Prof. Ed.

11 WINTER
Template
Technology for
Teaching and
Learning 2
Romy O. delos Santos Jr., LPT, MIE
Teacher
Prof. Ed. 11 WINTER
Integrating Active
Template

Learning Approaches in
Language Learning

Romy O. delos Santos Jr., LPT, MIE

Teacher
Learning Outcomes:
At the end of the lesson, the learner should be able to:
• discuss the concepts of the different learning approaches
in language teaching and learning;
• discuss how information and communication
technologies will help develop and present language
lessons using the different active learning approaches;
• brainstorm on the possible products or outputs that will
serve as an evidence of learning of the developed
learning outcomes of the learning plan using Inquiry-
Based Learning, Problem-Based Learning and Project
Based Learning; and
• integrate active learning activities in the development of
language learning plans.
INTRODUCTION
Language learning encompasses the development of the
macro skills such as reading, writing, listening, speaking,
and viewing.
The concern of the language teacher is how to teach
these skills in a holistic manner as these skills complement
each other when used by people in communicating. Is it
possible to target more than 2 or 2 of the macro skills in
one learning activity?
The answer is yes. However, this largely depends on the
approaches used by the language teacher in facilitating the
development of learning used by the competencies in the
language classroom. One way to achieve this end is the
utilization of active learning approaches.
INTRODUCTION
Active learning approaches are characterized by
learner’s engagement in activities that are geared
towards the generation of new knowledge or
making meaning to an existing knowledge while
developing other 21st Century skills (such as
collaboration, media literacy, critical thinking) in the
process.
Four of the recent active learning approaches
introduced to enhance the teaching learning process
are Inquiry-Based Learning (IBL), Research-
based Learning, Problem-based Learning, and
Project-Based Learning (PBL).
These learning approaches are designed to give
more depth and breadth in the learning of
content in the K to 12 Curriculum.
While these approaches are meant to provide
opportunities for active exploration of
content, each of these approaches has a
distinct characteristic that needs to be
considered by teachers in the realization of
learning competencies especially in language
teaching.
Knowing the distinctions among these active
learning approaches will help the language
teacher in deciding what approach to adopt.
Central to active learning approaches is
the construction of framing questions
that will guide the learners in their
investigation either on a specific topic or
unit.
Investigations become more meaningful
when these are related to real life
experiences or real-world issues or
problems.
As learners become active participants in the process
of generating new knowledge, technology whether
digital or non-digital, plays an important role in the
utilization of these active learning approaches.
With the ubiquity of technology tools that learners
are exposed to, it is the teacher's role to ensure the
appropriateness and relevance of such tools in the
development of learning competencies.
Aside from learning language skills, it is also
important to train learners of their responsibilities as
they engage in digital learning activities and enable
them to discriminate digital tools that are useful
enhancing their knowledge on the content of
investigation.
 Inquiry-Based Learning and Research-Based
Learning
Lesson Outcomes:
At the end of the lesson, the learner 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; and
• state some performance standards from the Curriculum
Guide that can employ inquiry-based learning and
research-based learning.
To be able to attain the above-stated lesson
objectives, do the following exercises step-by-step:
Step 1: The KWL Chart
Familiarize yourself with the concept of KWL chart. Analyze
the contents of the charts and think of how you can use this
chart in facilitating your language lessons.
KWL CHART
Language Topic:
Big Question:
What I Know What I Want to Know What I Learned
Step 2: Starting with an Essential or Big Question
Since inquiry-based learning usually starts with essential or
big questions that elicit varied answers from the respondents,
think of a question that you would like to ask your students
relevant to a specific lesson in your language class. Do this in
a group with five (5) members.
Some example questions may be:
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?
d. How do we know the language struggles and stories of
the people of long ago?
What is one main characteristic of a young children that helps
them to know about the world they live in? Write your big
question on the KWL chart.
Step 3: Finding Out What We Know
Eliciting from your collective lived experiences as
groupmates, provide an answer to the big question
you identified. Record your answers through filling
in the first column of the KWL Chart.
In this step, each member is expected to actively
participate to fully answer the KWL chart. As you
do the activity, writing and speaking skills can be
observed to be demonstrated by each member.
This activity can be done at any level in your
language classes in the future. You need to allow
some students like in the pre-school level to draw
their answers in the chart if they cannot write their
answers in verbal form.
Step 4: Finding Out What We Want to Know
To allow you to freely explore about what
is in store in the world around you, fil-in
the second column of the KWL chart.
By answering the second column, you will
be able to think of other possible
information that is beyond the knowledge
that you have about the big question.
This activity contributes to the
development of inquisitiveness of
students.
Step 5: Finding Out the Answer from Experts
To be able to learn better about the topic and big
question, get on searching for an answer to the
questions from reliable sources.
Sources may refer to your language teachers or
from the library resources (digital or printed).
Conduct interview with some teachers or other
human resources who may give an answer to the
question or get information from your library
resources.
Record your interview data or literature review
data.
Step 6: Finding Out What We Have Learned

