HS Action research study Concepcion


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Action research study to keep the KAYA KO seed growing at Concepcion National High School

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HS Action research study Concepcion

  1. 1. HS  Pilot  Programme  &    Ac1on  Research  Study Concepcion  Na+onal  High  School,  Busuanga,  Philippines,  June  2014
  2. 2. Invitation Letter Dear  Teachers  and  School  Principals   ! Thank  you  for  a6ending  Concepcion  Na:onal  High  School’s  I  Can  Regrow,  Kaya  Ko  Teacher  Training  on  June  24   and   for   par:cipa:ng   in   the   Pilot   Interven:on   Programme   held   from   June   25-­‐28th.   We   hope   you   enjoy   the   photographs  in  the  Kaya  Ko  Concepcion  HS  Facebook  page,  set  up  especially  for  your  school!  There  are  albums  of   each  grade  learning  ways  to  release  nega:ve  emo:ons,  remember  blessings  and  using  seven  steps  to  regrow  the   community.     ! As  you  empower  your  students  to  con:nue  with  their  ac:on  projects  and  use  the  workbook  provided  in  your   Values  Educa:on  classes,  you  are  also  invited  to  par:cipate  in  an  Ac:on  Research  study.  All  that  is  required  is  for   you  to  sign  up  and  share  any  observa:ons,  photos  and  examples  of  student  outputs  from  workbooks  over  a  6   month  period.  These  can  be  done  via  our  Facebook  page  or  emailed  to  me  on  icanregrow@edusoil.com  by  the   dates  provided.  In  addi:on  to  this,  I  will  send  you  short  ques:onnaires  for  students,  teachers,  school  principals   and  parents  who  wish  to  par:cipate.  You  have  all  seen  and  learned  about  the  DFC  Mandala  containing  our  seven   steps   to   solving   problems.   (see   next   page)   In   this   study   it   is   also   a   par+cipatory   and   transforma+ve   Ac:on   Research  model  for  learners  and  teachers  guiding  Design  Thinking  and  reflec:ve  learning.  In  other  words,  the   learners  are  encouraged  to  use  the  workbooks  and  then  par+cipate  and  transform  their  community  with  ac:on   projects.  Examples  of  student  outputs,  combined  with  interviews  and  surveys  will  be  collected  and  presented  as  a   Research  Study  to  interna:onal  funders  and  local  authori:es  showcasing  your  school  as  the  DFC  Pilot  School  in   the  Philippines!   ! I  hope  you  will  par:cipate!  My  aim  is  to  support  you,  as  you  empower  the  students  to  grow  a  KAYA  KO  a^tude   and  to  solve  problems  that  affect  them  throughout  their  lives.     ! Warm  wishes   Juanita  Naidoo  Rea  (DFC  Philippines  Director,  eduSOIL  Educa:on  Founder)   ! July  1,  2014   ! !
  3. 3. Before  we  look  at  how  the  study  will  be  implemented,  let  us  review  the  DFC  Mandala  containing  our   seven  steps  to  solving  problems.  Remember,  it  is  also  a  par+cipatory  and  transforma+ve  Ac:on  Research   model  for  learners  and  teachers  who  are  using  Design  Thinking  to  solve  problems. Next  we  explore  the  purpose  of  the  study,  how  it  will  work,  the  :meline  and  rewards  and  incen:ves  for   your  school  community! Teacher Training Review
  4. 4. Research problem and purpose Research  Problem   Disaster  relief  ini:a:ves  do  not  provide  sufficient  mindfulness-­‐based,  healing  and  community  rebuilding   strategies  that  empower  children  and  youth  to  take  ac:on  on  the  issues  that  affect  them  in  typhoon   affected  areas.   ! To   address   this   issue   eduSOIL/DFC   Philippines   has   created   workbooks   to   empower   teachers   and   students   to   heal   themselves   and   their   community.   In   this   study   we   track   the   impact   of   our   pilot   programme  in  Concepcion,  Busuanga  detailed  below.   ! Name  of  School:    Concepcion  Na+onal  High  School   ! Pilot  interven+on  date:    June  23-­‐28th,  2014   ! Teacher  Training  par+cipants:     -­‐25  (teachers,  school  principals,  local  officials)     -­‐All  par+cipants  received  the  Teacher  Toolkit,  with  Learner  Submission  forms  and  Learner  Workbook.   ! Learner  Interven+on:     -­‐252  students  from  Grade  7-­‐4th  Year.     -­‐All  students  received  the  Learner  Workbooks   -­‐Five  groups  who  par+cipated  in  the  Day  of  Ac+on  received  the  Learner  Submission  Form   ! Proposed  pilot  programme,  to  track  progress:  June-­‐November,  2014   !
