MODULE 3

USING OPEN-ENDED LEARNING

TOOLS IN FACILITATING
LANGUAGE LEARNING
Learning outcomes
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 or
productivity software applications;
 Explore for available open-ended tools for language teaching and learning;
 Search for language tools for open and tools for the following skills:
 listening

 speaking reading
 writing; and
 Demonstrate how this open-ended tools or productivity software applications can be
maximized for language teaching and learning.
 Lesson 1
Productivity Software Applications for Language Teaching and Learning

Learning outcomes
At the end of the lesson, the student should be able to:
 Identify uses of productivity software applications in the teaching-learning of language.
 Share experiences in using productivity software applications as a language learner.
 Explore samples of documents, presentations, and spreadsheets that were used in delivering
learning plans for languages.
 Report new open ended tools or productivity software applications that are beneficial for
language learning.
 Open-ended Tools and their Uses in Teaching and
Learning Language Skills
As described by palmer 2015 teachers need to demonstrate 21st century
characteristics to be able to meet the demands of the 21st century learners . These
characteristics in the context of language teaching are briefly presented for teachers to:
1. Create a learner centered classroom and make instruction personalized because
learners have different personalities, goals, and needs;
2. Using open it facilitate the students productivity skills so they can produce, when
assisted and given the chance, movies, that are helpful to enhance their language
proficiency;
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 a core
communication skills you 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
writing for real audience and establishing their digital presence;
7. Go digital to help promote the "go paperless" advocacy and to help level up
the language learning experience of students through digital discussions and
alike;
8. Collaborate with other educators and students to give opportunity for the
sharing of great ideas beyond a conversation and paper copy
9. Use web chats to share research ideas and stay updated in the
field;
10. Connect with like-minded individuals through using media tools
like the social media;
11. Introduce project-based learning to allow students to develop their
driving questions , conduct research , contact experts , and create
their projects for sharing 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 sharable resources;
13. Code as it is today's literacy which helps boost
students writing skills as the feeling of writing with
HTML is amazing;
14. Innovate to expand their teaching toolbox for the
sake of their students by engaging social media for
discussions and announcements and using new
formats like TED in presenting their lessons; and
15. keep learning.
 A. Using Presentations in Teaching Language Skills
 Language teachers can use computers to create visually and audibly
appealing presentations that utilize a variety of media tools.
 By using presentation software application, students can also develop their
project output and reports.
 Both teachers and student can learn variety of skills in the process of
planning, presenting, and evaluating their presentations.
 (Schcolnik and kol, 1999) Student can use language actively for speaking,
listening, reading and writing. In both cases by using presentation tool in an
innovative skill integration task and the other as a novel writing tool.
 Presentation software applications allow language
learners to:
1. Present their language reports with audio, visual images and animations;
2. Develop and present their group projects using real-world visual presentations;
3. Present charts, tables, graphics, charts, and others that are useful to facilitate students
understanding of any language concepts;
4. Show data stored in graphic organizers that cannot be fully presented by a printed
material;
5. Develop digital stories or story books;
6. Show results of any survey, questionnaire and other forms of language assessment
activities;
 Presentation software applications allow language
learners to:
7. Articulate and crystallize their ideas using the special features of presentation software
apps;
8. Experience language learning process through the integration of contents in the
presentations;
9. Enjoy developing their projects; thus, are highly involved;
10. Commit to the quality of their work, both content and form, because they don’t only
present what their classmates hear but what they also see;
11. Present information in condensed form and focusing on salient points because of the
limited area in slide presentations; hence, avoiding digression and drifting;
12. Innovatively communicate their ideas and express themselves in ways they feel
comfortable.
 In their study Schcolnik and Kol (1999) were able to present how
presentation software activates the four macro skills:

1. Reading
In our courses, students first read some of academic articles on a topic of
their choice, knowing that they will have to present their conclusions in class.
They analyze the articles critically, compare and contrast the ideas presented,
synthesize and evaluate. Finally, they select highlights for inclusion in their
presentations. This process is comparable to the process students go through
when reading to write a paper. In both cases, reading to transmit information
requires clarification of ideas and presentation of those ideas in such a way
that others will understand.
 In their study Schcolnik and Kol (1999) were able to present how
presentation software activates the four macro skills:

2. Writing
When composing slides, students have to condense the information they have
gathered to present only the main points. In this type of ‘minimalistic’ writing,
key concepts and words have to be retained, while the ‘chaff’ is discarded. This
information reduction process is in itself a difficult but very profitable language
task. While writing a minimal list of points on the screen, students can organize a
suitable sequence for the point and divide the points into slides. At the same
time, students need to take into consideration slide layout. A slide cannot be too
cluttered, the size of the font has to be large enough, and the location of the
elements on the screen has to be balanced. All these forces students to re-read,
re- evaluate and re-write what they have written again and again.
 In their study Schcolnik and Kol (1999) were able to present how
presentation software activates the four macro skills:

