MC Allied 2 - Technology for Teaching and Learning 2

Integrating Active Learning Approaches

in Language Learning
OVERVIEW
• Language learning encompasses the
development of the macro skills.
• 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.
• Is it possible to target more 2 or 3 or
macro skills in one learning activity?
• One way to do this is the utilization of
active learning approaches.
OVERVIEW
• 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.
• Central to active learning approaches is
the construction of framing questions
that will guide the learners in their
investigation either on a specific topic.
OVERVIEW
• Investigations become more meaningful
when these are related to real life
experiences or real world issues or
problems.
• 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 the approaches.
• It is the teacher’s role to ensure
appropriateness and relevance of ICT
tools in the development of learning
competencies.
OVERVIEW

• Aside from learning language skills, it is

also important to train learners of their
responsibilities as they engage in digital
learning activities and enable them to
discriminate digital tools that are useful
in enhancing their knowledge on the
content of investigation.
INQUIRY-BASED LEARNING
(IBL)
Inquiry-Based Learning

• Inquiry, in its simplest definition, is a process

of asking questions. In the classroom, the
process of inquiry is a basic learning activity
that every teacher is expected to facilitate.
• 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

• Inquiry-based learning (IBL) as an approach

essentially involves tasks requiring learners’
active participation in finding answers to
curricular questions.
• 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.
Inquiry-Based Learning

• The process of inquiry starts from positing a

question aligned to a content standard in
the K to 12 curriculum.
• 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.
When to Use?
• Chilsholm 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

This lets the The teacher The teacher Students are

students follow chooses topics chooses topics or allowed to choose
the lead of the and identifies the questions and their own topics
teacher as the resources that the students design without any
entire class students will use the product or reference to a
engages in one to answer solution. prescribed
inquiry together. questions. outcome.

Structured Inquiry Controlled Inquiry Guided Inquiry Free Inquiry

Role of the Teacher
• 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 prepares the topic for
investigation and guides the learners by setting
the questions to be explored.
• Learners are allowed to design their own way of
investigation and present their outputs using
technology tools that are afforded to them.
• When technology is coupled with IBL, a gateway
to information is opened and students can have
access to information at anytime and
anywhere.
Role of the Teacher
When designing an IBL, the teacher has to
consider the following fields proposed by
Avsec and Kocijncic (2016):

• Prior knowledge and capacity

• Context - learners require meaning from
experience
• Content and learning materials
• Process
• Strategy of reactions and behaviors
• Course outcomes
Role of Technology
• The internet or the World Wide Web offers lots
of platforms for mining information.
• Depending on the unit of study in language
curriculum, there are many free educational
websites that are available for the language
teachers and learners.
• The language teacher has the responsibility to
direct learners to websites that provide proper
information.
• The technology tools should support the object
of inquiry which aligned to the learning
competencies in the K to 12 language
curriculum.
PROBLEM-BASED
LEARNING (PBL)
Problem-Based Learning
• Problem-based learning is an approach that
involves a process of inquiry and solving open-
ended questions that serve as the main
problem that the learners will work on.
• The type of questions posited is focused on
specific content standard and its application to
real life issues. It requires more than one
answer or solution.
• This learning activity is done in small groups
with each member assigned a certain task to
accomplish.
• They learn several skills such as problem-
solving, communicating, research, etc.
Five Principles of PBL
Ali (2019) described PBL as a process that is
used to identify problems with a scenario to
increase knowledge and understanding.
Five principles to consider:

• It is a power of independent and self-directed

learning.
• Learning happens in a group and teacher is a
facilitator.
• All groups have to participate equally.
• Students learn about motivation, teamwork,
problem-solving, and engagement with the task.
• Materials such as data, photographs, articles,
can be used to solve the problem.
Six-Stage Process of PBL

• Identifying the problem - current issues that

do not have just one answer or one definite
solution.
• Brainstorming - generate ideas; tackle the
problem through self-directed questioning;
arouse students’ intrinsic motivation
• Collecting and analyzing the information -
assigning group members to collect
information; posting what they found and
what they learned; collaborative collection of
useful information
Six-Stage Process of PBL
•
•
•
• Synthesizing information - solving the
problem through synthesized relevant data;
knowledge building
• Co-building knowledge - presentation of the
solution to the learning problem/issue
• Refining the outcomes - giving of feedback
and suggestions by the instructor to help
students improve; learning from other
group’s presentation.
Benefits of PBL
(Ghufron & Ermawati, 2018)
• Promotes self-confidence and motivation
• Reduces students’ nervousness during the
learning process
• Increases students’ responsibility in learning
• Makes students easily learn the material
through sharing of ideas
• Promotes problem-solving skills
• Promotes active learning
• Makes students explore many learning
resources
• Makes students develop positive attitude
towards learning
Benefits of PBL
(Baresh, Ali, & Darmi, 2019)
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and
intonations
• Enhances self-confidence
• Increases range of vocabulary
Role of Technology
• As the learners embark on an open-ended
question collaboratively, there are a number
of free online tools that they can use from
the commencement of the task to its
completion.
• These online tools will allow the learners to
be actively connected and engaged in the
group task while monitoring their own
contributions.
• The teacher acting as the facilitator may
have the opportunity to peep into the
activities thereby enabling him/her to give
feedback at any stage of PBL activity.
Role of Technology
• Bower, Hedberg, and Kuswara (2010) stress
that technology is simply the mediator for
collaboration.
• Productivity tools such as those for writing,
presentations, spreadsheets, calendars,
organizers, citations and others are available
to assist learners and teachers in
accomplishing required tasks and outputs
from a PBL activity.
• Before using or recommending these tools
to learners, teachers must try out the tools
first to be familiar with the most appropriate
tools for the PBL activity.
PROJECT-BASED
LEARNING (PrBL)
Project-Based Learning
• Project-based learning is an approach that
engages learners in a series of planned
tasks resulting to the generation of
solutions to real-world problems.
• It is a student-centered approach as it takes
into account the realm of experiences and
interest of students
• It is based on John Dewey’s principle of
learning by doing and Vygotsky’s
constructivist theory of learning that
advocates social construction of knowledge.
Project-Based Learning
• It is a collaborative learning activity where
learners work on an authentic task guided
by an open-ended question.
• Each member has an assigned role that will
contribute to the solution of the problem that
was identified.
• It involves students designing, developing,
and constructing hands-on solutions to a
problem. The educational value of PBL is
that it aims to build students’ creative
capacity to work through difficult or ill-
structured problems.
Key Processes in PrBL
• Defining problems in terms of given
constraints or challenges
• Generating multiple ideas to solve a
given problem
• Prototyping — often in rapid iteration —
potential solutions to a problem
• Testing the developed solution
products or services in a “live” or
authentic setting.
Benefits of PrBL
• Provides an opportunity for students to
engage deeply with the target content,
bringing about a focus on long-term
retention.
• Builds intrinsic motivation because it
centers student learning around a central
question or problem and a meaningful
outcome.
• Enhances students’ technology abilities.
• Helps students develop teamwork and
problem-solving skills, along with the ability
to communicate effectively with others.
Grade 7: Quarter 3
Learning Competency: Distinguish fact from opinion, fantasy from reality in the text
Topic: Fact vs Opinion
Springboard: Noli Me Tangere

IBL PBL PrBL

What is a fact? What output can you
What is an opinion? make to help people
What is the difference of How can you distinguish distinguish fact from
fantasy and reality? fact from opinion? opinion?
How can one identify What output can you
fantasy from reality? make to help others
distinguish fantasy from
reality?
Activity #4: Learning Competencies for
IBL, PBL, PrBL Activities