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Action Research 2

The document outlines a proposed intervention for enhancing Science 9 instructional planning by integrating the Gradual Release of Responsibility (GRR) strategy with formative assessment techniques for teaching forces and motion. It aims to improve student understanding and engagement through structured phases of learning and real-time feedback. The study will utilize a mixed-methods design to evaluate the effectiveness of this approach and disseminate findings to promote further adaptation in educational settings.

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Jaime Crispino
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4 views6 pages

Action Research 2

The document outlines a proposed intervention for enhancing Science 9 instructional planning by integrating the Gradual Release of Responsibility (GRR) strategy with formative assessment techniques for teaching forces and motion. It aims to improve student understanding and engagement through structured phases of learning and real-time feedback. The study will utilize a mixed-methods design to evaluate the effectiveness of this approach and disseminate findings to promote further adaptation in educational settings.

Uploaded by

Jaime Crispino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Enhancing Science 9 Instructional Planning: Integrating Gradual

Release of Responsibility Strategy and Formative Assessment


Techniques for Forces and Motion in the Third Quarter Module

I. CONTEXT AND RATIONALE

The teaching and learning of forces and motion in Science 9 present


challenges for both students and educators due to the abstract nature of the
concepts and the need for a strong conceptual foundation. Traditional
teaching strategies often fail to provide the necessary scaffolding for
students to master these concepts independently. The Gradual Release of
Responsibility (GRR) strategy has been shown to foster deeper
understanding by systematically transitioning the responsibility of learning
from the teacher to the students. Additionally, formative assessment
techniques provide real-time feedback, helping educators identify and
address learning gaps. Integrating these two strategies can enhance
instructional planning, ensuring more effective and meaningful engagement
with the third-quarter module on forces and motion.

II. RESEARCH QUESTIONS

1. How does the integration of the Gradual Release of Responsibility


(GRR) strategy and formative assessment techniques impact students'
understanding of forces and motion?

2. What challenges do educators and students encounter in implementing


these strategies?

3. How can the integration of these strategies improve instructional


planning and student outcomes in Science 9?

III. PROPOSED INNOVATION / INTERVENTION / STRATEGY

The proposed intervention involves the integration of the Gradual Release of


Responsibility (GRR) strategy with formative assessment techniques in
Science 9 instructional planning. This approach will:

 Use GRR phases: modeling, guided practice, collaborative practice, and


independent learning to scaffold student learning.
 Employ formative assessment tools, such as quizzes, reflective
journals, peer reviews, and teacher feedback, to monitor and support
learning progress.

IV. RESEARCH METHOD

a. Research Design

The study will utilize a mixed-methods design, combining qualitative and


quantitative approaches to explore the effectiveness and challenges of the
proposed intervention.

b. Participants and/or Other Sources of Data and Information

 Participants: Science 9 students and their teacher(s) from a selected


secondary school.

 Sources of Data: Lesson plans, student outputs, formative


assessment results, teacher and student reflections, and classroom
observation notes.

c. Data Gathering Methods

1. Pre-Implementation Stage

 Conduct baseline assessments of students' prior knowledge and skills


in forces and motion.

 Gather information on existing instructional planning and assessment


practices.

 Develop instructional materials integrating GRR and formative


assessment techniques.

2. During Implementation Stage

 Implement the GRR strategy in phases, supported by formative


assessment tools.

 Observe and document classroom activities and student interactions.

 Collect formative assessment data from students.

3. Post-Implementation Stage

 Conduct post-tests to measure changes in student understanding of


forces and motion.
 Facilitate focus group discussions with students and teachers to
evaluate the intervention.

 Analyze student outputs and teacher reflections to assess the


intervention’s impact.

d. Data Analysis Plan

 Quantitative data (e.g., test scores and formative assessment results)


will be analyzed using descriptive and inferential statistics.

 Qualitative data (e.g., reflections, observations, and focus group


discussions) will be coded and thematically analyzed to identify
recurring patterns and insights.

V. DISCUSSION OF RESULTS AND REFLECTION

The results will be presented through a comparative analysis of pre- and


post-implementation data, highlighting changes in student understanding
and engagement. Reflections on the challenges and successes of integrating
GRR and formative assessment techniques will provide insights into
improving instructional planning. The findings will explore how these
strategies contribute to addressing specific learning gaps and promoting
student independence in mastering forces and motion.

