TTL2 MIDTERM What I Know What I Want to Know What I Learned

MODULE 2: INTEGRATING ACTIVE LEARNING APPROACHES

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

Step 1: The KWL Chart Inquiry, in its simplest definition, is a process of asking questions.
This has spurred the enumerable developments that we continue
Familiarize yourself with the concept of KWL chart. Analyze the to enjoy in our society today. It continues to usher the study of so
contents of the charts and think of how you can use this chart in many fields that enable various scientists and experts to provide
facilitating your language lessons. 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. The
development of the ability to ask among learners is basic in the
KWL CHART age of the Fourth Industrial Revolution. According to the Future of
Language Topic: Jobs Report during the World Economic Forum, the top three of
Big Question: the ten skills needed in this age are complex problem solving,
critical thinking and creativity (Gray, 2016) which all start from the Role of Technology
process of asking.
The internet or the World Wide Web offers lots of platforms for
Inquiry-based learning (IBL) as an approach essentially involves mining information. It has become the most sought out source of
tasks requiring learners' active participation in finding answers to information because of the variety of tools that abound. Language
curricular questions. The questions can run from very specific is no longer a barrier in one's search for information. Depending on
simple questions to more complex questions in relation to the the unit of study in a language curriculum, there are many free
curriculum. Learners are given opportunities to engage in self- educational websites that are available for the language teachers
regulated activities as they pursue their investigation. Using this in and learners. Due to the vastness of sources of information from
the language classroom can facilitate the development of the WWW, any language teacher who is using IBL has the
communication skills as it involves activities such as writing responsibility to direct learners to websites that provide the proper
questions, deliberating on ways of finding answers to curricular information. The technology tools that are made available for the
questions, and presenting outputs as evidence of inquiry among learners, whether online or offline, should support the object of
others. This approach encourages students to work together in inquiry which is aligned to the learning competencies in the K to 12
accomplishing their task. Language Curriculum.
The process of inquiry starts from positing a question aligned to a It should be noted that the use of technology in IBL is just one of
content standard in the K to 12 curriculum for English. Investigation the many other sources of information in the process of inquiry.
proceeds using various sources of information and presentation of This does not exclude the other resources, human and non-
outputs of the students using a productivity tool. Depending on the human, in gathering information. However, learners are undeniably
required output, the assessment tool that will be used should be familiar and probably more adept in exploring the internet. Guiding
given to the students before the inquiry commences. them in locating online resources that are relevant in developing
their research and communication skills will let them learn the
When to Use importance of using educational resources in an explicit and
implicit way.
Chisholm and Godley (2011) purport that inquiry-based instruction
(IBI) offers an especially appropriate approach to learning about EXPERIENCE
language variation, identity, and power since IBI can provide
students with opportunities to learn about current issues in To be able to apply inquiry-based leaning in your field of
sociolinguistics through sharing and debating on a personal specialization, do the following steps:
experience with language from multiple perspectives.
Step 1: Reading Curriculum Guide in English or Filipino
Types of Inquiry Subject
VIU (2020) presented four types of inquiry that can be used in Identify a grade level from the K to 12 Curriculum and read the
facilitating classes. These are: Curriculum Guide for English or Filipino of this level. Focus your
reading on the different language competencies of every language
1. Structured Inquiry - This lets the students follow the lead of the lesson.
teacher as the entire class engages in one inquiry together.
Step 2: Identifying Language Competency for IBL
2. Controlled Inquiry - The teacher chooses topics and identifies
the resources that the students will use to answer questions. Find learning competencies in the chosen Curriculum Guide that
are suited for an IBL. Determine the type of inquiry that you will be
3. Guided Inquiry - The teacher chooses topics or questions and using. Note them down on the table provided.
students design the product or solution.
Subject:
4. Free Inquiry - Students are allowed to choose their own topics Grade Level:
without any reference to a prescribed outcome. Language Learning Competencies Type of Inquiry
Role of the teacher 1
to
The success of IBL largely depends on the careful planning of the 10
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 Step 3: Developing Core Questions
prepares the topic for investigation and guides the learners by
setting the questions to be explored. Learners are allowed to Create core question/s about the competencies that learners might
design their own way of investigation and present their outputs be asked to answer.
using technology tools that are afforded to them. When technology Subject:
is coupled with IBL, a gateway to information is opened and Grade Level:
students can have access to information at anytime and anywhere. Language Learning Competencies Core Questions
It is assumed that the teacher is knowledgeable of the sources of
1
information and whether the learners have access to these
sources. to
10
When designing an IBL, the teacher has to consider the following
fields proposed by Avsec and Kocijncic (2016):
LESSON 2: PROBLEM-BASED LEARNING AND PROJECT-
1. Prior knowledge and capacity BASED LEARNING
2. Context – Learners require meaning from experience.
3. Content and learning materials EXCITE
4. Process Step 1: Study a picture from the internet and create a meme or a
5. Strategy of reactions and behavior question about it.
6. Course outcomes
Step 2: Write 1-2 sentences about literature.
Step 3: Between creating a meme or a question about picture from 4. Makes students easily learn the material through sharing of
the internet and writing sentences about literature, which did you ideas
find easier to write about? Explain your answer. 5. Promotes problem-solving skills
6. Promotes self-directed learning
The activity above obviously shows that it is easier to write about 7. Promotes active learning
