114 During the class presentation, teacher used the same teaching technique as yesterday,
direct-instruction. However, teacher observed that students’ had difficulty in paying attention throughout the lesson again. Therefore, to increase active learning, researcher saw the need in
making some changes to the presentation method so that students would be encouraged and be motivated to learn cooperatively. To achieve this, teacher decided to incorporate some
activities that would result to more student involvement, while reinforcing the lesson concept as well.
During the team study, students were told to work in pair. However, only some students were able to do it. As they worked together, teacher observed that some of them
could already assign roles within their group. However, there were still some others who
were not willing to share team materials with their partner.
After completing the team worksheet, each student was being evaluated through post- test. Once the post test was completed, students were told to seat on the eva mats so that
teacher could brainstorm with the students on their prior knowledge regarding edible part of plants. Through this discussion, teacher noticed that most of the edible parts of plants that
students knew are about fruits. Then, teacher conducted a group discussion to reflect with the students regarding their
team study process. Through this discussion, teacher concluded that students enjoyed the activity and that they enjoyed the group work. However, even though there were some
improvement on students performance, these students were still not comfortable in working with group as they lacked the ability to socialize with one another.
c. Third cycle
At the beginning of the lesson, teacher distributed pictures on edible part of plants to the students. Then, teacher explained that these pictures will be used later in an activity.
Teacher then gave out star sticker to each student as a reward for team recognition on team improvement scores. Teacher also rewarded a star on team performance chart for group 3 for
being motivated, able to socialize well and to work actively as a group during the previous lesson. However, for team performance chart reward, teacher thought that instead of
rewarding the students on the next lesson, teacher should have rewarded the students immediately at the end of the lesson so that it would be more effective in reinforcing the need
for active learning, being social-able and motivated in learning. This adjustment was made because if reward was prolonged, children may get confused on what they were being
rewarded for.
115 To begin the lesson, teacher told students to guess what part of the plants did each
edible part belonged to. This is important because by doing so, students would wait in anticipation to see if their guesses were correct. Therefore, this would motivate them to focus
more on the lesson. After the presentation, a simple activity was conducted using the pictures that had
been distributed at the beginning of the lesson. In this activity, students who were holding on to the picture indicated by the teacher had to come forward to the front of the class, spell the
edible parts and then place the picture inside a box that was labelled with the part of the plant eg root.
In the team study, each pair was given a set of pictures on edible parts of plant and they are supposed to place these pictures on a piece of paper that was filed with the various
parts of plants. During the team study, teacher observed that students can work better in groups. Teacher observed cooperation between members and as team members observed
team mates having trouble in answering the question, they rendered help immediately. Students were able to share the team study materials between them as well.
After the team study, teacher distributed post-test to each student before conducting the class discussion to reflect on the learning processes within this cycle.
Before the lesson ended, teacher gave team performance reward by awarding each group with a team star on their performance chart because every member in the team was
active, motivated in learning and able to socialize well.
d. Forth cycle