3. Speaking
The material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they
would in a purely oral presentation, students have to ‘rehearse’ the pronunciation
of difficult words, time themselves, and make sure that they have all the English
lexicon needed for their speech. The added value of computer presentations is
that the repeated revisions of their slides (to be seen by all of their peers) give
students extensive exposure to the content of their ‘talk’ helping them remember
what they want to say and giving them more self-confidence. Many students
have had no experience speaking in front of an audience in their native language.
The computer mode seems to minimize their tension and feeling of insecurity
when having to speak in English.
 In their study Schcolnik and Kol (1999) were able to present how
presentation software activates the four macro skills:

4. Listening
The class listens to the oral presentation. Listening to a non-native speaker
is not easy, and visual elements facilitate comprehension. We give the listeners
a task requiring them to write down three new facts that they learn about the
subject and one question to ask the speaker at the end of the presentation.
When listening for a purpose, the listening is focused and thus perhaps made
easier.
 Basic Instructional Design in Preparing Presentations
1. Setting Up the Presentation Class
It is not enough to simply tell students to go and do a
presentation. Students have to be taught the skills involved in giving
a presentation. This can include such things as when to use eye
contact, how to organize a presentation, how to connect with an
audience, how to use body language and manage time, and how to
construct an effective PowerPoint presentation. Since oral
presentations involve multiple communication and language skills,
it is important to focus on the specific presentation skills that are
needed to present in front of others. These included things like voice
projection, eye contact and the use of gestures.
 Basic Instructional Design in Preparing Presentations
2. Organization of the Presentation
Proper organization of information is one of the most important
competencies that must be developed among students. Hence, before
beginning to work on developing presentation, it is important to understand
the genre of oral presentation. There is a need to learn how to separate the
presentation into meaningful sections and present each section separately to
reduce the cognitive work that is required in the presentation.
 Basic Instructional Design in Preparing Presentations
3. Presentation Skills
Its developing oral presentation is very important to consider in developing
oral presentations to spend time to consider the macro and micro skills that are
needed. These micro level skills include the genre specific language items,
such as the vocabulary and grammar that students need to be successful in oral
presentation. These items are important to the students for two reasons. First
of all, they allow students to be successful when they are presenting in the
class. Secondly, the language and grammar that students learn in the course of
giving a presentation will be useful for them in other situations that involve
spoken English (Thornbury, 2005).
 Basic Instructional Design in Preparing Presentations
4. The Use of Visual Aids
Visual aids are an important part of oral presentations because they provide
support for both the speakers and listeners during the presentation. Visual aids
can be used to give more details about the topic, help the audience members to
understand what is being said, and act as a concrete reminder of the message for
both the audience and the presenter. The type of visual aid used can vary
depending on the topic of the presentation. Visual aids help cater to different
learning styles and some of the students who are not savvy at paper written
presentations are motivated at using presentation software applications. In
language learning, it helps students who are comparatively weaker at acquiring
a language to be motivated to participate in the presentation and become
valuable members of their groups, which helped to facilitate a more positive
group dynamics.
 Basic Instructional Design in Preparing Presentations
5. Performing Self-Reflections
The final stage of each oral presentation involves students writing
a self-reflection of their presentation. Through this activity, writing
skills are further enhanced together with the ability of the students
to do self-reflection.
 B. Using Spreadsheets in Language Learning
Spreadsheets are very helpful in introducing some lessons in
language courses. Through spreadsheets, one can teach with tablets
and charts, make a table and a graph, compute student’s grades.
Spreadsheet programs are not only beneficial to business and
mathematics courses but are also beneficial to language courses.
Apart from being built around a grid of cells that hold numerical
data, it also contain text, dates, and other content that can be
presented in language courses for discussions.
The following are essential ideas that teachers may consider when
employing in the language classrooms:
1. Reinforce learning scientific and mathematical languages that are also relevant in
language learning.
2. Add well-designed charts and tablets to reports to enhance students’ non-verbal
reading skills.
3. Allow students to create their own charts, graphs, tablets, and the like, to develop and
enhance their language and spatial skills.
4. Give students completed chart and see if they can reconstruct underlying worksheet.
This goes a long way toward helping them to understand the relationships between
the data and the chart.
5. Require that language reports and research papers contain some type of chart to help
support their findings. Encourage them to look for samples form the World Wide
Web.
The following are essential ideas that teachers may consider when
employing in the language classrooms:
6. Let students explore websites that have table presentation for language teaching and let
them discuss how these were used to facilitate the acquisition of language competencies.
7. Let the students look for charts in language learning materials like textbooks, workbooks
and others and discuss why these were used.
8. Teach the language and principles of financial literacy and management as it is also
important to learn these concepts in the context of purposive communication and life skills.
9. Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As language teachers, this is needed to
understand language researches with qualitative designs.
10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation tools for
students’ performance.
C. Using word in scaffolding student learning in a
language classroom
To appreciate the value of word applications in scaffolding
student learning , we have to explore how these are
maximized by teachers. In learning education , scaffolding is
used to refer to various 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.
 Learning Plans Using Word Applications
In Creating Learning Plans this will help us plan, organize, share, implement, and
enhance are learning plans in teaching our language courses.