VI. PLANS FOR DISSEMINATION AND UTILIZATION

The results of the study will be disseminated through:

1. Presentation in school-based professional learning communities (PLCs).

2. Submission of a research report to the school’s academic committee.

3. Sharing findings during regional science education conferences.

4. Publication of the research in a local education journal.

The intervention’s framework and materials will be shared with Science 9


teachers to promote replication and further adaptation in other schools.
Teacher training sessions will also be conducted to ensure effective
implementation of the strategies.
Here are some suggested formative assessment techniques tailored for each
lesson in your Forces and Motion module:

1. Uniformly Accelerated Motion: Horizontal Dimension

 Interactive Simulations: Use tools like PhET simulations where


students manipulate variables (initial velocity, acceleration) to observe
changes in motion. Follow up with a reflection or guiding questions.

 Motion Graph Interpretation: Provide velocity-time or position-time


graphs and ask students to interpret or sketch them based on
scenarios.

 Stopwatch Challenge: Have students time and measure objects


moving on flat surfaces, calculate acceleration, and compare results to
theoretical values.

2. Uniformly Accelerated Motion: Vertical Dimension

 Free-Fall Experiment: Students drop objects of different masses and


record time of fall to calculate acceleration due to gravity. Let them
explain discrepancies due to air resistance.

 Think-Pair-Share: Pose conceptual questions like "Does mass affect


the rate of free fall?" to address misconceptions.

 Exit Tickets: Have students write short responses explaining how


acceleration due to gravity is independent of mass.

3. Projectile Motion

 Prediction Activity: Ask students to predict the trajectory of a


launched object. Let them test predictions using an actual or simulated
projectile launcher.
 Graphing Challenge: Provide incomplete trajectory data (e.g., initial
velocity or angle), and ask students to complete a graph or solve for
missing values.

 Group Inquiry Task: Let students identify the factors affecting range,
height, and time of flight, using different projectiles or angles.

4. Momentum

 Momentum Calculations: Give different scenarios (e.g., collisions or


moving objects) and ask students to calculate momentum.

 Rank and Justify: Present several objects with varying masses and
velocities. Have students rank them in terms of momentum and justify
their answers.

 Card Sorting Activity: Students match situations (e.g., "object at


rest," "fast-moving object") with corresponding momentum
descriptions.

5. Impulse

 Real-Life Scenarios: Show videos or describe situations (e.g., airbags


in cars, catching a ball) and ask students to explain how impulse is
applied.

 Experimentation: Let students measure the force and time during an


action (e.g., a hand pushing a cart) to calculate impulse.

 Quick Draw: Have students create impulse diagrams that visually


connect force, time, and change in momentum.

6. Conservation of Momentum

 Interactive Demonstration: Use Newton’s cradle or low-friction carts


to demonstrate conservation of momentum, asking students to predict
outcomes.

 Problem Solving: Provide collision scenarios (elastic and inelastic)


and ask students to calculate initial and final velocities using
conservation of momentum.
 Peer Teaching: Assign small groups to explain conservation principles
in everyday contexts (e.g., billiards or bumper cars).

7. Elastic and Inelastic Collisions

 Collision Lab: Use simulations or physical setups where students


observe and differentiate between elastic and inelastic collisions. Let
them analyze energy and momentum changes.

 Think-Aloud Protocols: Students solve collision problems aloud,


explaining each step and reasoning.

 Comparison Chart: Have students create a comparison table


detailing differences in momentum and energy conservation for both
collision types.

General Techniques Across Lessons:

 Conceptual Check-Ins: Use true/false or agree/disagree statements


to challenge misconceptions.

 Whiteboard Discussions: Students solve quick problems or answer


questions on mini whiteboards to encourage active participation.

 Self and Peer Assessments: Students evaluate their own and each
other’s problem-solving steps against provided rubrics.

These formative assessments are designed to be engaging, hands-on, and


diagnostic, helping identify and address learning gaps. Let me know if you
want a more detailed breakdown or additional suggestions!

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