MODULE 3

Using Open-Ended Tools in Facilitating

Language Learning
LEARNING OUTCOMES

At the end of the module, the students should be able to:

 plan tor language lessons that can be best presented using open-ended tools or
productivity software applications;
 explore tor available open-ended tools tor language teaching and learning;
 search tor language tools tor open-ended tools for the following skills:
o listening
o speaking
o reading
o writing; and
 demonstrate how these open-ended tools or productivity software applications can be
maximized for language teaching and learning.

Lesson 1
 Technology for Teaching & Learning 2 English/Filipino

Productivity Software Applications for

Language Teaching and Learning
LEARNING OUTCOMES

At the end of the lesson, the learner should be able to:

 identify uses of productivity software applications in the teaching-leaning 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 tor
language learning.

EXCITE
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.
Topics and Learning How productivity software applications or media tools
Outcomes/Objectives were used to attain the learning outcomes

EXPLORE
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
learners 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. 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;

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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 give to assist, guide, or facilitate the learning process (World Links, 2008). Examples 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 learning 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 to explore the types of word processing software
applications.
Types of Word Processing Applications
By Louise Balle (2017)
https://itstillworks.com-purpose-word-processor-1155.html

10 Free MS Word Alternatives You Can Use Today

Investintech (2020)
https://www.investintech.com/resources/articles/tenwordaltenatives/

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. It can be a unit plan,
a daily lesson plan, or an individualized plan. To better appreciate the way word processing software
features are used to prepare learning plans, it will help if some examples of these will be viewed,
explored and analyzed.
1. Intel Teach Unit Plan

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The Intel Teach Program has this template for its Unit Plan (Intel Corporation, 2007)

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2. Department of Education (DepEd)

The Department of Education of the Philippines requires teachers to 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 to edit and update it.

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3. Masusing Banghay Aralin sa Filipino

Apart from teaching English, Mother Tongue, and other Foreign Languages, Filipino is being
taught as an academic subject and is being used also as a language of instruction. Here is an example
of a Lesson Plan Template in Filipino.

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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.

Alignment of Course Learning Outcomes with the Graduate Attributes

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Course Learning Outcomes vs Program Learning Outcomes Mapping Table

Course Learning Plan

Final Course Requirement/s

As evidence of attaining the learning outcomes stated, student-learners are required to submit
the following requirements during the indicated dates of the term.

Assessment and Grading System Course References

Step 3: Sharing the Features of Word Applications tor Scaffolding Student Learning
By analyzing the special features of Word Applications used in the samples of learning plans,
answer the following discussion questions:
1. What are the advantages of developing learning plans using a word processing software application?
2 Based on the example, 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:
a. pamphlets for learning a second language or a foreign language;
b. brochures for the different macro skills;
c. charts and graphs for language acquisition activities;
d. worksheets for language drills; and
e. language assessment tools?

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Activity 2: Preparing Process Guides and Graphic Organizers using Word Processing Software
Applications
As a result of the exploration of word processing application features in 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.

Step 1: The Relevance of Providing Process Guides and Graphic 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 Language Teaching and Learning

Brainstorm and analyze some examples of process guides language teaching and learning.
Follow the procedures below for the brainstorming activity.
1. In a small or large group, select a leader and a recorder (they maybe the same person)
2. Present the question or Idea to be brainstormed: What are so specific examples of process
guides that you need to prepare as a reception scaffold in teaching reading?
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. Package the process guide using pamphlets or brochures. The steps are:
a. teach the sounds of individual letters;
b. teach the sound blends;
c. teach whole words;
d. present meanings;
e. teach word parts;
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):

a. Venn Diagram

b. Frayer Model

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c. Bubble Diagram

d. T Chart

e. Fishbone Map

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f. Inductive Tower

g. Flow Chart

h. Story Map

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i. 5W’s Chart

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Step 4: Presentation of the Process Guides and or Graphic Organizer
After developing your process guides and or graphic organizer packaged in a brochure, present
these to your classmates.

