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Good
afternoon
MODULE 2:
Integrating Active Learning
Approaches in Language
Learning
Learning Objectives:
•Apply inquiry-based learning techniques to
language learning tasks
•Analyze the nature and significance of
inquiry-based learning in language
education; and
•Evaluate the appropriateness of different
types of inquiry for language learning
contexts
Introduction
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.
Active learning approaches are characterized
by learners' engagement in activities that are
geared towards the generation of new knowledge
or making meaning to an existing knowledge
while developing other 21st Century skills (such
as collaboration, media literacy, critical thinking)
in the process. Four of the recent active learning
approaches introduced to enhance the teaching
learning process are Inquiry-Based Learning
(IBL), Research-based Learning, Problem-based
Learning, and Project-Based Learning (PBL).
Inquiry-Based Learning and Research-
Based Learning
To be able to attain the above-stated lesson
objectives, do the following exercises step-by-step:
Step 1: The KWL Chart
Familiarize yourself with the concept of
KWL chart. Analyze the contents of the
charts and think of how you can use this
chart in facilitating your language lessons.
KWL CHART
Language Topic:
Big Question:
What I Know What I want to Know What I Learned
Step 2: Starting with an Essential or Big
Question
Since inquiry-based learning usually starts
with essential or big questions that elicit varied
answers from the respondents, think of a
question that you would like to ask your
students relevant to a specific lesson.
Step 3: Finding Out What We Know
Eliciting from your collective lived experiences
as groupmates, provide an answer to the big
question you identified. Record your answers
through filling in the first column of the KWL Chart.
In this step, each member is expected to actively
participate to fully answer the KWL chart. As you do
the activity, writing and speaking skills can be
observed to be demonstrated by each member.
Step 4: Finding Out What We Want to Know
To allow you to freely explore about what is in
store in the world around you, fill-in the second
column of the KWL chart. By answering the
second column, you will be able to think of other
possible information that is beyond the knowledge
that you have about the big question. This activity
contributes to the development of inquisitiveness
of students.
Step 5: Finding Out the Answer from Experts
To be able to learn better about the topic and big question,
get on searching for an answer to the questions from reliable
sources. Sources may refer to your language teachers or from the
library resources (digital or printed). Conduct interview with
some teachers or other human resources who may give an
answer to the question or get information from your library
resources. Record your interview data or literature review data.
Step 6: Finding Out What We Have Learned
Finally, organize the results of your gathered data and write
your answer in Column 3 of your KWL. chart.
Nature of Inquiry-Based
Learning
Inquiry, in its simplest definition, is a process
of asking questions. This has spurred the
enumerable developments that we continue to
enjoy in our society today. It continues to usher
the study of so many fields that enable various
scientists and experts to provide 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 age of the Fourth
Industrial Revolution. According to the Future of
Jobs Report during the World Economic Forum,
the top three of the ten skills needed in this age
are complex problem solving, critical thinking
and creativity (Gray, 2016) which all start from
the process of asking.
Inquiry-based learning (IBL) as an
approach essentially involves tasks requiring
learners' active participation in finding
answers to curricular questions. The questions
can run from very specific simple questions to
more complex questions in relation to the
curriculum. Learners are given opportunities
to engage in self-regulated activities as they
pursue their investigation.
Using this in the language classroom can
facilitate the development of communication
skills as it involves activities such as writing
questions, deliberating on ways of finding
answers to curricular questions, and
presenting outputs as evidence of inquiry
among others. This approach encourages
students to work together in accomplishing
their task.
The process of inquiry starts from
positing a question aligned to a content
standard in the K to 12 curriculum for
English. Investigation proceeds using various
sources of information and presentation of
outputs of the students using a productivity
tool. Depending on the required output, the
assessment tool that will be used should be
given to the students before the inquiry
commences.
Chisholm and Godley (2011) purport that
inquiry-based instruction (IBI) offers an
especially appropriate approach to learning
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.