  5. 5. Research Questions a) What   issues   are   children,   youth   and   teachers   affected   by   in   a   typhoon   affected   area   in   the   Philippines?  Which  of  these  issues  do  children  and  youth  take  ac:on  on?                  Data  collected  by  facilitator  and  teachers  from  June  22-­‐28th   ! ! ! ! ! ! ! During  week-­‐long  interven1on a) How  do  community  members  feel  ager  children  and  youth  take  ac:on  and  lead  community  change   in  a  typhoon  affected  area?                  Students  and  teachers  to  ask  parents  and  school  principal  aXer  students  present  ac+on  projects.   ! b) What  impact  does  a  mindfulness-­‐based,  healing  and  community  rebuilding  interven:on  have  on   learners  in  Typhoon  Yolanda  affected  areas?       Facilitator  to  collect  data  from  teachers  survey  and  student  workbooks  from  June-­‐November   ! c) Do   mindfulness-­‐based,   healing   strategies   help   learners   who   live   in   typhoon   affected   areas   to   develop  emo:onal  resilience?       Facilitator  to  collect  data  from  teachers  survey  and  student  workbooks  from  June-­‐November   ! ! ! During  six  month  pilot
  6. 6. Implementation Data  collec1on   a)   ISSUES:  Learners/teachers  independent  responses,  collated,  grouped,  plo6ed  on  a  graph   ! b)   COMMUNITY  RESPONSE:  Teachers,  parents,  principal,  learners  interviews,  survey     ! c)   IMPACT:  Learners  observa:ons,  survey,  workbook  responses   ! d)   EMOTIONAL  RESILIENCE:  Learners  observa:ons,  survey,  workbook  responses   ! ! !Par1cipants   TEACHERS:  25  teachers  a6ended  the  Teacher  Training  on  the  first  day  of  the  interven:on.  5-­‐10   teachers  are  invited  to  par:cipate  in  the  Ac:on  Research.     ! LEARNERS:  252  learners  par:cipated  in  the  interven:on.  3-­‐5  learners  per  sec:on  are  invited  to   par:cipate.     ! SCHOOL  PRINCIPALS:  All  principals  are  asked  to  complete  a  survey     ! PARENTS:  5-­‐10  parents,  per  school  are  invited  to  interviews,  surveys     ! ! !
  7. 7. Timeline & Outcomes Timeline  of  interven1on  and  data  collec1on  phases   INTERVENTION:  5  days,  June  24-­‐28th,  2014   ! DATA  COLLECTION  PHASES:       Phase  One:  During  interven:on,  June  24-­‐28th,  2014   Phase  Two:  Two  weeks  ager  interven:on,  July  12th   Phase  Three:  One  month  ager  interven:on,  July  26th   Phase  Four:  Two  months  ager  interven:on,  August  23rd   Phase  Five:  Four  months  ager  interven:on,  September  27th   Phase  Six:  Six  months  ager  interven:on,  November  22nd   ! ! !Outcomes   1. Data  to  be  collated,  analysed  and  published  as  part  of  DFC  Global  Research  Studies   ! 2. Schools  that  sustain  student-­‐led  ac:on  projects  for  a  six  month  period  gain  status  of  being  a  DFC   Philippines  Pilot  School   !