Finally, organize the results of your gathered data

and write your answer in Column 3 of your KWL
chart.
EXPLORE
•Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of
asking questions. This has spurred the enumerable
developments that we continue to enjoy in our
society today.
It continues to usher the study of so many fields that
enable various scientists and experts to provide
solutions to emerging issues affecting the society in
general.
In the classroom, in particular, the process of
inquiry is a basic learning activity that every teacher
is expected to facilitate.
EXPLORE

•Nature of Inquiry-Based Learning

The development of the ability to ask among
learners is basic in the age of the Fourth Industrial
Revolution.
According to the Future of Jobs Reno during the
World Economic Forum, the top three of the ten
skills needed in this age are complex problem
solving, critical thinking and creativity (Gray, 2016)
which all start from the process of asking.
Nature of Inquiry-Based Learning

Inquiry-based learning (IBL) as an approach

essentially involves tasks requiring earners
active participation in finding answers to
curricular requiring learners’ questions.
The questions can run from very specific
simple questions more complex questions in
relation to the curriculum.
Learners are given opportunities to engage in
self-regulated activities as they pursue
investigation.
Nature of Inquiry-Based Learning

Using this in the language classroom can

facilitate the development of communication
skills as it involves activities such as writing
questions, deliberating on ways of finding
answers to curricular questions, and
presenting outputs as evidence of inquiry
among others.
This approach encourages students to work
together in accomplishing their task.
Nature of Inquiry-Based Learning

The process of inquiry starts from positing a

question aligned content standard in the K to
12 curriculum for English.
Investigation proceeds using various sources
of information and presentation of outputs
of the students using a productivity tool.
Depending on the required output, the
assessment tool that will be used should be
given to the students before the inquiry
commences.
When to Use

Chisholm and Godley (2011) purport that

inquiry-based instruction (IBI) offers an
especially appropriate approach to learning
about language variation, identity, and power
since IBI can provide students with
opportunities to learn about current issues in
sociolinguistics through sharing and debating
on a personal experience with language from
multiple perspectives.
 Types of Inquiry
VIU (2020) presented four types of inquiry that can be used in
facilitating classes. These are:
1. Structured Inquiry-This lets the students follow the lead of
the teacher as the entire class engages in one inquiry
together.
2.Controlled Inquiry - The teacher chooses topics and
identifies the resources that the students will use to answer
questions.
3.Guided Inquiry - The teacher chooses topics or questions
and students design the product or solution.
4.Free Inquiry - Students are allowed to choose their own
topics without any reference to a prescribed outcome.
 Role of the Teacher
The success of IBL largely depends on the careful
planning of the teacher in relation to the
curriculum.
The language teacher needs to look into the
learning competencies that can be satisfied by a
simple inquiry or more complex inquiry.
He/she controls and prepares the topic for
investigation and guides the learners by setting the
questions to be explored.
 Role of the Teacher

Learners are allowed to design their own way of

investigation and present their outputs using
technology tools that are afforded to them.
When technology is coupled with IBL, a gateway to
information is opened and students can have access
to information at anytime and anywhere.
It is assumed that the teacher is knowledgeable of
the sources of information and whether the
learners have access to these sources.
 Role of the Teacher
When designing an IBL, the teacher has to
consider the following fields proposed by Avsec
and Kocijncic (2016):
1. Prior knowledge and capacity
2. Context - Learners require meaning from
experience.
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
 Role of Technology

The internet or the World Wide Web offers lots of

platforms for mining information. It has become
the most sought out source of information because
of the variety of tools that abound.
Language is no longer a barrier in one's search for
information.
Depending on the unit of study in a language
curriculum, there are many free educational
websites that are available for the language teachers
and learners.
 Role of Technology

Due to the vastness of sources of information

from the WWW, any language teacher who is using
IBL has the responsibility to direct learners to
websites that provide the proper information.
The technology tools that are made available for
the learners, whether online or offline, should
support the object of inquiry which is aligned to
the learning competencies in the K to 12 Language
Curriculum.
 Role of Technology
It should be noted that the use of technology in IBL is
just one of the many other sources of information in
the process of inquiry. This does not exclude the other
resources, human and non-human, in gathering
information.
However, learners are undeniably familiar and probably
more adept in exploring the internet.
Guiding them in locating online resources that are
relevant in developing their research and communication
skills will let them learn the importance of using
educational resources in an explicit and implicit way.
 Application
To be able to apply inquiry-based leaning in your field of
specialization, do the following steps:
Step 1: Reading Curriculum Guide in any Subject
Identify a grade level from the K to 12 Curriculum and
read the Curriculum Guide for any subject of this level.
Focus your reading on the different competencies of every
lesson.
Step 2: Identifying Competency for IBL
Find learning competencies in the chosen Curriculum
Guide that are suited for an IBL. Determine the type of
inquiry that you will be using. Note them down on the
table provided.
 Application
Subject:
Grade Level:
Learning Competencies Type of Inquiry

1.

