lOMoARcPSD|22196350

TTL2 UUsing open ended tools in facilitating language

learning software application 1
Secondary Education (Saint John Bosco Institute of Arts and Sciences - Kalentong
Branch)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

72 Technologyfor Teaching and bearning 2

for Language Education - EnglishFilipino

MODULE)
Using Open-Ended
Toolsin Facilitating
3
Language Learning

Learning Outcomes

At the end of the module, the students should be able to:

.plan for languagelessons that can be best presented
using open-ended tools or productivity software
applications;
explore for available open-ended tools for language
teaching and learning;
search for l¡nguage tools for open-endedtools for the
following skills:
listening
speaking
reading
writing: and
demonstrate how these open-ended tools or
productivity software applications can be maximized
for language teaching and learning.
Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

LESSO N) 1
ProductivitySoftwareApplicationsfor
LanguageTeachingand Learning
Learning Outtomes
At the end of the lesson, the students should be abBe to:
identityuses of productivitysoftwareapplicationsin the
teaching-learningof language.
share experiencesin using productivitysoftware
applicationsas a language learner.
explore samples of documents,presentations,and
spreadsheetsthat were used in deliveringlearning plans
for languages.
reportnew open-endedtools or productivitysoftware
applicationsthat are beneficialfor language learning.

Excite

It is assumed that your teachers and you have been using productivity
software applications and/ or media tools to enhance the teaching and the
learning process of your courses or subjects in the basic education and in
the teacher education program before enrolling in TTL 2. The common
productivity tools that they or. you may have used are word processing
software, spreadsheets,and presentations.
At this time, you will be asked to recall and share yosr memorable
lessons with the intended learning outcomes that were fully attained because
of the appropriateICT integrationdone by your teacher or by you. Share your
experiencesby comnpletingthe Table below.
Topics and Learning
How productivity software applications or
mediatools were used to attain the learning
Outcomes/Objectives outcomes

Downloaded by Mark Joseph Olimon ([email protected])

 lOMoARcPSD|22196350

Explore
Language
Open-ended Tools and their Uses in Teaching and Learning
Skills
ICT tools,
Open-ended tools or productivity software applications are together
learning
which help the teachers and the learners make their teaching-learning
concrete, efficient, encouraging, and meaningful. In any
meet the demands
process, the use of these tools play a vital role as it helps
by Palmer (2015),
of the learners in the 21 Century classrooms.As described
meet
teachers need to demonstrate 21% Century characteristicsto be able to
in the context
the demands of the 21t Century learners. These characteristics
of language teaching are briefly presentedfor teachers to:
1 create a learner-centeredclassroom and make instruction personalized
becauselearners have differentpersonalities,goals, and needs;
2. facilitate the students' productivity skills so they can produce, when
assisted and given the chance, movies that are helpful to enhance their
languageproficiency;
3. learn new technologies since technology keeps on developing and
learning a tool once is not an option for teachers;
4. go global to allow students to learn languages, culture, and açquire
communicationskills virtually;
5. be smart and allow the use of devices as aids to language acquisition;
6. do blogging. This will give teachers real experience to see the value
of writingfor real audience and establishingtheir digital presence;
7. go digital to help promote the "go paperless" advocacy and to help
level up the language learning experience of the students through
digital discussionsand alike;
8. collaboratewith other educators and students to give opportunity for
the sharing of great ideas beyond a conversationand paper copy;
9. use web chats to share research and ideas and stay updated in the
field;
10. connect with like-minded individuals through using media tools like
the social media;
11. introduce Project-BasedLearning to allow students to develop their
driving questions, conduct research, contact experts, and create their
projects for shafing with the use of existing devices present;
12. build positive digital footprint that aims to model appropriate use
of social media, produce and publish valuable content, and create
shareable resources;
13. code as it is today's literacy which helps boost students'writing skills
as the feeling of writing a page with HTML is amazing;
14: 'innovateto expand their teaching toolbox for the sake of their students
by engaging social media for discussions and announcements and
Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

