eae es Ae 7] INTEGRATING ACTIVE = LEARNING APPROACHES IN LANGUAGE LEARNING Reference: Technology for Teaching and Learning 2 For Language Education English/Filipino FELINA P. ESPIQUE, PhD SHIRLEY L. AYAO-AO, PhD (recs Ay _ LEARNING OUTCOMES y Discuss the concepts of the different learning approaches in language teachin} and learning; v Discuss how information and communication technologies will help develop and present language lessons using the different active learning approaches; y Brainstorm on the possible products or outputs that will serve as an evidence of learning of the developed learning outcomes of the learning plan using Inquiry Based- Learning, Problem Based-Learning and Project Based-Learning and; ¥ Integrate active learning activities in the development of language learning plans.LANGUAGE LEARNING ENCOMPASSES THE DEVELOPMENT OF THE MACRO SKILLS. READING VIEWING SPEAKINGning approaches are characterized by learner: in activities that are geared towards the the process.ning approaches are characterized by learner: in activities that are geared towards the of new knowledge or making meaning to an iowledge while developing other 21% century skills such as collaboration, media literacy, critical thinkjng in the process._ | FOUR ACTIVE LEARNING && APPROACHES 1. Inquiry-Based Learning 2. Research-Based Learning 3. Problem-Based Learning 4. Project-Based Learning These learning approaches are designed to give mi depth breadth in the learning of content in the K to riculum.Inquiry-Based Learnin: Based LearningLesson outcomes ur’ - 4 Discuss the salient features of inquiry-based learning and research-based learning and their application to the attainme of language learning competencies and language learning outcomes. Analyze how technologies for teaching and learning languages can be maximized in inquiry-based learning and research-based learning. _ State some performance standards from the curriculum guide that can employ inquiry-based learning and research-based learni-Inquiry Based-Learnin: ing Ty: ra ad WHAT IS INQUIRY? ae Inquiry is a process of asking questions. It is also defined as the study of many fields that enable various scientists and experts to provide solutions about the current issues.DEFINITIONS OF IBL: According to Marks (2013), inquiry based-learning is an instructional strategy that brings teaching and learning into alignment with the student and the skills f needed for the future success. Tanim & Grant (2013) define IBL as rooted in construction which is a learning theory, and states that ans construct their own knowledge and meaning form their personal experiences.IBL is an instructional practice where students are at the center of the learning experience and take ownership of their own learning by posing, investigating questions (Caswell & LaBrie, 2017).“$dA ail hs as an approach essentially involves tasks requiringe © learners’ active participation in finding answers to curricular questions. In a language classroom, employing this can facilitate the development of communication skills such as writing questions, finding answers and presenting outputs as evidence of inquiry. In fact, this approach encourages students to work together in order to accomplish their task. rN theee eet tee o@¢@ to use? Co @ IBL offers an appropriate approach upon learning language variations, identity and power since IBL provide learners with opportunities to learn about current issues in sociolinguistics through sharing and debating personal experiences from multiple perspectives (Chisholm & Godley, 2011). aNeee OF INQUIRY Oo he following is a brief summary of VIU's (2020) four type @ of inquiry that can be used in facilitating classes. These are: 1. Structured Inquiry: students follow the lead of the teacher as the entire class engages on one inquiry together. 2. Controlled Inquiry: the teacher chooses topics and identifies the resources of the students will use to answer the questions.o¢ 6 © @ | s : oe @ 3. Guided Inquiry: the teacher chooses topics and questions, and students design the product or solution. 4. Free Inquiry: the student’ chooses topics without references to any prescribed outcome. aN MaeA better teacher will support better learning fo ir students. The success of IBL, largely depend on the' careful planning of the teacher in relation to the curriculum: _ controls and prepares the topic or lesson and; _ guides the learners by setting the questions to be explored _ teacher is knowledgeable of the sources of information to have a smooth delivery of instructions. 