72 | reatemeimsaianes omits DOUG 3 | Using Open-Ended Tools in Facilitating Language Learning , S em 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-ended tools for the following skills: © listening * speaking © readin: HA: © writing: . : k . sctrate how-. these open-ended: tools or or aera software applications can be maximized pe enguade teaching and learning. ‘and Scanned with CamScannerProductivity Software Applications for Language Teaching and Learning QO @mm=: 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. It'is assumed that your teachers and you have been using productivity software applications and/ or media tools to enhance the teaching and the learning process of your courses or subjects in the basic education and in the teacher education program before enrolling in TTL 2. The common productivity tools that they or you may have used are word processing | software, spreadsheets, and presentations. At this time, you will be asked to recall and share your memorable lessons with the intended learning outcomes that were fully attained because of the appropriate ICT integration done by your teacher or by you. Share your experiences by completing the Table below. Pec mea sce ae curs A ee UN media tools were used to attain the learning foes nel ye pre [ee TT ansoarsantcmtrmnten | teeter aaa | 73 Scanned with CamScannerOpen-ended Tools and their Uses in Teaching and Learning Language Skills Open-ended tools or productivity software applications are ICT tools, which help the teachers and the learners make their learning together concrete, efficient, encouraging, and meaningful. In any teaching-learning process, the use of these tools play a vital role as it helps meet the demands of the leamers in the 21" Century classrooms. As described by Palmer (2015), teachers need to demonstrate 21 Century characteristics to be able to meet the demands of the 21" 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. 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. leam 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 evel up the language learning experience of the students through digital discussions and alike; 5 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; + 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; | . build positive digital footprint that aims to model appropriate use of ‘social ‘media, produce and publish valuable’ content, and create shareable resources; code as it is today’s literacy which helps boost students’ writing skills as the feeling of writing a page with HTML is amazing: innovate to expand their teaching toolbox for the sake of their students by engaging social media for discussions and announcements and ‘Rome? Scanned with CamScannerusing new formats like TED it ED talks in pres cee see presenting their lessons; and To be abl . Feeernaria he demonstrate the characteristics of an {CT-engaged caductvity sofa ited above, i is appropraite to discuss how the various I ¥Y Software applications can be used in the language classrooms. A. cee in Scaffolding Student Learning in a Language sae the value of Word Applications in scaffolding student Shinar to explore how these are maximized by teachers. In SSrasciet . a folding is used to refer to various forms of support given a } guide, or facilitate the leaming process (World Links, 2008). xamples of scaffolding for learning that are usually prepared using word applications are learning plans, assessment tools, templates and forms, graphic organizers, and others 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 leaming plans in teaching your language courses. Step 1: Testing Your Knowledge of Word Processing Software Applications Begin this activity by citing the existing word processing, software applications familiar to the students. You may wish to visit the following websites 0 explore the types word processing software applications: Types of Word Processing Applications By Louise Balle (2017) [Link] yrd-processor- | html 10 Free MS Word Alternatives You Can Use Today Investintech (2020) : ae ‘Step 2: Viewing the Essential Parts of Learning Plans i s and contents of learning plans across re are varied formats an\ J all ae ie 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. It can be.a unit vn pen nad Tin Fc as Lem cen Sr est aac ang Scanned with CamScannerTo better appreciate the are learning plans, i nalyzed vidualized plan. res are used to prep ed, explored and plan, a daily lesson plan, or an indi way word processing software featut will help if some examples of these will be viewe 1. Intel Teach Unit Plan rT The Intel Ti Program has this template for its Unit Plan (Inte; Corporation, 2007) First and Last Name School District, School Name. ch School City, State Ua ReMi aT ‘Unit Title [Student Objectives/Leami Curriculum-Framin Questi L “Essential Questions Unit Questions _Content Questions [Assessment Plan £76 | exeemeraenguatne2 reese Scanned with CamScanner‘Assessment Timeline ESaono LIT Aree teas CASA E UT) fee ee eons) ‘Assessment Summary Resource Student / Nonnative English ‘Speak 2S Gifted Student PCTS n cc Maa [Printed Ma [Stpones oA Ss iahieesiaad sas mst emeacrmcey | 7 Scanned with CamScannerDepartment of Education (DepEd) The Department of