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 skills in the process of planning, developing,
presenting, and evaluating their presentations.
In language teaching and learning, presentation software applications 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
tool. 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.
Presentations, allow language learners to experience a world of real language environment and
opportunity in language courses, i.e. Filipino, English, Mother Tongue and Foreign Languages. For
instance, presentation software applications allow language learners to:
1. present their language reports with audio, visual images and animations;
2. develop and present their group projects using real-world visual presentations;

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3. present charts, tables, graphics, charts, and others that are useful to facilitate students
understanding of any language concepts;
4. show data stored in graphic organizers that cannot be fully presented by a printed material;
5. develop digital stories or story books;
6. show results of any survey, questionnaire and other forms of language assessment activities;
7. articulate and crystallize their ideas using the special features of presentation software apps;
8. experience language learning process through the integration of contents in the
presentations;
9. enjoy developing their projects; thus, are highly involved;
10. commit to the quality of their work, both content and form, because they don’t only present
what their classmates hear but what they also see;
11. present information in condensed form and focusing on salient points because of the limited
area in slide presentations; hence, avoiding digression and drifting;
12. innovatively communicate their ideas and express themselves in ways they feel comfortable.

Specifically, the integration or presentation software applications to language teaching and

learning is very beneficial in developing the students four language skills. In their study Schcolnik and
Kol (1999) were able to present how presentation software activates the four macro skills:
1. Reading - In our courses, students first read some of academic articles on a topic of their
choice, knowing that they will have to present their conclusions in class. They analyze ne
articles critically, compare and contrast the ideas presented, synthesize and evaluate.
Finally, they select highlights for inclusion in their presentations. This process is comparable
to the process students go through when reading to write a paper. In both cases, reading to
transmit information requires clarification of ideas and presentation of those ideas in such a
way that others will understand.
2. Writing - When composing slides, students have to condense they the information they have
gathered to present onIy the main points. In this type of ‘minimalistic’ writing, key concepts
and words have to be retained, while the 'chaff’ is discarded. This information reduction
process is in itself a difficult but very profitable language task. While writing a minimal list of
points on the screen, students can organize a suitable sequence for the points and divide
the points into slides. At ne same time, students need to take into consideration slide layout.
A slide cannot be too cluttered, the size of the font has to be large enough and the location
of the elements on the screen has to be balanced. All these force students to re-read, re-
evaluate and re-write what they have written again and again.
3. Speaking - The material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they would in a
purely oral presentation, students have to 'rehearse’ the pronunciation of difficult words, time
themselves, and make sure that they have all the English lexicon needed for their speech.
The added value of computer presentations is that the repeated revisions of their slides (to
be seen by all of their peers) give students extensive exposure to the content of their ‘talk’,
helping them remember what they want to say and giving them more self-confidence. Many
students have had no experience speaking in front of an audience in their native language.
The computer mode seems to minimize their tension and feeling of insecurity when having
to speak in English.
4. Listening - The class listens to the oral presentation. Listening to a non-native speaker is not
easy, and visual elements facilitate comprehension. We give the listeners a task requiring
them to write down three new facts that they learned about the subject and one question to
ask the speaker at the end or the presentation. When listening for a purpose, the listening
1S focused and thus perhaps made easier.
Other studies confirm that the use of presentation software facilitates the acquisition of
the four macro skills. Brooks and Gavin (2015) stressed that most teachers recognize the
spoken component of presenting as students are required to speak when giving their
presentations. Moreover, they are required to research and plan out their presentations for a
property structured academic presentation. In doing so, students are required to use their
reading and writing skills. Students also have the opportunity to practice their writing skills
when they are asked to give presentations that include some type of visual component.

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When they are preparing for these presentations students will have to write out the
appropriate information on their poster PowerPoint slides. Finally, students have the
opportunity to their practice their listening skills when they act as the audience members for
the other groups’ presentations. If these students are given a simple task to do during the
presentation, or are expected to use the knowledge disseminated through the presentation
for a specific purpose, this will allow them to use this opportunity to practice their listening
skills. The communicative nature of presentations also allows audience members to improve
their listening skills more than listening to a tape or a lecture would because they are able to
confirm their understanding by asking questions and interacting with the presenters.

