Bulacan State University

City of San Jose del Monte, Bulacan

Sarmiento Campus

WORKSHEET

NAME: Fernandez, Kaila Mariel R.

COURSE/YEAR/SECTION: BEED-3B

UNIT TITLE: Using Open- Ended Tools in Facilitating Language Learning

LESSON TITLE: Productivity Software Applications for Language Teaching and Learning

Learning Outcomes

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

Identify different types of application and The productivity tools and resources
productivity software. available on the Internet for teachers allow
for collaboration in constructing technology
enhanced curriculum.
Identify the important features of widely These virtual communities can also offer a
used software applications. community feel for teachers as they bring
together diverse backgrounds of experts,
teachers, administrators, and university
faculty.
Recognize processes underlying a Student-learning web sites provide
common software program resources for students in an interactive
learning environment.
Demonstrate use of current technologies The multimedia products displayed on the
for participation in extended education Internet can be used by both teachers and
community. students to enhance productivity as the
classroom moves towards a greater use of
multimedia.

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
leamers 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.
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, projects for sharing with the use of
existing devices present:
12. build positive digital footprint that aims to model appropriate use social media,
produce and publish valuable content, and create and create their 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 appropraite 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 given 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 applications familiar to the students.
You may wish to visit the following websites to explore the types 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/tenwordalternatives
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.

Step 3: Sharing the Features of Word Applications for 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?

1) It is faster and easier than writing by hand.

2) You can store documents on your computer, which you cannot do on a typewriter. ...
3) There are more formatting choices with a word processor (the spelling, grammar and
language tools).
4) You can print copies of your documents.

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?

 Creating, editing, saving and printing documents.

 Copying, pasting, moving and deleting text within a document.
 Formatting text, such as font type, bolding, underlining or italicizing.
 Creating and editing tables.
 Inserting elements from other software, such as illustrations or photographs.
 Correcting spelling and grammar.

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;

 Inserting elements from other software, such as illustrations or photographs.

b. brochures for the different macro skills;

 Creating, editing, saving and printing documents.

c. charts and graphs for language acquisition activities;

 Copying, pasting, moving and deleting text within a document.

d. worksheets for language drills; and

 Correcting spelling and grammar.

e. language assessment tools

 Correcting spelling and grammar.