Education of the Philippines requires teachers tg 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 tg edit and update it, SETI lee ens Time Frame: Mie Cet Contents isi errs) A. Motivation B. Present: C. Discussion Dyece ieee} Ne) ilettet Evaluation Semen OG eke keen Reems Revere Leeann Students! Activity 3. Masusing Banghay Aralin sa Filipino Apart from teaching English,’ Mother Tongue, Languages, Filipino is being taught as an academic used also as a language of instruction. Here is an Plan Template in Filipino. » and other Foreign Subject and is being example of a Lesson Tecra be Tecing rd neg? 8 | te Langage Eacaten- Eogen/ Fiano Scanned with CamScannerpiieeann Priersnars esc Pent us) pangnilalaman: PTE uie 10s) Perrys Pagta. |) [Patiamaraan tayang C Pampagka- tuto Layuning Pampagka- Gawain tuto ieeeeue tiene 4. Syllabus Teaching language courses in the university requires learning plans such as syllabus. Below is a sample of a syllabus template that requires encoding and formatting using word application. Name of Course; Keene ron teria Semesterand Year Offered: Credit Units: Keen ete relies Noe sig Opn nado nFasrg race leann | 7g Lesson Pty Sota Apion Langig® Teactg ar eaming Scanned with CamScannerCECA Con UEln Co*requisites (if any) Rel CM eToys At the e Program, Bachelor of Secondary Education major in english, the students should be able to: i 1~ Institutional Outcome (based on the VMO of the| Ldcclele tunes teatiats) 0 | Institution) | Outcomes: Typology Outcome (University, College, or Institute) |. CHED Mandated Learning Outcomes 4. BSED-English Policies and Standards Program Learning Outcomes en At the end of the course/subject, the students should be able to: f Course Learning Out- tuts Alignment of Course Learning Outcomes with the Graduate Attributes Graditate Attributes: rate! rning Outcomes Teta Tntingo Learig 2 80 | teagan eg Scanned with CamScannerCourse Learning Outcomes ys Program Learning Outcomes Mapping Table erie eres PLO] PLO] PLO] PLO | PLO | PLO|| PLO| biog (etek) Outcomes Course Learning Plan eres Bry leat eile} ula) TUT perros TUT) ule Reni i Outcomes) CATE Ser Cc s Prelims 5 a ee Midterms a a ‘Finals i aoe eal Final Course Requirement/s ‘As evidence of attaining the learning outcomes stated, student-leamers are required to submit the following requirements during the indicated dates of the term, Course Learning Outcome Petco Pir Assessment and Grading System Course References seas tere tan ten ren | enh ee a eaiaony | 84 Scanned with CamScanner | |: eaffoldin Step 3: Sharing the Features of Word Applications for Sca a Student Learning By analyzing the special features of Word Applieptions yee! in the samples of learning plans, answer the following discussion questions: 1. What are the advantages of developing learning plans using a worg ocessing software application? 2. Based ow the eae what are the special features of word application software that are beneficial in organizing the information required in any learning documents? . 3. What additional features of word applications do you think are beneficial in preparing the following in your language class: pamphlets for learning a second language or a foreign language; brochures for the different macro skills; Fi charts and graphs for language acquisition activities; worksheets for language drills; and language assessment tools? paese Activity 2: Preparing’ Process Guides and Graphic Organizers: using ~ Word Processing Software Applications AS a result of the exploration of word processing application features Activity 1 of this module, you will be tasked in this activity to explore ‘some process guides that you may implement to help your future students to do their assignments and perform various tasks supported by productivity software application tools. in Step 1: The Relevance of Providing Process Guide Organizers in Language Teaching Discuss the relevance of using process guides and graphic organizers to allow students to become more efficient and productive in performing their learning tasks. Provide examples on how to guide them through the Process of writing, reading, listening, and speaking, . Step 2: Examples of Process Guides as Scaffold in L; and Learning sand Graphic anguage Teaching Brainstorm and, analyze some exam! language teaching and leaming” Follow brainstorming activity. les of process “ guides in the procedures below for the 1, Ina small or large group, select a leader and a recorder (the: maybe the same person) der (they 2. Present the question or idea to be brainstormed: What are some . specific examples of process guides that you need 4 a reception scaffold in teaching reading? '0 prepare as 2 |e ea tenes? 