In preparing language presentations, there are various factors that must be considered to
ensure that the language competencies are also developed and demonstrated. The following are some
guidelines that Brooks and Gavin (2015) shared in designing presentations:

Basic Instructional Design in Preparing Presentations

1. Setting Up the Presentation Class - It is not enough to simply tell students to go and do a
presentation. Students have to be taught the skills involved in giving a presentation. This can
include such things as when to use eye contact, how to organize a presentation, how to connect
with an audience, how to use body language and manage time, and how to construct an
effective PowerPoint presentation. Since oral presentations involve multiple communication and
language skills, it is important to focus on the specific presentation skills that are needed to
present in front of others. These included things like voice projection, eye contact and the use of
gestures.
2. Organization of the Presentation - Proper organization of information is one of the most
important competencies that must be developed among students. Hence, before beginning to
work on developing presentation, it is important to understand the genre of oral presentation.
There is a need to learn how to separate the presentation into meaningful sections and present
each section separately to reduce the cognitive work that is required in the presentation
3. Presentation Skills - Its developing oral presentation is very important to consider in developing
oral presentations to spend time to consider the macro and micro skills that are needed. These
micro level skills include the genre specific language items, such as the vocabulary and
grammar that students need to be successful in oral presentation. These items are important to
the students for two reasons. First of all, they allow students to be successful when they are
presenting in the class. Secondly, the language and grammar that students learn in the course
of giving a presentation will be useful tor them in other situations that involve spoken English
(Thornbury, 2005).
4. The Use of Visual Aids - Visual aids are an important part of oral presentations because they
provide support for both the speakers and listeners during the presentation. Visual aids can be
used to give more details about the topic, help the audience members to understand what is
being said, and act as a concrete reminder of the message for both the audience and the
presenter. The type of visual aid used can vary depending on the topic of the presentation visual
aids help cater to different learning styles and some of the students who are not savvy at paper
written presentations are motivate at using presentation software appliçations. In language
learning, it helps students who are comparatively weaker at acquiring language to be motivated
to participate in the presentation and become valuable members of their groups, which helped
to facilitate a more positive group dynamics.
5. Performing Self-Reflections - The final stage of each oral presentation involves students writing
a self-reflection of their presentation. Through this activity, writing skills are further enhanced
together with the ability of the students to do self-reflection.

B. Using Spreadsheets in Language Learning

Spreadsheets are very helpful in introducing some lessons in language courses. Through
spreadsheets, one can teach with tables and charts, make a table and a graph, compute students’
grades. Spreadsheet programs are not only beneficial to business and mathematics courses but are
also beneficial to language courses. Apart from being built around a grid of cells that hold numerical

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data, it also contain text, dates, and other content that can be presented in language courses for
discussions.
The following are essential ideas that teachers may consider when employing spreadsheets in
the language classrooms:
1. Reinforce learning scientific and mathematical languages that are also relevant in language learning
2. Add well-designed charts and tables to reports to enhance students’ non-verbal reading skills.
3. Allow students to create their own charts, graphs, tables, and the like to develop and enhance their
language and spatial skills.
4. Give students completed chart and see if they can reconstruct underlying worksheet. This goes a
long way toward helping them to understand the relationships between the data and the chart.
5. Require that language report and research papers contain some type of chart to help support their
findings. Encourage them look for samples from the World Wide Web.
6. Let students explore websites that have table presentation for language teaching and let them
discuss how these were used to facilitate the acquisition of language competencies.
7. Let the students look for charts in language learning materials like textbooks, workbooks and others
and discuss why these were used.
8. Teach the language and principles of financial literacy and management as it is also important to
learn these concepts in the context of purposive communication and life skills.
9. Explain numerical concepts by showing the relationships between numbers and their concrete
representation in charts and graphs. As language teachers, this is needed to understand language
researches with quantitative designs.
10. Demonstrate how spreadsheets are useful in preparing assessment and evaluation tools for
students’ performance.

EXPERIENCE
With the advent of web-based word processing software and with the exposure of a lot of
students in exploring new innovative media tools, explore the following online Microsoft Word
Alternatives (Investintech, 2020).

1. Drop Box Paper

Dropbox Paper is a free online word processor offered by the online cloud storage provider. To
start using it, you will need a Dropbox account. Once logged in, you get full access to the online suite.
The minimalist interface is very intuitive and its simplicity allows you to focus on your content. You can
also do many things that go beyond creating a textual document. You can add which media, such as
audio, video and images. Dropbox Paper also allows you to access apps that let you embed Trello
cards, Youtube videos or SlideShare decks. Other collaborative features include document link-sharing,
creating and assigning checklist items to members or embedding one of your Dropbox documents.
Dropbox Paper, overall, does an excellent job at creating dynamic documents you can share and
access online.