2.

3.

4.

5.

6.

7.
 Application
Step 3: Developing Core Questions
Create core questions about the competencies that learners
might be asked to answer.
Subject:

Grade Level:

Learning Competencies Core Questions

1.

2.

3.
4.
5.
6.
7.
Prof. Ed. 11 WINTER
Integrating Active
Template

Learning Approaches in
Language Learning

Romy O. delos Santos Jr., LPT, MIE

Teacher
 Problem-Based Learning and Project-
Based Learning
Lesson Outcomes:
At the end of the lesson, the learner should be able to:
• discuss the salient features of problem-based learning
and project-based learning and their application to the
attainment of learning competencies and learning
outcomes;
• analyze how technologies for teaching and learning can
be maximized in problem-based learning and project-
based learning; and
• share some performance standards from the Curriculum
Guide that can employ problem-based learning and
project-based learning.
EXPLORE
Step 1: Study a picture from the internet and create a
meme or a question about it.
_____________________________________________
_____________________________________________
Step 2: Write 1-2 sentences about literature.
_____________________________________________
_____________________________________________
Step 3: Between creating a meme or a question about
picture from the internet and writing sentences about
literature, which did you find easier to write about?
Explain your answer.
_____________________________________________
_____________________________________________
The activity above obviously shows that it is
easier to write about something that is
relatable in our real-life situations because of
our prior knowledge or experience.
Language teaching and learning in the basic
education are not just about parts of speeches,
grammar and other contents but more so on
how these are used to deal with real-life
experiences.
Using problem-based learning is one of the
approaches that may bring forth more
meaningful learning experiences in and beyond
the classroom.
 Nature of Problem-Based Learning

Problem-based learning is an approach that

involves a process of inquiry and solving open-
ended questions that serve as the main problem
that the learners will work on.
The type of questions posited is focused on a
specific content standard and its application to real
life issues. It also requires more than one answer or
solution.
Learners are engaged in a collaborative task as they
work towards the solution to the problem.
 Nature of Problem-Based Learning

This learning activity is done in small groups with

each member assigned a certain task to accomplish.
In the process of engaging in PBL, they learn
several skills such as problem- solving,
communicating, research, among others which are
essential in the Workplace.
The end goal of PBL is to ensure that the target,
the learning competencies, are achieved in the
process.
Ali (2019) described PBL as a process that is used to
identify problems with a scenario to increase
knowledge and understanding. In her article, she
proposed the following five principles of PBL that may
be considered by teachers in planning or using the
approach:
1. It is a power of independent and self-directed
learning.
2. Learning happens in a group and teacher is a
facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork,
problem-solving and engagement with the task.
5. Materials such as data, photographs, articles, can be
used to solve the problem.
Lo (2009) proposed a six-stage process used
in the adoption of the online PBL:
1. Identifying the problem-current issues that
do not have just one answer or one definite
solution;
2. Brainstorming generate ideas; tackle the
problem through self-directed questioning;
arouse students' intrinsic motivation;
3. Collecting and analyzing the information
assigning group members to collect
information; posting what they found and
what they learned; collaborative collection
of useful information:
4. Synthesizing information solving the
problem through synthesized relevant
data; knowledge building;
5. Co-building knowledge--presentation
of the solution to the learning
problem/ issue; and
6. Refining the outcomes-giving of
feedback and suggestions by the
instructor to help students improve;
learning from other group's
presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts
of PBL on learners as they engage in the
process.
Among these are the following (Ghufron &
Ermawati, 2018, p. 666-in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces students' nervousness during the
learning process
3. Increases students' responsibility in learning
4. Makes students easily learn the material
through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many
learning resources
9. Makes students develop positive
attitude towards learning
For Baresh, Ali, & Darmi, 2019-EFL students:
• Enhances fluency in
communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and
intonations
• Enhances self-confidence
• Increases range of vocabulary
For English as a Foreign Language (EFL)
students, PBL:
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and
intonations
• Enhances self-confidence
• Increases range of vocabulary
The study of Lin (2017) revealed statistically that
the PBL participants showed more improvement in
their reading comprehension than the non-PBL
participants.
The study further looked into the PBL active
English learning attitudes of the two groups and
found that the PBL participants "motivation
intensity, their desire to learn English, and
communication inside and outside the classroom
were significantly higher than those of the
participants of the non-PBL group".
The research also found that the PBL participants
active English learning attitudes are significantly
related to their reading comprehension.
The acceptability of PBL as an approach to
teaching and learning does not only involve the
learners but also the teachers.
In the study of Markušic and Sabljic (2019), they
sought to establish the teachers attitudes on the
problem-based teaching of literature.
Their data revealed that PBL is an acceptable
methodological system" because they saw "greater
interest and activity of students, development of
student's critical thinking and communication skills,
encouraging curiosity and exploratory thinking,
developing love of reading, and developing the
skills of connecting teaching topics".
 Role of Technology
How is technology integrated in the PBL activity?
As the learners embark on an open-ended question
collaboratively, there are a number of free online
tools that they can use from the commencement of
the task to its completion especially that some of
the group tasks will be done outside the regular
class hours.
These online tools will allow the learners to be
actively connected and engaged in the group task
while monitoring their own contributions.
 Role of Technology