something that is relatable in our real life situations because of our 8. Makes students explore many learning resources
prior knowledge or experience. Language teaching and learning in 9. Makes students develop positive attitude towards learning
the basic education are not just about parts of speeches, grammar
and other content but more so on how these are used to deal with For Baresh, Ali, & Darmi, 2019 – EFL students:
real-life experiences. Using problem-based learning is one of the
approaches that may bring forth more meaningful learning 1. Enhances fluency in communication
experiences in and beyond the classroom. 2. Improves grammar
3. Increases comprehension
Nature of Problem-Based Learning 4. Enhances good pronunciations and intonations
5. Enhances self-confidence
Problem-based learning is an approach that involves a process of 6. Increases range of vocabulary
inquiry and solving open-ended questions that serve as the main
problem that the learners will work on. The type of questions For English as a Foreign Language (EFL) students, PBL:
posited is focused on a specific content standard and its
application to real life issues. It also requires more than one 1. Enhances fluency in communication
answer or solution. Learners are engaged in a collaborative task as 2. Improves grammar
learning activity is in small groups with each member assigned a 3. Increases comprehension
certain task to accomplish. In the process of engaging in PBL, they 4. Enhances good pronunciations and intonations
learn several skills such as problem-solving, communicating, 5. Enhances self-confidence
research, among others which are essential in the workplace. The 6. Increases range of vocabulary
end goal of PBL is to ensure that the target, the learning
The study of Lin (2017) revealed statistically that the PBL
competencies, are achieved in the process.
participants showed more improvement in their reading
Ali (2019) described PBL as a process that is used to identify comprehension than the non-PBL participants. The study further
problems with a scenario to increase knowledge and looked into the PBL active English learning attitudes of the two
understanding. In her article, she proposed the following five groups and found that the PRE participants "motivation intensity,
principles of PBL that may be considered by teachers in planning their desire to learn English, and communication inside and outside
or using the approach: the classroom were significantly higher than those of the
participants of the non-PBL group" (p. 116). The research also
1. It is a power of independent and self-directed learning. found that the PBL participants active English learning attitudes are
2. Learning happens in a group and teacher is a facilitator. significantly related to their reading comprehension.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving The acceptability of PBL as an approach to teaching and learning
and engagement with the task. does not only involve the learners but also the teachers. In the
5. Materials such as data, photographs, articles, can be used to study of Markušie and Sabljic (2019), they sought to establish the
solve the problem. (p. 73) teachers' attitudes on the problem-based teaching of literature.
Their data revealed that PBL is an "acceptable methodological
Lo (2009, p. 208) proposed a six-stage process used in the system because they saw greater interest and activity of students,
adoption of the online PBL: development of student's critical thinking and exploratory
developing love of reading, and developing the skills of connecting
1. Identifying the problem – current issues that do not have just teaching topics" (p. 27).
one answer or one definite solution;
Role of Technology
2. Brainstorming – generate ideas; tackle the problem through
self-directed questioning: arouse students' intrinsic motivation; How is technology integrated in the PBL activity? As the learners
embark on an open-ended question collaboratively, there are a
3. Collecting and analyzing the information – assigning group number of free online tools that they can use from the
members to collect information; posting what they found and what commencement of the task to its completion especially that some
they learned; collaborative collection of useful information; of the group tasks will be done outside the regular class hours.
These online tools will allow the learners to be actively connected
4. Synthesizing information – solving the problem through
and engaged in the group task while monitoring their own
synthesized relevant data, knowledge building;
contributions. The teacher acting as facilitator may also have the
5. Co-building knowledge – presentation of the solution to the opportunity to peep into the activities of each learner thereby
learning problem/issue; and enabling him/her to give feedback at any stage of the PBL activity.
Bower, Hedberg and Kuswara (2010) stress that technology is
6. Refining the outcomes – giving of feedback and suggestions simply the mediator for collaboration and representation and that it
by the instructor to help students improve, learning from other is the type of task and thinking processes in which students
group's presentation. engage that determine the quality of learning (p. 181).
Benefits of Problem-Based Learning The WWW has opportunities for PBL that can be utilized by the
learners to accomplish their tasks. Web 2.0 technologies are
Several studies have revealed positive impacts of PBL on learners characterized by collaboration, sharing and networking. These may
as they engage in the process. Among these are the following: facilitate and enhance PBL activities (Tambouris et al, 2012) in its
different stages. In the study of Kung (2018), it was found that
(Ghufron & Ermawati, 2018, p. 666 in an EFL, writing class)
advanced language learners had positive perception about the use
1. Promotes self-confidence and motivation of Web 2.0 technology in writing instruction.
2. Reduces students' nervousness during the learning process
Productivity tools such as those for writing, presentations,
3. Increases students' responsibility in learning
spreadsheets, calendars, organizers, citations and others are also
available to assist learners and teachers in accomplishing required Step 2. Constructing Key Questions for PBL
tasks and outputs from a PBL activity. There are free tools that can
be downloaded for mobile phones, laptops or desktops. Before Using your K to 12 Curriculum in English, choose 3 learning
using or recommending these tools to learners, it is important that competencies from different quarters, identify the content
teachers take note or try out the tools first to be familiar with the standards and construct key questions that can motivate students
most appropriate tool for the PBL activity. to engage in a PrBL activity. Use the table provided.