2. Office Online
For Microsoft Word and Office aficionados, the best possible free online alternative for their
document editing heeds is Word online, which comes as part of the Office Online suite. Although free
MS
Word web app is not a full-fledged version of its paid counterpart, it allows you to open, create and edit
word documents online. Also, it offers some additional benefits of online software tools. For example,
enables you to access and see updates from co-authors literally from anywhere in real time with only
an Internet connection and the latest 2016 version. You can share and collaborate on documents. An
equally alluring feature of Office Online is its cross-platform compatibility. So, if you're a Chromebook or
Linux OS user, MS Word app is the most elegant way to get access to Microsoft’s document editing
features for free.

3. Google Docs
Google Docs allows you to create, collaborate and share documents, spreadsheets,
presentations, drawings and even forms. Google Docs is packed with features, which can be further

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extended with various add-ons. While it will automatically save the file online and store it there, you can
also have the documents published as a web page, downloaded or emailed as an attachment in sword,
ODT, PDF, plain text or RTF formats. You can invite collaborators to work on the document with you or
only allow others to view it without the ability to edit. If you are apprehensive of having to depend on the
internet connection for document processing, don’t worry. You can enable Google Docs offline access
and keep editing your documents even when you are disconnected from Internet. All it takes is a free
Google account.

4. Etherpad
Etherpad is an online document editor primarily intended for collaborative editing in, as the Site
claims, "really real time". It's an open source, highly, customizable tool tor online document
collaboration with friends, fellow students and classmates, or colleagues at work. One of its
advantages, especially appealing to users who are reluctant to use services which require email
registration, is that there is no sign up with Etherpad. All you need to do is start a new pad and share
the link to it with your collaborators.
You can also invite them by email if you prefer. After that, you can start working on the planned writing
project together, in real-time, even if you are miles apart.

5. Zoho
Zoho offers around 20 free online applications including Writer for word processing. You can link
your Zoho account to your Google and Yahoo accounts, as well. The writer's interface should not cause
anyone problems as it is comfortably familiar. When working online there's always the risk of losing
data due to a lost network connection, accidentally closing your browser or having your browser crash.
Luckily Zoho automatically saves your documents for you, as you finish typing. Zoho Writer is well-
equipped with features that allow you to work easily online: two-way desktop sync, large file transfer,
encryption, file recovery, two-step authentication, in-app chat, and more. You can import and work with
MS Word documents, allowing you to insert images, and edit content as needed. Zoho Writer offers all
the standard text formatting and document creation features and can export to DOCX, ODE, PDF,
Latex, RTE, TXT and even HTML. It can plug into Echosign for digital signatures, publish the document
to a blog or make it public for all to see. Zoho Docs is completely free to use.

6. OpenOfice
The OpenOffice package includes six programs that use the same engine making them
inherently the same and extremely easy to learn and use. The 6 applications included in the OpenOfice
suite are: Writer (word processor), Calc (spreadsheets), Impress (presentations), Draw (graphics) and
Base (database manipulation) and Math (mathematical equations). Writer can even natively do some
things that Word cannot, like open PDF files without the addition of a plug-in or commercial add-on. As
the software is open source, it is maintained by a large community meaning help and bug fixes are
freely available and quickly created. This is perhaps the leading free desktop alternative to Microsoft
Word Office. You can install this suite on Windows XP to Windows 10, macOS (OS X) and Linux.

7. AbiWord
AbiWord is a free word processing application very similar to Microsoft Word. It is available for
Linux distributions only. The software is fully compatible with not only Microsoft Word, but also
OpenOffice.org. Word Perfect Rich Text Format and more. It has advanced document layout
capabilities and can do mail merge as well, which allows you to automatically fill in specific form fields
in documents with information from databases and comma separated or tabbed text files. It is a highly
useful feature if you need to work with many formats at the office. Additionally, the software can be
enhanced and expanded with freely available plug-ls that will give you even more features and
functions.

