This document discusses inquiry-based learning (IBL) and its use in language classrooms. IBL involves asking questions to drive learning. It helps develop skills like critical thinking that are important for the future. There are different types of IBL, from teacher-led to student-directed. Technology allows access to vast information online but teachers must guide students to appropriate sources. The document also recommends steps to apply IBL, like identifying language topics and creating core questions. Finally, it introduces active learning approaches like IBL, research-based learning, and project-based learning that engage students and relate lessons to real-world issues.

1. Nature of Inquiry-Based Learning

2. • Inquiry, in this this simplest definition, is a
process of asking questions this has
spurred the enumerable developments that
we continue to enjoy in our society today. It
continue to usher the study of so many
fields that eneable various scientists and
experts to provide solution to emerging
issues affecting the society in general.

3. • 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 age of the Fourth
Industrial Revolution. According to the future
of Jobs Report during the world economics
forum, the top three of the ten skills needed in
this age are complex problem solving,

4. critical thinking, and creativity(Gray
2016). Inquiry Based-Learning(IBL) as
an approach essentially involves task
requiring learners active participation in
finding answers to curricular questions.
The questions can run from very
specific simple quetions to more
complex questions in relation to the

5. When to use:
Chisholm and Godley(2011) purport that
inquiry based instruction offers an especially
appropriate approach tolearning about
language variation, identity and power since
(IBI) can provide students with opportunities to
learn about current issues in sociolinguistics
through sharing and debating on a personal
experience with language from multiple
perspectives.

6. • Types of Inquiry
VIU (2020) presented four types of inquiry that can be used
in facilitating classes.
1. Structured Inquiry- This lets the students follow the lead
of the teacher as the entire class engages in one inquiry
together.
2. Controlled Inquiry-The teacher chooses topics and
identifies the resources that the students will use to answer
questions.
3. Guided Inquiry- The teacher chooses topics or questions
and students design the product or solution.
4. Free Inquiry- Students are allowed to choose their own

7. ROLE OF TECHNOLOGY
• The internet or the world wide web offers lods of platforms
for information.It become the most sought out source of
information because of the variety of tools that
abound.Language is no longer a barrier in one’s search
for information.Depending on the unit of study in a
language curriculum,there are many free educational
websites that are available for the language teachers and
learners.Due to the vastness of source of information from
WWW,any language teacher who is using IBL has the
responsibility to direct learners to websites that provide
the proper information.

8. • The technology tools that are made avalaible for
learners,whether online or competencies in the K to 12
language curriculum.
• It should be noted that the use of technology in IBL is just
one the many other sources of information the process of
inquiry.This does not exclude the other resources,Human
and non-human,in gathering
information.However,learners are undeniably familiar and
probably more adept in exploring the internet.Guiding
familiar and probably more adept in exploring the
internet.Guiding them in location online resources that are
relevant in developing their research and communication
skills will let them learn the importance of using

9. Experience:
To be able to apply inquiry-based learning in your field of
specialization,do the following steps:
Step1:Reading Curriculum Guide in English or Filipino
Subject
Identify a grade level from the k to 12 curriculum and read
the curriculum guide for english or Filipino of this level.Focus
your reading on the different language competencies of every
language lesson.
Step2:Identifying language competency for IBL
Find learning competencies in the chosen curriculum guide
that are suited for an IBL.Determine the type of inquiry that you

10. Subject:
Grade leve:
Language learning competencies type of inquiry
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

11. Step3:Developing core questions
Create core quetions about the competencies that learners
might be asked to answer:
Subjects:
Grade level:

12. Language learning competencies core questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10

13. Integrating active learning approaches in
language learning
• Language learning encompasses the development of the
macro skills such as reading, writing, listening, speaking
and viewing. The concern of the language teacher is how to
teach these skills in a holistic manner as these skills
complement each other when used by people in
communicating.

14. -Active learning approaches are characterized by
learners’ engagement in activities that are geared
towards the generation of new knowledge or making
(such as collaboration, media literacy, critical thinking)
in the process
FOUR (4) ACTIVE LEARNING APPROACHES
INTRODUCED TO ENHANCE THE TEACHING
LEARNING PROCEDURE

15. 1. Inquiry-Based Learning (IBL)
2. Research-Based Learning
3. Problem-Based Learning, and
4. Project-Based Learning (PBL)
• Central to active learning approaches is the construction of framing
questions that will guide the learners in their investigation either on
a specific topic or unit. Investigations become more meaningful
when these are related to real life experiences or real world issues
or problems.

16. • As learners become active participants in the process of
generating new knowledge, technology whether digital or
non-digital, plays an important role in the utilization of these
active learning approaches.