8 perp chery ad Scanned with CamScanner3. Present the following sample steps of teaching reading and let the students research and develop a guide for each step. Let them use word application creatively in introducing the guides. In the development of the process guides, they may use charts and graphs or graphic organizers. Packige the process guide using pamphlets or brochures. The steps are: a. teach the sounds of individual letters; teach the sound blends; teach whole words; teach word parts; b, c d. present meanings; e f put words in contexts; and g. teach reading comprehension 4. To enhance. your process guide, you! may consider completing the following graphic organizers identified according to different purposes (Ware, nd, cited by World Links, 2008): ues To compare and contrast two or more concepts . eer eacae Venn Diagram To describe a concept Frayer model, Bubble Diagram, Concept Map To make decision T Chart To show causes and effects Fishbone Map, Inductive Tower To show sequence (as in.a process) _| Flow Chart, To identify basic components Story Map, 5Ws Chart a. Venn Diagram Passive Voice toe sreeactsoan ae enor bes mvc nex ntea rotes||.93 Scanned with CamScannerb. Frayer Model Definition A 14-line verse form usually having one of several conventional rhyme Schemes. The poem is usually written in iambic pentameter. There is usually a thought division between the first Octave (eight lines) and the second Octave (eight lines) Characteristic + Shakespearean or (Italian) * lambic pentameter or hexameter * Can be part of a sequence * Rhyme scheme varies * Heroic couplet in the last two line Petrarchan nnet son Examples * ‘Shall | Compare Thee to a Summer's Day” by William Shakespeare, Sonnet XVIII * Astrophill and’ Stella series by Philip Sydney “Much Have | Traveled on the Realms of Gold..." by John Keats Me It is Moments After | Have Dreamed” by E.E. Cummings Non-examples * "The Raven" by Edgar Allan Poe * “| like my ‘body best when its with your body” by e.e. cummings * "Ode to a Grécian Um” by John Keats * “The Road not Taken” by Robert Frost ¢. Bubble Diagram ex ZN Technology for Teaching and Leaming 2 . 4] erences Scanned with CamScannerd. T Chart Action Research Formal Research — e: Fishbone Map copa nrenamienentenns | anon Pty Soon oo tienny 85 Scanned with CamScanner8 Flow Chart Conducting Interviews h, Story Map qutie ed COMM eau kui nau NL UNTUT Sir) Characters Plot: Exposition iciaeyAeteTg Celine Falling Action Recenter “Techy for Teaching and ‘Langage Can. Egat i Scanned with CamScanneri. SWs Chart yess GpiilsToi- Niort Descriptions and Narrations What happened? Who was there? Why did it happen? When did it happen? Where did it happen? Step 4: Presentation of the Process Guides and or Graphic Organizer in a brochure, present these to your classmates. Your brochure will be ‘After developing your process guides and or graphic organizer packaged evaluated using the brochure rubric (Rubistar, 2007) below. } ' aera i Graphics | Graphics | Graphics go | Graphics Graphics do go well with well with the | go well with | not go with the Bb the text and _ | text, but there | the text, but accompanying | thereisa are somany |there are | text or appear | good mix | that distract | too few and | to be randomly oftext and | the text. the brochure } chosen. seems “text- Shes. graph heavy’. «ms aupomnaeeteaneoantnee | g7 | ion 1 Pratty Star Aon Lange Techie arming Scanned with CamScannerTT Attractive. |The The brochure | The brochure | The brochure’s peneeg, OF | brochure has |has attractive | has wel- | formatting and Sanization | exceptionally | formatting | organized ofnatorial ere attractive and welt information. | of material a formatting | organized the reader, and well- informatic organized information. |, Content - | All facts in the | 99-90% of | 69-80% of ae Accuracy brochure are _| the facts in the facts in 80% of accurate. the brochure | the brochure | facts in the foe are accurate, | are accurate. | brochure are accurate. Sources Careful and. | Carefuland | Carefuland | Sources accurate re- | accurate accurate are not cords are kept | records records documented todocument | are keptto | are keptto | accurately or the source of | document |document | are not kept $5-100% of || the source | the source _ | on many facts the facts and | of 94-85% of | of 84-75% of | and graphics. graphics in | the facts and | the facts and the brochure. | graphics in | graphics in the brochure. | the brochure. Spelling & |No spelling _ | Nomore than ]No more Several Proofread- | errors remain | 1 spelling | than 3 spelling ing after one error remains | spelling errors in the Person other J afterone —_| errors remain | brochure. than the typist | person other | after one reads and "| than the typ- | person other corrects the | ist reads and | than the brochure. Corrects the _| typist reads .| brochure. | and corrects the brochure. 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’ applications, students can also develop their project outputs and reports to be able to share in the class or in the World Wide Web. Both, teachers and students can learn variety of skil : : ; ls in the process of Planning, developing, presenting, and evaluating their pres entations, In language teaching and learning, presentation software have a lot of uses. It can be used as a Presentation tool in an innovative Skill integration task, and the other as a novel writing too! In both cases, students can use language. actively ‘for speaking, listening, reading, and writing (Schcolnik & Kol, 1999). While it is true that Presentation software is commonly used in business and other disciplines for Presentation, this is also a very powerful tool in the language classroom, applications seine ih eds é 88 | sent tet Scanned with CamScanner