7to be continued... PART 2 OF EPISODE 2 INTTL2 WILL BE AVAILABLE ON WEDNESDAY. STAY TUNED!Based Learning awe °°, PROBLEM-BASED LEARNING AND ys >” PROJECT-BASED LEARNING ra} Why are they important for our learners? ‘ -Great strategies to engage students -Help students become critical thinkers -Develop 21st century skillsIS PROBLEM-BASED LEARNING? x 2h -Problems are complex and open-ended is - Students work in group collaboratively to solve problems -Students use resources, including technology to work together to solve problems -Problems often incorporate real-life situations | Sey sing real-life, multifaceted problems, stows oN . ya! students to solve them, encouraging students to learn from failure, having fun, and_ providing collaborations are interconnected strategies that can raise student expectations and better prepare them for the 21st century” (Gasser, 2011, pe S< _! IVE (5) PRINCIPLES OF PBL > 28 1. It is a power of independent and self-directed learning. isle 2. Learning happens in a group and teacher is a facilitator. 3. All groups have to participate equally 4. Students’ learn about motivation, teamwork, problem- solving and engagement with the task. 5. Materials such as data, photographs, articles and can be used to solve the problem.CO a ee ® Lo (2009, p.208) proposed a six-stage process used in the adoption of the online PBL: 1. Identifying the problem- current issues that don’t have one definite solution; > Brainstorming- generate ideas, tackle the problem through self-directed questioning; arouse students’ intrinsic motivation;Cy a oe Collecting ad analyzing the information- assigning grou members to collect information's, posting hat they found and wha they learned; collaborative collection of useful information; 4. Synthesizing information- solving the problem throug! synthesized relevant data; 5. Co-building knowledge- presentation of the solution to th _issue; and . Refining the outcomes- giving of feedback and suggestions b) instructor to help students improve their learnings.ee) sitive Impacts of PBL on Learners as they Engage in the ron & Ermawati romotes 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 idec Promotes problem-solving skills Promotes self-directed learning. Promotes active learning . Makes students explore many learning resources 0. Makes students develop positive attitude towards learningBaresh, Ali & Darmi (2019) _ Enhances fluency in communication _ Improves grammar _ Increases comprehension _ Enhances good pronunciation and intonations _ Enhances self-confidence _ Increases range of vocabularyes 8 ns sot aS IAs rx a For English as Foreign Language students, PBL: ~ Enhances fluency in communication ~ Improves grammar _ Increases comprehension _ Enhances good pronunciations and intonations _ Enhances self-confidence _ Increases range of vocabulary ,_~~ t Studies in PBL: S 17) > =‘ PBL participants are significantly more active in English learning attitudes _ “motivation intensity, their desire to earn English, and communication inside and outside the classroom were significantly higher than those of the participants of the non-P oup ChatMarcusic and Sabijic (2019) ~ PBL is an acceptable methodological system . ~~~ ROLES OF TECHNOLOGY ¥ will allow learners to be actively connected an engaged in group tasks Technology is simply the mediator for collaboration and representation and that it is the type of task and thinking processes in which students engage that determine the quality of learning (Bower, Hedberg and Kuswara) Technologies are characterized by collaboration, sharing and networking (Tambouris et al, 2012) e.ie URE OF PROJECT-BASED Lcanwin/pnosecr-saseo $e < = ‘~ APPROACH i _ a student-centered approach as it takes into account the realm of experiences and interest of students _ social construction of knowledge (John Dewey & Vygotsky) _ collaborative learning activity where learners work on an authentic task guided by an open-ended question —< Researches that proven PrBL to be beneficial: ee onesearc 1.R Te a * ‘ h Methodology Skills (Tiwari, Arya, & data collection skills, and analytical and presentation were enhanced PrBL could cause 100% enhancement of e knowledge in various componentsnicative Competence (Bakar, Rali, 2019) improvement in the learners’ al communicative competence after 12-week intervention using PrBL PrBL is effective in English language teachigfee® ,t of Life Skills (Wurdinger & 015) thod PrBL promotes further development of lif skills ie e