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Module 3 - TTL

Science, Technology, and Society (STI College)

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Module 3
Using Open-ended Tools in Facilitating Language Learning
At the end of the module, the students should be able to:
 plan for language lessons that can be best presented using open-
ended tools;
 explore for available open-ended tools for language teaching and
learning; and
 demonstrate how these open-ended tools can be maximized for
language teaching and learning.

Lesson 1: Productivity Software Applications for Language Teaching and

Learning
It is expected that you and your teachers have been utilizing media
tools and/or productivity software programs to improve the teaching and
learning of your courses or subjects in basic education.
Open-ended tools and productivity software programs are examples of
ICT tools that enable teachers and students in making their collaborative
learning clear, effective, motivating, and meaningful. According to Palmer
(2015), teachers need to demonstrate 21st century characteristics to be able
to meet the demands of the 21st century learners. It is appropriate for us to
discuss how the various productivity software programs can be used in
language classes in order to be able to demonstrate the qualities of an ICT-
engaged classroom and teacher.
A. Using Word in Scaffolding Student Learning in a Language
Classroom
We have to look into how teachers make the most of Word Applications
in order to fully understand their role in facilitating student learning. Learning
plans, assessment tools, templates and forms, visual organizers, and other
forms of learning scaffolding are examples that are frequently created using
word processing software.
Activity 1: Creating Learning Plans Using Word Applications
This activity will help you plan, organize, share, implement, and
enhance your learning plans in teaching your language courses.

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Step 1: Testing Your Knowledge of Word Processing Software

Applications
Start off this activity by listing the current word processing programs
that the students are familiar with.
Step 2: Viewing the Essential Parts of Learning Plan
Similar to a tertiary education syllabus, learning programs might be
helpful during a semester. It could be a personalized plan, a unit plan, or a
daily lesson plan.
It will be helpful if some examples of these are examined, explored,
and analyzed in order to better understand how word processing software
features are used to create learning plans.
1. Intel Tech Unit Plan

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2. Department of Education

3. Syllabus

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Teaching language courses in the university requires learning plans such as

syllabus.

Step 3: Sharing the Features of Word Application for Scaffolding

Student’s Learning

1. To create a simple chart from scratch in Word, click Insert > Chart, and
pick the chart you want.

2. Click the chart type and then double-click the chart you want.

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3. In the spreadsheet that appears, replace the default data with your
own information.

Activity 2: Preparing Process Guides and Graphic Organizers Using

Word Processing Software Application
Step 1: Discuss the Relevance of Using Graphic Organizer and
Process Guides
 Graphic organizers are an instructional tool used to aid in
comprehension or to organize key information. They can be used as an
activity to help students retain information they’ve learned for a longer
period of time. Students, including those with emergent literacy skills,
limited English fluency, and diverse learning styles can often process
information in a graphic organizer more easily than from traditional
text. They help students see connections, patterns, and relationships.
They can also help students show understanding of the “big picture”
from a lesson or book.
Graphic Organizers and process guides helps learners of all ages
especially the visual learners to grasp the concept easily, organize and
simply the complex information. It focuses their thoughts for planning,
decision-making and writing. Graphic organizers are appealing because
they have a wide range use and adaptability for many different topics
and subjects.

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Step 2: Examples of Process guides as Scaffold in Language

Teaching and Learning.
A. Venn Diagram
A Venn diagram is made up of two large circles that intersect with each
other to form a space in the middle. Each circle represents something that
you want to compare and contrast. Where the two circles intersect, you
would write traits that the two things have in common.

B. Frayer Model
is a graphic organizer that helps students determine or clarify the
meaning of vocabulary words encountered while listening, reading, and
viewing texts. It is used before reading to activate background knowledge,
during reading to monitor vocabulary, or after reading to assess vocabulary.

C. Bubble Diagram
These diagrams are called so because they consist from bubbles of
different sizes. It shows the importance of ideas and concepts using the
bubbles of different sizes.

D. T- chart
is used to separate information into two categories.

E. Fishbone Map
a visual way to look at cause and effect.

F. Inductive Tower
a visual tool that directly supports inductive thinking by building up the
stages, or steps, of moving from specifics to overall concept or principle.