The teacher acting as facilitator may also have the

opportunity to peep into the activities of each
learner thereby enabling him/her to give feedback
at any stage of the PBL activity.
Bower, Hedberg and Kuswara (2010) stress that
technology is simply the mediator for collaboration
and representation and that it is the type of task
and thinking processes in which students engage
that determine the quality of learning.
The WWW has opportunities for PBL that
can be utilized by the learners to accomplish
their tasks. Web 2.0 technologies are
characterized by collaboration, sharing and
networking.
These may facilitate and enhance PBL
activities (Tambouris et al, 2012) in its
different stages.
In the study of Kung (2018), it was found that
advanced language learners had positive
perception about the use of Web 2.0
technology in writing instruction.
Productivity tools such as those for writing,
presentations, spreadsheets, calendars,
organizers, citations and others are also
available to assist learners and teachers in
accomplishing required tasks and outputs from
a PBL activity.
There are free tools that can be downloaded
for mobile phones, laptops or desktops.
Before using or recommending these tools to
learners, it is important that teachers take note
or try out the tools first to be familiar with the
most appropriate tool for the PBL activity.
When using PBL, the learning competencies must
be the primary consideration together with the
content and performance standards before the
technology integration.
As soon as these are in place, the statement of
learning outcomes in the learning plan must be
stated in behavioral and measurable terms.
PBL is about developing higher order thinking
skills therefore, the taxonomy of objectives should
be utilized to ensure that you are targeting the
required outcomes.
Consider using the revised Bloom's taxonomy by
Anderson and Krathwohl in creating your learning
outcomes.
 Nature of Project-Based Learning/ Project-
Based Approach
Project-based learning is an approach but has evolved
as a teaching method that engages learners in a series
of planned tasks resulting to the generation of
solutions to real-world problems.
It is a student-centered approach as it takes into
account the realm of experiences and interest of
students.
This method is based on John Dewey's principle of
learning by doing and Vygotsky's constructivist theory
of learning that advocates social construction of
knowledge.
PrBL/PBA is a collaborative learning
activity where learners work on an
authentic task guided by an open-ended
question.
Each member has an assigned role that
will contribute to the solution of the
problem that was identified.
This problem reflects real issues in their
community or the world at large.
Past and more recent researches have proven
PrBL to be beneficial in the development of
various skills such as:
1. Research methodology skills (Tiwari,
Arya, & Bansal, 2017).
Using student feedback questionnaire given to
99 students, it was revealed that students’
knowledge of the topic taken, searching review
for the topic, communication skills, data
collection skills, and analytical and presentation
skills were enhanced.
The teachers also perceived that PrBL
could cause 100% enhancement of
knowledge on the various components of
research methodology, update of the
knowledge on a particular topic, and
increase in interaction with students.
2. Oral communicative competence
(Bakar, Noordin, & Rali, 2019).
The researchers investigated the effectiveness of using
PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English
language learners.
The study revealed a significant improvement in the
learners' overall oral communicative competence after
a 12-week intervention lessons using PrBL as a
strategy.
They also concluded that PrBL as a teaching strategy is
effective and is recommended as suitable English
language teaching strategy especially for learners with
low proficiency in the English language.
3. Development of life skills
(Wurdinger & Qureshi,. 2015).
The study employed mixed-method to examine
the development of life skills through PrBL.

Their findings revealed that after taking the

PBL course, there was a significant difference in
the mean scores for the following life skills:
responsibility, problem solving, self-direction,
PrBL communication, and creativity skills.
It was concluded that PrBL indeed promotes
further development of life skills.
 Application
Constructing Key Questions for PBL. Using your K to
12 Curriculum, choose 3 learning competencies from
different quarters, identify the content standards and
construct key questions that can motivate students to
engage in a PrBL activity. Use the table provided.

Quarter Learning Content Open-ended

Competency Standard question
END

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