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TTL 2 Report

The document outlines a lesson plan focused on the use of productivity software applications in language teaching and learning. It emphasizes the importance of open-ended tools for creating a learner-centered environment and enhancing language proficiency through various technological means. Additionally, it provides guidance on using word processing applications for scaffolding student learning and creating effective learning plans.

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tdiopeter
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4 views

TTL 2 Report

The document outlines a lesson plan focused on the use of productivity software applications in language teaching and learning. It emphasizes the importance of open-ended tools for creating a learner-centered environment and enhancing language proficiency through various technological means. Additionally, it provides guidance on using word processing applications for scaffolding student learning and creating effective learning plans.

Uploaded by

tdiopeter
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PRODUCTIVITY SOFTWARE

APPLICATIONS FOR
LANGUAGE TEACHING AND
LEARNING
Lesson 1
AT THE END OF THE LESSON, THE
STUDENTS 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
 Open-ended tools or productivity software
applications are ICT took which help the
teachers and the learners make their learning
together concrete, efficient, encouraging, and
meaningful.
OPEN-ENDED TOOLS AND THEIR USES IN
TEACHING AND LEARNING LANGUAGE
SKILLS
 As described by Palmer (2015) teachers need to
demonstrate 21" Century characteristics to be able to men
the demands of the 21" Century learners. These
characteristics in the content of language teaching are
briefly presented for teachers to;
 1. create a learner-centered classroom and make
instruction personalize because learners have different
personalities, 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 they 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 acquire communication skills 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 the 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 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-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 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. 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 talks in presenting their lessons; and
 15. keep learning.
 To be able to demonstrate the characteristics
of an ICT-engaged classroom and teacher cited
above, it is appropriate to discuss how the
various productivity software applications can
be used in the language classrooms.
A. 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
education, scaffolding is used to refer to various
forms of support given to assist, guide, or
facilitate the learning process (World Links,
2008).
ACTIVITY 1: CREATING LEARNING PLANS
USING WORD APPLICATIONS
 With the ubiquity of word-processing
software applications and the ability of
students to quickly use them, 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.
 Begin this activity by citing the existing word
processing software applications familiar to the
students.
 You may wish to visit the following websites to explore
the types word processing software applications:
 Types of Word Processing Applications By Louise Balle
(2017)
 https://itstillworks.com/purpose-word-
processor-1155.html
STEP 2: VIEWING THE
ESSENTIAL PARTS 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-negotiable which must be
considered by any teacher.
 Learning plans can be good for a semester like
a syllabus in the tertiary education.
1. INTEL TEACH UNIT PLAN
 The Intel Teach Program has this template for
its Unit Plan ( Corporation, 2007)

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