Word Processing Software Applications

Begin with the existing word processing software applications familiar to the students.

Types of Word Processing Applications By Louise Balle (2017)

https://itstillworks.com/purpose-word-processor-1155.html

10 Free MS Word Alternatives You Can Use Today Investintech (2020)

https://www.investintech.com/resources/articles/tenwordalternatives
Types of Word Processing Applications
By Louise Balle (2017)

Microsoft Word
Types of Word Processing Applications
By Louise Balle (2017)

Word Perfect
Types of Word Processing Applications
By Louise Balle (2017)

Lotus Word Pro

Types of Word Processing Applications
By Louise Balle (2017)

iWork Page
Online Microsoft Word Alternatives
 Online Microsoft Word Alternatives
Drop Box Paper
 Online Microsoft Word Alternatives
Office Online
 Online Microsoft Word Alternatives
Google Docs
Online Microsoft Word Alternatives
Online Microsoft Word Alternatives
 Online Microsoft Word Alternatives
OpenOffice
 Online Microsoft Word Alternatives
AbiWord
 Online Microsoft Word Alternatives
Jarte
 Online Microsoft Word Alternatives
WPS Office 2016 Free
 Online Microsoft Word Alternatives
SoftMarker FreeOffice
Essential Parts of Learning Plans
A learning plan has essential parts that are non-negotiable
which must be considered by any teacher. Learning plan can
be good for a semester like a syllabus in the tertiary
education. It can be a unit plan, a daily lesson plan or an
individualized plan. To better appreciate the way word
processing software features are used to prepare learning
plan, it will help if some examples of these will be viewed,
explored and analyzed.
1. Intel Teach Unit Plan

The Intel Teach to the

Future curriculum focuses on
inquiry-oriented and project-
based teaching and learning,
and stresses the alignment of
curricula with standards.
2. Department of Education
(DepEd)

The Department of Education of

the Philippines requires teachers to
develop and submit their lesson
plan. With the help of Word
Application, the teachers are
assisted to develop it with ease and
with the provision to edit and
update it.
3. Masusing Banghay
Aralin sa Filipino

Apart from teaching

English, Mother Tongue,
and other Foreign
Languages, Filipino is being
taught as an academic
subject and is being used
also as a language of
instruction.
4. Syllabus
Teaching language courses in the university
requires learning plan syllabus.
4. Syllabus
Teaching language
courses in the
university requires
learning plan
syllabus.
4. Syllabus Alignment of Courses Learning Outcomes with the Graduate
Attributes
Teaching language
courses in the
university requires
learning plan
syllabus.
4. Syllabus
Teaching language courses in the university requires learning plan syllabus.

Course Learning Outcomes vs. Program Learning Outcomes Mapping Table

4. Syllabus
Teaching language courses in the university requires learning plan syllabus.

Course
Learning
Plan
4. Syllabus
Teaching language courses in the university requires learning plan syllabus.

Final Course Requirements

As evidence of attaining the learning outcomes stated, student-learners are required to
submit the following requirements during the indicated dates of the term.
Graphic Organizers using Word Processing Software
Applications
Graphic Organizers using Word Processing Software
Applications
a. Venn Diagram
Graphic Organizers using Word Processing Software
Applications
Definition Characteristics
b. Frayer Model
A 14-line verse form usually having one of • Shakespearean or Petrarchan (Italian)
several conventional rhyme schemes. The • Lambic pentameter or hexameter
poem is usually written in iambic pentameter. • Can be part of a sequence
There is a thought division between the first • Rhyme scheme varies
octave (eight lines) and the second octave • Heroic couplet in the last two line
(eight lines)

Examples
Sonnet Non-examples
• “Shall I Compare Thee to a Summer’s
Day” by William Shakespeare, Sonnet • “The Raven” by Edgar Allan Poe
XVIII • “I like my body best when its with your
• Astrophill and Stella series by Philip body” by E. E Cummings
Sydney • “Ode to a Grecian Urn” by John Keats
• “Much Have I Traveled on the Realms of • “The Road not Taken” by Robert Frost
Gold…” by John Keats
• Me It is Moments After I Have Dreamed”
by E.E Cummings
Graphic Organizers using Word Processing Software
Applications
c. Bubble Diagram

Poetry
Graphic Organizers using Word Processing Software
Applications
d. T Chart
Qualitative Research Quantitative Research
Graphic Organizers using Word Processing Software
Applications
e. Fishbone Map
Graphic Organizers using Word Processing Software
Applications
f. Inductive Tower
Graphic Organizers using Word Processing Software
Applications
g. Flow Chart
Graphic Organizers using Word Processing Software
Applications
h. Story Map
Graphic Organizers using Word Processing Software
Applications
i. 5Ws Chart