristics, Processes, and Ethics in Research What’s More p.11 What I Have Learned p.11-12 What I Can Do p.12(Summative Assessment 2) Lesson 3: Quantitative and Qualitative Research What’s More p.13 What I Have Learned p.14 What I Can Do p.14 (Summative Assessment 3) Lesson 4: Kinds of Research Across Field What I Have Learned p.18 What I Can Do p. 19 (Summative Assessment 4) Assessment p 19-20 Performance Task #1 Making Informed Decisions on Vaccination (30 pts)

April 6, 2021 Module 2 Qualitative Research and its Importance in Daily Life Lesson 1: The Values of Qualitative Research: Its Kinds, Characteristics, Uses, Strengths and Weaknesses What’s More p.7 What I Have Learned p.7 What I Can Do p. 8 (Summative Assessment 5) Lesson 2: Importance of Qualitative Research Across Fields of Inquiry What’s More p.11 What I Have Learned p.12 What I Can Do p. 12 (Summative Assessment 6) Assessment p.12-14 Performance Task #2 Stories I’d Like to Collect (30 pts)

April 13, 2021 Module 3 Identifying the Inquiry and Stating the Problem Related to Daily Life Lesson 1: Designing a Research Project Related to Daily Life What’s More p.6 What I Have Learned p.6 What I Can Do p. 7 (Summative Assessment 7) Lesson 2: Writing a Research Title What’s More p.10 What I Have Learned p.11 What I Can Do p. 11-12 (Summative Assessment 8) Lesson 3: Formulating Research Questions, Scope and Delimitation of the Study, Significance of the Study, Stating the Problem What’s More p.17 What I Can Do p.18 (Summative Assessment 9) Assessment p.18-20 Performance Task #3 Statement of the Problem (30 pts)

April 20, 2021 Module 4 Learning from Others and Reviewing the Literature Lesson 1: Selecting and Synthesizing Information from Relevant Literature What’s More p.6 What I Have Learned p.7 What I Can Do p. 7-8 (Summative Assessment 10) Lesson 2: Citing Related Literature Using Standard Styles What I Have Learned p.13 Lesson 3: Sources of Related Literature What’s More p.20 What I Have Learned p.21(Summative Assessment 11) Lesson 4: Organizing Related Literature What’s More p. 27 What I Have Learned p.28 (Summative Assessment 12) April 20, 2021 Lesson 5: Making Links Between Studies What’s More p.30 What I Have Learned p.31 (Summative Assessment 13) Lesson 6: Content of the Review of Related Literature What’s More p. 35 What I Have Learned p.36 (Summative Assessment 14) Lesson 7: Ethical Standards in Research What I Can Do More p. 39 What I Have Learned p.40 (Summative Assessment 15) Assessment p 44-46 Performance Task #4 Review of Related Literature (31 pts)

Advancing in the Frontier of Knowledge

I've recently enrolled myself in a masteral program in Camiguin Polytechnic State College. I like going to school. (That's why I became a teacher.)

Right now I'm taking up two subjects, Curriculum Development and Implementation and Statistics and Measurement in Education. I'm satisfied that I get to take these subjects first because they're not that far from what I already know from my teaching experience.

This is not the first time I enrolled in a masteral program. Back in 2006 I enrolled in the Master of Physics program in MSU-IIT. Studying a pure physics program made me feel like a complete idiot just because I could not remember my calculus.

Now that I am enrolled in Master of Education, I feel like I'm in my element. I'm ready to take my teaching to the next level and I'm excited with every assignment and report I have to make.

I pray that He will give me the grace to finish this and be of service to humanity. (Whoa! Big Words!)

•○♡♥♡○•

How to Localize: Law of Acceleration

Push that log!

Teaching students the concept of force is quite challenging. Over the years I have tried various strategies, but I was never quite satisfied that students really get it.

Since my transfer in Bugang Integrated School, this challenge grew even more. Our school does NOT have any scientific instruments or apparatuses.

However, we do have a stony beach in our backyard, filled with everything nature and man and sea current can provide.

The stony beach of Sagay, Camiguin filled with a lot of teaching materials.

Inspiration dawned on me because of these driftwood that got washed up in the beach. I thought,  "What better way to teach them the relationship between mass, force, and acceleration than by letting them experience it?!"

The Activity: PUSH THAT LOG

Materials: Small logs, big logs placed away from each other

Goal: Determine the relationship between mass, force, and acceleration

Procedure:
1. Call one student to try to move the small log and the big log to arrange them such that it forms a rectangle.
2. Once the student show difficulty in moving the log, ask other students to help.
3. There will be students who will not help. Have them move the other logs.
4. When the logs are arranged, have the students take a seat and answer the following questions orally.
Which is easier to push, the small or big log?
When is it easier to push, alone or together?
When pushing together, what is the best way?

Boys had to push a heavier log.

During the next meeting, I introduced the concept of force, mass, acceleration and their relationship. It became easier for them to understand because they experienced it firsthand.

More than just teaching them about the law of acceleration, the activity provided an experience that the students can cherish as they learned not only about the laws of motion but the laws of teamwork and cooperation as well.

Caution:
This activity is suitable to a small class of mostly well behaved students.