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Lesson 4 Integrating Active Learning Approaches in Language Learning

This document discusses a lesson on inquiry-based learning and research-based learning. It contains a chart titled "Beginning Task" that lists what students know, want to know, and learned. The document provides examples of "big questions" that could be asked of students to facilitate language learning. Students are divided into groups to discuss a question, provide answers to fill in the chart, and construct core questions about language learning competencies. The lesson concludes with a self-assessment checklist and student reflection.

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Inica Binoya
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83 views

Lesson 4 Integrating Active Learning Approaches in Language Learning

This document discusses a lesson on inquiry-based learning and research-based learning. It contains a chart titled "Beginning Task" that lists what students know, want to know, and learned. The document provides examples of "big questions" that could be asked of students to facilitate language learning. Students are divided into groups to discuss a question, provide answers to fill in the chart, and construct core questions about language learning competencies. The lesson concludes with a self-assessment checklist and student reflection.

Uploaded by

Inica Binoya
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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Republic of the Philippines

President Ramon Magsaysay State University


San Marcelino Campus
San Marcelino, Zambales

LESSON 4: Inquiry-Based Learning and Research-Based Learning

GOAL SETTING:

At the end of the lesson, you should be able to:


⮚ discuss the salient features of inquiry-based learning and research-based learning and their
application to the attainment of language learning competencies and language learning outcomes.
⮚ analyze how technologies for teaching and learning languages can be maximized in inquiry-based
learning and research-based learning
⮚ enumerate some performance standards from the Curriculum Guide that can employ inquiry-based
and research-based learning
BEGINNING TASK

Language Topic:
Big Question:
What I know What I want to know What I learned
What do you call the chart above?
What are the content of the chart?
How can you use this chart in facilitating your language lessons?

LET’S DISCUSS
Listen to the recorded lecture

Activity 1
Go back to the chart in the Beginning Task
Since inquiry-based learning usually starts with essential or big questions that elicit varied answers from the
students, choose from one question from the questions below that you would like to ask your students. Do
this in a group of 6. One will serve as the teacher/facilitator.
A. Why do we need to learn how to listen?
B. Why is there a need to be engaged in public speaking?
C. How do children with special learning needs communicate?
1. Write your big question on the chart
2. Provide the answers to the big question (each member must provide answer/s) by filling in the
columns (What I know and What I want to know)
3. Construct core question/s about the competencies that learners might be asked to answer
Grade Level:
Language Learning Competencies Core Questions
1
2
3
4
5
6
7
8
9
10

REINFORCEMENT

Prepare a PowerPoint Presentation of the audio recorded lecture.

ASSESSMENT OF LEARNED COMPETENCIES

Self-Assessment: Find out if the lesson has helped you develop more your competencies by placing a
check mark under the column of your choice.
Very much To a certain Not at all
Extent
I learned to listen purposefully
I learned to collaborate with my classmates
I learned to transfer audio material to visual material
I learned to use technology to accomplish a task
I learned to identify learning competencies that are suited
for an IBL

REFLECTION

Why don’t students ask?

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