  8. 8. Rewards and Incentives for Teachers and Students ! ! ! Be  the  Change  Conference,  India   The   winning   group   must   nominate   a   group   leader   who   will   become   the   DFC   Philippines   Ambassador   and   receive   a   $500   travel   fund   to   a6end   the   conference,   as   well   as   hotel   accommoda:on,  with  an  accompanying  teacher/mentor/parent  for  3  days.   I  CAN  Publica1on   Each   year   DFC   Global   publishes   a   collec:on   of   stories   of   change   from   all   over   the   world.   The   winning  story  or  a  selected  story  will  be  submi6ed  for  the  publica:on.  A  selec:on  of  10-­‐15  stories   will  be  selected  for  a  DFC  Philippines  KAYA  KO  Publica:on,  in  which  stories  are  welcome  in  any   dialect.   KAYA  KO  Outstanding  Award   Learners   who   submit   the   most   outstanding   story   of   change   receive   this   award   and   are   automa:cally  invited  to  a6end  the  annual  Be  the  Change  Conference  in  India,  each  September.     ! ! ! DFC  Philippines  Pilot  School   Examples   of   student   outputs,   combined   with   interviews   and   surveys   will   be   collected   and   presented  as  a  Research  Study  in  my  current  M.Ed  study  and  to  interna:onal  funders  and  local   authori:es,  showcasing  your  school  as  the  DFC  Philippines  Pilot  School.
  9. 9. 1. Week  of  Ac1on:       Following  the  pilot  from  June  23-­‐28,  it  is  suggested  that  the  founding  members  of  the  Kaya  Ko  club  be  given                 :me  to  meet  during  their  daily  Values  Ed  class  :mes  from  4:20-­‐5:00  each  day  to  con:nue  with  their  ac:on         projects.  Each  day  the  groups  should  record  their  stories  on  the  submission  forms  that  they  received  (also                     found  in  Teacher  Toolkit)  and  on  the  coloured  story  maps  that  they  can  post  on  the  school  bulle:n  board.                 ! 2. Submit  the  stories:       When  they  complete  the  submission  form,  it  can  be  posted  to  the  address  provided  to  reach  me  by  July  8.  OR                 if  stories  are  completed  later,  it  can  s:ll  be  posted  or  emailed  to  icanregrow@edusoil.com ! 3. Kaya  Ko  Club:       This  is  the  club  we  ini:ated  on  June  28th  and  is  comprised  of    the  five  groups  who  took  ac:on  on  the  following                 issues:  Bad  A^tudes/Bullying,  Condi:on  of  CR,  Family  separa:on/figh:ng,  No  place  for  biodegradable  waste,     No  trash  bags  plas:c  waste.  These  groups  are  encouraged  to  hold  weekly  mee:ngs  and  ac:on  days  as  they       have  made  the  most  progress  in  the  programme  thus  far. ! ! ! ! ! Suggested plan of action for Concepcion National High School A) Submit the stories, empower your learners to be leaders! In  order  to  encourage  the  programme  to  be  con:nued  and  the  rewards  and  incen:ves  to  be  actually  received   by  the  learners  at  this  school,  follow  this  suggested  plan  of  ac:on:
  10. 10. B) Support student leaders with managing and organizing their Kaya Ko Club 1.      Weekly  KAYA  KO  Mee1ngs:       Aim:  To  con:nue  working  on  ac:on  projects  that  all  learners  have  iden:fied.  These  are  displayed  in  each                     classroom,  with  the  seven  steps.                   Strategy:  Each  week  the  Kaya  Ko  club  could  support  the  other  learners  to  work  on  their  ac:on  projects.  They                 can  use  a  vo:ng  system  to  decide  which  winning  idea  to  take  ac:on  on.  They  can  also  use  the  peer         presenta:on  system  to  decide  with  groups  are  ready.  