G. Flow chart
a picture of the separate steps of a process in sequential order.

H. Story Map
a graphic organizer that helps students learn the elements of literature
by identifying characters, plot, and setting. It is used during and after
reading a text.

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I. 5w chart
a type of graphic organizer that will help students to visualize asking
questions that start with who, what, where, when, and why.
Step 3: Presentation of the Process Guides and/or Graphic Organizer
A. Using presentations in Teaching Language Skills
 Computers can be used by teachers to create visually and audibly
appealing presentations that make use of a variety of media tools.

 Students can also create project outputs and reports to share with the
class. It can be used as a presentation tool in a task requiring
innovative skill integration.

Four Macro Skills

1. Reading
 The student read in order to transmit information. It requires
clarification of ideas as well as the expression of those ideas in a way
that others can understand.
2. Writing
 When composing slides, students must condense the information they
have gathered so that only the main points are presented.

 Students can organize a suitable sequence and divide the points into
slides.
3. Speaking
 The material that students have read, organized, and summarized
must now be presented orally in order to convey a clear message to
a group of peers.

 Students must ‘rehearse' difficult word pronunciation, time

themselves, and ensure that they have all of the English lexicon
required for their speech.
4. Listening.
 The class is now listening to the oral presentation. Listening to a non-
native speaker is difficult, and visual elements facilitate
comprehension.

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Basic Instructional Design in Preparing Presentations

1. Setting up the Presentation Class

 Students must be taught the skills required in giving a presentation.
This can include things like knowing when to make eye contact, how to
organize a presentation, how to connect with an audience, how to use
body language and manage time, and how to create an effective
PowerPoint presentation.

2. Organization of the Presentation

 One of the most important skills that students must learn. It is
necessary to learn how to divide the presentation into meaningful
sections and present each one separately.

3. Presentation Skills
 Consider the macro and micro skills that are required. These micro
level skills include genre-specific language items such as vocabulary
and grammar that students need to succeed in oral presentations.

4. The Use of Visual Aids

 They provide support for both the speakers and listeners during the
presentation. Visual aids can be used to provide additional information
about the topic, help the audience remembers and understand what is
being said, and act as a concrete reminder of the message for both the
audience and the presenter.

5. Performing Self-Reflections
 This activity improves students' writing abilities as well as their ability
to reflect on themselves.

B. Using Spreadsheets in Language Learning

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 Spreadsheets are very useful for introducing some lessons in language

classes. Spreadsheets can be used to teach with tables, charts, graphs,
and to compute students' grades.

Microsoft Word Alternatives (Investintech, 2020)

1. Dropbox Paper
 is a free online word processor provided by a cloud storage provider.
Dropbox Paper does an excellent job at creating dynamic documents
that you can share and access online.

2. Office Online
 You can open, create, and edit word documents online using this office
online alternative to Microsoft Word.

3. Google Docs

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 allows you to create, collaborate and share documents, spreadsheets,

presentations, drawings and even forms.

4. Etherpad
 It's an open source, highly customizable tool for online document
collaboration with friends, classmates, and coworkers.

5. Zoho
 You can import and work with Microsoft Word documents, inserting
images and editing content as needed.

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6. OpenOffice
 It includes six programs that all use the same engine making them
inherently the same and extremely easy to learn and use.

7. AbiWord
 a free word processing program similar to Microsoft Word. It allows you
to fill in specific form fields in documents with information from
databases and tabbed text files automatically.

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8. Jarte
 It lets you insert images, tables, hyperlinks, and everything else you'd
expect from Word.

9. WPS Office
 is a free document processing suite whose WPS Writer app can be used
as an alternative to Microsoft Word. It can open and save a variety of
popular file formats native to those applications, including docx, doc,
and others.

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10. SoftMaker FreeOffice

 is another excellent free suite that provides a full-featured Microsoft
Word alternative. It allows you to concentrate on document creation in
the same way that MS Word does.

References:
Espique F, De vera Silva D. (2021). Technology for Teaching and Learning 2,
Mathematics and Science Education, ICT Tools for Collaboration and
Sharing Resources, Pp.149, LORIMAR Publishing Inc.
Learning Disability Association of America. (2013). Retrieved from:
https://ldaamerica.org/info/graphic-organizers/#:~:text=Graphic
%20organizers%20are%20visual%20thinking,often%20visual%20learners
%20and%20thinkers

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