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Action research study to sow the KAYA KO seed growing at Sagrada Elementary, Concepcion Elementary and Dipuyai Elementary Schools in Busuanga, Philippines
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ES Pilot Programme & Ac1on Research Study
Concepcion Elementary School, Dipuyai Elementary School Sagrada Elementary School, Busuanga, Philippines, June 2014
Invitation LetterDear 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 start 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 [email protected] 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 !!
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
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 will track the impact of our proposed pilot programme at the three elementary schools in Concepcion, Busuanga detailed below. !Teacher Training Date June 23-‐28th, 2014 All par:cipants received the Teacher Toolkit, with Learner Submission forms and a Learner Workbook. !!!!!!!Proposed pilot programme, to track progress: June-‐November, 2014 A set of workbooks has been received for one Grade Four class at Sagrada Elementary School. Should the other two schools be interested in receiving workbooks and par:cipa:ng in the study, various funding op:ons will be considered, so that each learner can receive the workbook free of charge. !!
Name of School No. of Par:cipants
Concepcion Elementary School 5
Dipuyai Elementary School 3
Sagrada Elementary School 3
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 teachers using same method modeled by facilitator during teacher training (each child to receive a piece of paper, write the issue, group common themes together, s?ck on page to make a bar chart, each group to vote on which issue they want to address, the winning solu?on, design an ac?on plan and decide on a week to take ac?on. !b) How do community members feel ajer children and youth take ac:on and lead community change
in a typhoon affected area? Students and teachers to ask parents and school principal aGer students present ac?on projects. !c) 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 !d) 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
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: 3-‐5 teachers a6ended the Teacher Training on the first day of the interven:on. Each teacher is invited to par:cipate in the Ac:on Research. A minimum of 3 teachers is required. !LEARNERS: Depends on numbers of learners per school. 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 !!!
Timeline & Outcomes
Timeline of Teacher Training and data collec1on phases TEACHER TRAINING: 1 day, June 23, 2014 !DATA COLLECTION PHASES: Phase One: During teacher training, June 23, 2014 !All remaining phases to be set aGer delivery of workbooks is confirmed. !Phase Two: Phase Three: Phase Four: Phase Five: Phase Six: !!!!
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
!
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 schools as the DFC Philippines Pilot Elementary Schools.
A) Teach KAYA KO lessons during Values Education. Implement strategies. !!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. Ajer introducing FEEL and IMAGINE, let the groups decide when they are ready to take ac:on. Only move onto next steps when learners have completed all ac:vi:es-‐as they need it to proceed. !2. Week of Implementa1on Following the teacher training on June 23 it is suggested that the teachers choose a week to implement the programme. All learners should receive their workbook, write their names and use it for the lesson, as the teacher decides. It is recommended to be used during Values Educa:on lessons each week. !!!
Suggested plan of action for participating elementary schools
In order to encourage the programme to be easily implemented and the rewards and incen:ves to be enjoyed by the learners at your schools, you may follow this suggested plan of ac:on:
B) Submit stories. Empower your learners to be KAYA KO leaders!
1. Submit the stories of change 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 [email protected]
C) Support student leaders with managing and organizing their Kaya Ko Club !1. Start a Kaya Ko Club! This can be formed by the very first 3-‐5 groups who take ac:on and lead the change at your school! These groups are encouraged to hold weekly mee:ngs and ac:on days so they plan and prepare. !a) Weekly KAYA KO Mee1ngs: Aim: To work on ac:on projects that learners iden:fy. These can be displayed in each classroom (visit Concepcion Na:onal High School to see examples in the classrooms) 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.
D) Use Facebook for Action Research
b) 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 ajer lunch or at the end of the school day. !c) Monthly KAYA KO 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 !!!! ! 1. Use Facebook for Ac1on Research Teachers who par:cipate in the Ac:on Research Study from Sagrada Elementary, Concepcion Elementary School and Dipuyai Elementary 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
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: [email protected], Facebook: KAYA KO CONCEPCION HS Text: 09179167803 before July 9, 2014