2-­‐3  Groups  should  sign  up  to  par:cipate  in  a  Weekly  Day                 of  Ac:on,  which  can  be  held  each  Saturday  morning.       Time:  This  mee:ng  could  be  held  at  least  twice  a  week.               ! 2.      Weekly,  KAYA  KO  Day  of  Ac1on:   Aim:  To  take  ac:on  on  selected  issues,  suppor:ng  a  few  groups  at  a  :me.     Strategy:  The  2-­‐3  groups  who  sign  up  each  week  could  be  given  :me  to  take  ac:on.                 Time:  Saturday  from  8-­‐11:45  to  take  ac:on,  then  they  can  present  to  the  school  ager  lunch  or  at  the  end  of  the                 school  day.     ! 3.      Monthly  KAYA  KO  Celebra1ons:     Aim:  To  celebrate  the  ac:ons  of  the  learners,  to  raise  community  awareness,  to  teach  learners  and  teachers                 from  other  school  about  Kaya  Ko.     Strategy:    Each  month  a  group  can  arrange  a  community  sharing,  invite  other  schools,  parents,  barangay                     officials                 Time:  To  be  decided  by  the  group,  school  principal  and  advisors               ! ! ! !
  11. 11. C) Teach the KAYA KO lessons during Values Education 1.      Use  the  materials  as  your  Values  Ed.  resource     All  teachers  and  principals  who  have  received  the  Teacher  Toolkit  and  Learner  Workbooks  are  equipped  with                 the  tools  to  sustain  the  programme,  using  the  workbooks  as  a  Values  Educa:on  resource,  during  scheduled         lessons.               ! a)    Teach  the  3  parts  (Release,  Remember,  Regrow)     Using  the  workbook,  teachers  can  teach  strategies  to  RELEASE  nega:ve  emo:ons  and  REMEMBER  God’s                     blessings.  Aim  to  do  one  Release  ac:vity  per  week  and  choose  blessings  once  every  week.  There  is  no  set  order                 for  choosing  Release  ac:vi:es  and  Blessings.  Invite  the  children  to  choose  what  they  are  interested  in.   ! b)    Teach  the  7  steps  (Feel,  Imagine,  Do,  Share,  Reflect,  Enjoy,  Sustain)     Using  the  Teacher  Toolkit  and  the  REGROW  sec:on  of  the  workbook,  teach  one  step  at  a  :me,  star:ng  with                 feel.  Only  move  onto  next  steps  when  learners  have  completed  all  ac:vi:es-­‐as  they  need  it  to  proceed.     ! 3.      Use  Facebook  for  Ac1on  Research       Teachers  who  par:cipate  in  the  Ac:on  Research  Study  from  Concepcion  Na:onal  High  School  can  upload                              photos  of  learners  in  ac:on  and  selected  lessons  from  workbooks  on  the  Facebook  page.  This  data,  as  well  as                  other  documenta:on  will  be  analyzed  and  presented  as  part  of  Design  for  Change  Global  Research.   !   Aim:  To  provide  a  Values  Ed  workbook  for  all  learners  at  the  school,  to  collect  data  about  the  programme                     impact                 Strategy:    Teachers  to  use  workbooks  to  teach  Values  Educa:on  and  to  select  student  outputs  for  research                     study                 Time:  Teaching  can  happen  weekly  at  the  teachers  discre:on,  Data  Collec:on  would  occur  in  set  phases              
  12. 12. Empower your learners to take action and turn their ideas into reality. Use our seven steps to enable children & youth to regrow their community. ! Join our Challenge and Action Research Study Record the story. Send it to us. Participate in the pilot study. ! Contact me: Juanita Naidoo Rea Email: icanregrow@edusoil.com, Facebook: KAYA KO CONCEPCION HS Text: 09179167803 before July 9, 2014