using new formats like TED talks in

presentingtheir lessons; and
15. keep learning.
To be able to demonstrate the
characteristics of an
classroom and teacher cited above, it is appropraiteto discuss howICT-engaged
the various
productivitysoftware applicationscan be used in the language classrooms.
A. Using Word in Scaffolding Student Learning in a
Classroom Language
To appreciate the value of Word Applicationsin scaffolding student
learning, we have to explore how these are maximized by teachers. In
education, scaffolding is used to refer to varíous forms of support given
to assist, guide, or facilitate the learning process (World Links, 2008).
Examples of scaffolding for learning that are usually prepared using
word applications are learning plans, assessment tools, templates and
forms, graphic organizers,and others.
Activity 1: Creating Learning Plans Using Word Applications
With the ubiquity of word-processing software applications and the
ability of students to quickly use thenm, it is not difficult to encode and
package learning plans. This activity will help you plan, organize, share,
implement, and enhance your learning plans in teaching your language
Courses.

Step 1: Testing Your Knowledge of Word Processing Software

Applications
Begin this activity by citing the existing word processing software
applicationsfamiliar to the students.
You may wish to visit the following websites to explore the types
word processingsoftware applications:
Types of Word ProcessingApplications
By Louise Balle (2017)
htps:/itstillworks.com/purpose-word-processOr-1155.html
10 Free MS Word AlternativesYou Can Use Today
Investintech(2020)
https://www.investintech.com/resources/articles/tenwordalternatives/
Step 2: Viewing the EssentialParts of Learning Plans
Although there are varied formats and contents of learning plans across
all schools in the world, a learning plan has essential parts that are non
hegotiable which must be considered by any teacher. Learning plans can be
g0od for a semester like a syllabus in the tertiary education. It can be a .unit
Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

appreciate the
plan, a daily lesson plan, or an individualizedplan. To better
learning plans, it
way word procssing software features are used to prepare
and analyzed.
will help if some examples of these will be viewed, explored
1. Intel Teach Unit Plan
The Intel Teach Program has this template for its Unit Plan (Intej
Corporation,2007)

Unit Author

First and Last Name

School District,

School Name

School City,State
Unit Overview
Unit Title

Unit Summary

Subject Area

Grade Level

Approximate Time Needed

Unit Foundation
TargetedContentStandardsand Benchmarks

StudentObjectives/Learning
Outcomes

Curriculum-FramingQuestions
Essential Questions
UnitQuestions
Content Questions
Assessment Plan

Downloaded by Mark Joseph Olimon ([email protected])

 lOMoARcPSD|22196350

Assessment Timeline

Before project Studentswork on After project work

work begins projects and complete
tasks is completed

AssessmentSummary

Unit Details
Prerequisite Skills

Instructional Procedures

Accommodationsfor DifferentiatedInstruction
Resource Student
NonnativeEnglish
Speak
Gifted Student

Materials and Resources Required For Unit

TechnologyHardware

TechnologySoftware

Printed Materials

Supplies
InternetResources

Other Resources

Downloaded by Mark Joseph Olimon ([email protected])

 lOMoARcPSD|22196350

ofEducation(DepEd)
2. Department Philippinesrequires teachers to
The Departmentof Education of the
of Word Application.
develop and submit their lesson plan. With the help with the provision to
and
the teachers are assisted to develop it with ease
edit and update it.

Detailed Lesson Plan Title:

Time Frame:
Teacher:
At the end of the should be able to:
Objectives:

Contents
References Materials
Topic

Procedure
Teacher's Activity Students Activity
A. Motivation

B. Presentation

C. Discussion

D. Generalization

E. Application

Evaluation

Assignment

3. MasusingBanghayAralin sa Filipino
Apart from teaching English, Mother Tongue, and other Foreign
Languages, Filipino is þeing taught as an academic subject and is being
used also as a language of instruction. Here is an example of a Lesson
Plan Template in Filipino.
Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

Pamagatng Aralin:
Pangalan ng Guro:
Pamantayang
Pangnilalaman:

Pamantayang
Pagganap:

Pagta Pamamaraan
Layuning Pagtataya Takdang
Pampagka tayang Nilalaman Gawain Gawain at
tuto Pampagka ng ng mga Pagtatasa
Aralin
tuto Guro Mag-aaral

Mga Sanggunian:

4. Syllabus
Teaching language courses in the university rèquires learning plans
such as syllabus. Below is a sample of a syllabus template that requires
encoding and formattingusing word application.