Types of Inquiry
VIU (2020) presented four types of inquiry that can
be used in facilitating classes. These are:
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 topics without any reference
to a prescribed outcome.
Thank you

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Tle report therese jeanne macapili and angela latao

  • 2. MODULE 2: Integrating Active Learning Approaches in Language Learning
  • 3. Learning Objectives: •Apply inquiry-based learning techniques to language learning tasks •Analyze the nature and significance of inquiry-based learning in language education; and •Evaluate the appropriateness of different types of inquiry for language learning contexts
  • 4. Introduction 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.
  • 5. Active learning approaches are characterized by learners' engagement in activities that are geared towards the generation of new knowledge or making meaning to an existing knowledge while developing other 21st Century skills (such as collaboration, media literacy, critical thinking) in the process. Four of the recent active learning approaches introduced to enhance the teaching learning process are Inquiry-Based Learning (IBL), Research-based Learning, Problem-based Learning, and Project-Based Learning (PBL).
  • 6. Inquiry-Based Learning and Research- Based Learning To be able to attain the above-stated lesson objectives, do the following exercises step-by-step: Step 1: The KWL Chart Familiarize yourself with the concept of KWL chart. Analyze the contents of the charts and think of how you can use this chart in facilitating your language lessons.
  • 7. KWL CHART Language Topic: Big Question: What I Know What I want to Know What I Learned
  • 8. Step 2: Starting with an Essential or Big Question Since inquiry-based learning usually starts with essential or big questions that elicit varied answers from the respondents, think of a question that you would like to ask your students relevant to a specific lesson.
  • 9. Step 3: Finding Out What We Know Eliciting from your collective lived experiences as groupmates, provide an answer to the big question you identified. Record your answers through filling in the first column of the KWL Chart. In this step, each member is expected to actively participate to fully answer the KWL chart. As you do the activity, writing and speaking skills can be observed to be demonstrated by each member.
  • 10. Step 4: Finding Out What We Want to Know To allow you to freely explore about what is in store in the world around you, fill-in the second column of the KWL chart. By answering the second column, you will be able to think of other possible information that is beyond the knowledge that you have about the big question. This activity contributes to the development of inquisitiveness of students.
  • 11. Step 5: Finding Out the Answer from Experts To be able to learn better about the topic and big question, get on searching for an answer to the questions from reliable sources. Sources may refer to your language teachers or from the library resources (digital or printed). Conduct interview with some teachers or other human resources who may give an answer to the question or get information from your library resources. Record your interview data or literature review data. Step 6: Finding Out What We Have Learned Finally, organize the results of your gathered data and write your answer in Column 3 of your KWL. chart.
  • 13. Inquiry, in its simplest definition, is a process of asking questions. This has spurred the enumerable developments that we continue to enjoy in our society today. It continues to usher the study of so many fields that enable various scientists and experts to provide 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.
  • 14. 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 Economic Forum, the top three of the ten skills needed in this age are complex problem solving, critical thinking and creativity (Gray, 2016) which all start from the process of asking.
  • 15. Inquiry-based learning (IBL) as an approach essentially involves tasks requiring learners' active participation in finding answers to curricular questions. The questions can run from very specific simple questions to more complex questions in relation to the curriculum. Learners are given opportunities to engage in self-regulated activities as they pursue their investigation.
  • 16. Using this in the language classroom can facilitate the development of communication skills as it involves activities such as writing questions, deliberating on ways of finding answers to curricular questions, and presenting outputs as evidence of inquiry among others. This approach encourages students to work together in accomplishing their task.
  • 17. The process of inquiry starts from positing a question aligned to a content standard in the K to 12 curriculum for English. Investigation proceeds using various sources of information and presentation of outputs of the students using a productivity tool. Depending on the required output, the assessment tool that will be used should be given to the students before the inquiry commences.
  • 18. Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially appropriate approach to learning 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.
  • 19. Types of Inquiry VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are: 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
  • 20. 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 topics without any reference to a prescribed outcome.