8. Jarte
Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid version of the
software that adds on some extra functionality, but the free version is more than adequate and fully
compatible with Word and WordPad documents. Features include an ergonomic tabbed interface, small
resource requirements, portability, support for touchscreens, and quick loading time. It also has built-in

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spell checking and can export to HTML and PDF files. Jarte allows you to insert images, tables,
hyperlinks and everything else that you have come to expect from Word.

9. WPS Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose WPS Writer app will serve
you well as a Microsoft Word alternative. WPS Office 2016 Free can open and save to a long list of
popular file formats native to those applications like docx, doc, and more. You can get the application in
languages other than English: French, German, Spanish, Portuguese, Polish and Russian. The suite
has the same familiar look and feel of MS Office with one exception--it has a tabbed viewing window,
so you can open more than one document at a time, And also worth mentioning is WPS Cloud, the
company’s cloud document storage service that offers up to 1GB of free storage that you can use. This
is perfect if you're trying to find a free Word alternative that's not only scalable for teams, but can also
be as collaborative and seamless as its Microsoft counterpart.

10. SoftMaker FreeOffice

SoftMaker FreeOffice is another great free suite that offers a full featured Microsoft Word
alternative. The suite's TextMaker application allows you to focus on creating documents just as you
would in MS Word. This suite offers up essential editing features and even a handful of basic templates
for creating and editing documents. Tables, charts, shapes and graphics are available along with
standard text formatting options. This application provides you with everything you need. The entire
suite is available for Windows, Linux, and Android, so you can keep your document processing tasks
going even while away from your desktop.

EXAMINE
Activity 1

Developing Your Learning Plan

In this step, you will be mapping the content of your learning plan using the template provided
below the template parts were considered as these are essential in developing a learning plan and are
based on the principles ICT-pedagogy integration principles. Remember that this is the starting point of
your major requirement in this course and you will be modifying it as the succeeding activities in the
succeeding modules are discussed and developed.
In developing the learning plan summary and learning outcomes, be reminded of the need to
integrate any of the learning approaches (i.e, project-based learning, inquiry-based learning and
research-based learning whichever is applicable) to have the opportunity to be able evaluate the extent
of demonstration of the performance standards of your unit. Moreover, you must bear in mind that you
also need to integrate ICT in your pedagogical procedures to make sure that your learning plan delivery
will be enhanced by the appropriateness of your technology integration. This will serve as an evidence
of your understanding and appreciation of the lessons of this course.

Step 1: The Learning Area of the Learning Plan

Identify the learning area in language education that your plan will cover. Is it English, Filipino,
Mother Tongue, or other Foreign Language Course? What year level and what grading period?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Step 2: The Specific Coverage of the Learning Plan

Identify the topics which your teaching will cover. Give a brief description of the main concepts
that must be learned by your students during this lesson.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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Step 3: K to 12 Standards and Competencies

Identify the Basic Education Competencies, with the content and performance standards, that are
targeted by your learning plan. This will ensure that the students meet important curriculum standards
and goals. Focus on few targeted competencies to ensure that these will be fully demonstrated by your
students at the end of the implementation of the learning plan. Search for the Curriculum Guide from
the Official Website of the Department of Education (DepEd).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Step 4: The Learning Plan Summary

Briefly describe the topics, key activities, student products, and possible roles that students
assume in a project scenario.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Step 5: The Learning Objectives or Learning Outcomes of the Learning Plan

Based on the standards and competencies identified by DepEd for the Learning Plan topic, list
the general objectives that focus on your learning concepts.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 2
Up-to-date and Emerging Productivity Tools for Language Teaching
In an increasingly digital learning environment, the rapid change of technology requirements, in
delivering the language curriculum is a fact of life and is inevitable. Hence, in this activity, you will be
tasked to report some of the latest and also the emerging hardware and software applications that can
be maximized by any language teacher

Step 1: Review all the open-ended tools or productivity tools presented and discussed by your TTL 2
teachers in the previous modules.

Step 2: Search from the World Wide Web some new or emerging productivity tools that were not
presented by your TTL 2 teacher. Moreover, you may inquire about these from some colleagues or
other teachers who are knowledgeable of some of these. Note what you have researched.

Step 3: Prepare the results of your inquiry by following the table below.
Language Skills that can
Productivity Tools Features Be Developed by its
Usage
1

19 | P a g e
Technology for Teaching & Learning 2 English/Filipino

20 | P a g e