Name of Course:
Course Number:
Semester and Year
Offered:
Credit Units:
Contact Hours
Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

Pre-requisites (if any):

Co-requisites (if any)

Course Description

At the end of the Program, Bachelor of Secondary

Education Major in English, the students should be
able to:
1. Institutional Outcome (based on the VMO of the
Program Learning Institution)
Outcomes 2. TypologyOutcome (University,College, or Institute)
3 CHED Mandated Learning Outcomes
4. BSED-English Policies and Standards Program
Learning Outcomes

At the end of the course/subject, the students should

be able to:

Course Learning Out

comes

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning Outcomes

Downloaded by Mark Joseph Olimon ([email protected])

 lOMoARcPSD|22196350

Course Learning Outcomes vs Program Learning Outcomes Mapping Table

Course Learning Program Learning Outcomes
Outcomes PLO PLO PLO PLO PLO PLO PLO PLO 8
1 23. 4 5 6 7

1.
2.
3.
4.
5.

Course Learning Plan

Assessment
Topic Learning Time Learning Learning
Outcomes Topic Allotment Activities
Activities
Resources
and Tools
Prelims

Midterms

Finals

FinalComrseRequirement/s
As evidence of attaining the learning outcomes stated, student-learnersare
required to submit the following requirementsduring the indicated dates of the
term,

Course Learning Outcome Required Output Due Date

1.

|2.

3.

Assessmentand GradingSystem
Course References Downloaded by Mark Joseph Olimon ([email protected])
 lOMoARcPSD|22196350

Scaffolding
Step 3: Sharing the Features of Word Applicationsfor
Student Learning
Applications used in h.
By analyzing the special features of Word questions:.
samples of learningplans, answer the following discussion
1. What are the advantages of developing learning plans using a word
processingsoftware application?
2. Based on the example, what are the special. features of word
applicationsoftware that are beneficialin organizingthe information
requiredin any learning documnents?
3. What additional features of word applications do you think are
beneficialin preparingthe following in your language class:
a. pamphlets for learning asecond language or a foreign language:
b. brochures for the different macro skills;
C. charts and graphs for languageacquisitionactivities;
d. worksheetsfor language drills; and
e. language assessment tools?

Activity 2: PreparingProcèss Guides and Graphic Organizers using

Word ProcessingSoftware Applications.
As a result of the exploration of word processing application features
in Activity 1of this module, you will be tasked in this activity to explore
some process guides that you may implement to help your future students
to do their assignments and perform various tasks supported by productivity
software applicationtools.
Step 1: The Relevance of Providing Process Guides and Graphic
Organizersin Language Teaching
Discuss the relevance of using process guides and graphic organizers
to allow students to become more efficient and productivein performing
their learning tasks. Provide examples on how to guide them thrêugh the
process of writing, reading, listening,and speaking.
Step 2: Examples of Process Guides as Scaffold in Language Teaching
and Learning
Brainstorm and analyze some examples of process guides in
language teaching and learning, Follow the procedures below for the
brainstormingactivity.
1. In a small or large group, select a leader and. a recorder (they
maybe the same person)
2. Present the question or idea to be brainstormed:What are some
specificexamples of process guides that you need to prepare
a Downloaded
reception by scaffold in teaching
Mark Joseph Olimon reading?
([email protected])
 lOMoARcPSD|22196350

3. Present the following sample steps of teaching reading and let

the students research and develop a guide for each step. Let
them use word application creatively in introducing the guides.
In the development of the process guides, they may use charts
and graphs or graphic organizers.Package the process guide
using pamphlets or brochures. The steps are:
a. teach the sounds of individual letters;
b. teach the sound blends;
c. teach whole words;
d. present meanings;
teach word parts;
f. put words in contexts; and
g. teach reading comprehension
4. To enhance your process guide, you may consider completing
the following graphic organizersidentifiedaccordingto different
purposes (Ware, nd, cited by World Links, 2008):
Purpose Graphic Organizer
To compare and contrast two or moreVenn Diagram
concepts
To describe a concept Frayer model, Bubble Diagram, Concept
Map
To make decision T Chart
Toshow causes and effects Fishbone Map,InductiveTower
To show sequence (as in a process) Flow Chart
|To identify basic components Story Map, 5Ws Chart

a. Venn Diagram

Active Voice Passive Voice

Downloaded by Mark Joseph Olimon ([email protected])