When using PBL, the learning competencies must be the primary Quarter Learning Content Open-ended
consideration together with the content and performance standards competency standard questions
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 Step 3. Group Sharing
objectives should be utilized to ensure that you are targeting the Assign who will share the group output after 20 minutes.
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 AI TIPS FOR RESEARCHERS
Project-based learning is an approach but has evolved as a 6 Important ChatGPT Tips to Keep Your Writing Original &
teaching method that engages learners in a series of planned tasks Ethical By Med Kharbach, Ph.D.
resulting to the generation of solutions to real-world problems. It is
a student-centered approach as it takes into account the realm of 1. Start with Your Own Thinking: Don't let Al lead the writing
experiences and interest of students. This method is based on process. Begin with your own ideas, structure, and argument. Use
John Dewey's principle of learning by doing and Vygotsky's Al only after you've laid the intellectual groundwork.
constructivist theory of learning that advocates social construction
of knowledge. PrBL/PBA is a collaborative learning activity where 2. Treat Al as an Editor, Not a Co-Author: Let Al help with
learners work on an authentic task guided by an open-ended grammar, clarity, and flow but never with content creation. This
question. Each member has an assigned role that will contribute to keeps your voice intact and your work truly original.
the solution of the problem that was identified. This problem 3. Use Precise Prompts for Revision Only: Try this prompt after
reflects real issues in their community or the world at large. writing your draft: “You are a professional academic editor. Improve
Past and more recent researches have proven PrBL to be clarity, coherence, and tone without changing the original ideas or
beneficial in the development of various skills such as: adding new content.”

1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). 4. Edit in Small Sections: Avoid dumping your entire draft into the
Using student feedback questionnaire given to 99 students, it was tool. Work with a few paragraphs at a time. It leads to better
revealed that students knowledge of the topic taken, searching feedback and limits the risk of unintended content changes.
review for the topic, communication skills, data collection skills, and 5. Acknowledge AI's Role Transparently: If your institution
analytical and presentation skills were enhanced. The teachers requires it, disclose how Al was used in your process: editing,
also perceived that PrBL could cause 100% enhancement of proofreading, or formatting. Honesty protects your academic
knowledge on the various components of research methodology, integrity.
update of the knowledge on a particular topic, and increase in
interaction with students. 6. Fact-Check and Verify Citations: Always double-check every
citation, quote, or reference it provides against reliable academic
2. Oral communicative competence (Bakar, Noordin, & Rali, sources. Your credibility depends on it.
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 PHILOSOPHY OF TEACHING
oral communicative competence after a 12-week intervention
lessons using PrBL as a strategy. They also concluded that PrBL Illustrative Examples for Teachers and Educators:
as a teaching strategy is effective and is recommended as suitable Critical Pedagogy: “l aim to empower my students to question
English language teaching strategy especially for learners with low societal norms and seek social justice.”
proficiency in the English language.
Inquiry-Based Learning: “I prioritize asking questions as much as
3. Development of life skills (Wurdinger & Qureshi, 2015). The finding answers, stimulating curiosity and independent thought.”
study employed mixed-method to examine the development of life
skills through PrBL. Their findings revealed that after taking the Global Citizenship: “I aim to develop students who are conscious
PBL course, there was a significant difference in the mean scores of their roles in the international community and who act
for the following life skills: responsibility, problem solving, self- responsibly at the global level.”
direction communication, and creativity skills. It was concluded that
PrBL indeed promotes further development of life skills. Constructivism: “I aim to create a classroom environment where
students are encouraged to build their own knowledge and apply
Based on the stated inputs, it is your turn to prepare for a potential critical thinking skills.”
PrBL activity in your future classroom. Follow the steps and the
instructions given. Holistic Education: “My philosophy is rooted in the
interconnectedness of emotional, social, and academic growth.”
Step 1. Using Notetaking Applications
Multicultural Education: “I trive to create an inclusive
Find a peer that you can work with for this activity. Bring out your K environment where diverse perspectives and cultures are valued.”
to 12 Curriculum in English. Use any notetaking app or tool for
recording your output. Experiential Learning: “My philosophy centers on learning by
doing, engaging students in hands-on experiences.”
Self-Directed Learning: “I provide the tools and resources for
students to take charge of their own learning journey.”
Behaviorism: “My approach to teaching focuses on observable
behaviors, aiming to shape student actions through rewards and
consequences.”
Teacher-Centered: “I believe the teacher's expertise is central in
guiding the educational experience.”
Vocational Focus: “I aim to equip my students with the skills
necessary for entering the workforce.”
Integrated Curriculum: “I integrate various subjects into thematic
units, aiming to make learning interconnected and meaningful.”