VII. PROCEDURE
The study was undertaken following this sequenced
procedure.
1. Orientation to the approach - This step had to be
undertaken to reduce anxiety and clarify expectations,
roles and goals. In this phase, a new method of assessing
the process and output/product was also introduced. Due
to time constraint, the researcher presented preconstructed
rubric guide on oral presentation and group
work. The students gave suggestions on the grade range
and descriptors; thus, ownership was established. The
scoring rubric grids served both as instructional and
evaluation tools because the students were given
standards of performance which they had to attain while
doing their work. The researcher, who is the class
professor himself, recorded the students’ participation and
reaction throughout the sessions. He noted behavior and
attitudes of his students on his teaching journal, a “must”
for him to become a reflective educator. Furthermore, the
students were also required to write in their journal their
observations, insights and behaviors on different
activities.
2. Grouping of students - Students were divided into groups
of 6. For this initial endeavor, the students were allowedto choose their group mates to facilitate interaction and
carrying out of roles and tasks. The facilitator and
recorder for each group were chosen. The facilitator took
charge of the discussion, task delegation and monitoring
of work progress. The recorder records the activities,
results of discussions and progress of work.
3. Implementing the approach
Direct Experience - A problem trigger or an “ill-structured”
scenario was presented to the group. This problem embedded
previous knowledge but did not contain all information needed
to solve it. This simply meant that they had to gather
necessary information or learn new concepts, principles, or
skills as they engage in the problem-solving process. Each
group read, discussed and analyzed the problem. They
discussed information which were explicitly found in the
text/problem trigger---those which were not known, what they
had to know and what they had to do. This phase utilized basic
Reading and Metacognitive Strategies:
K – What is known
W – What they want to know
L – What they have to learn
A – What action to do