56 Technology for Teaching and Leaming 2

(MODULE
Integrating Active
2
Learning Approaches
in Language Learning

Lesson 0utcomes

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

discuss the concepts of the different learning approaches
in language teaching and learning;
discuss how information and communication
technologies will help develop and present lan
lessons using the different active learning approaches;
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.

Introduction
Language learning encompasses the development of the macro skills
such as reading, writing, listening, speaking, and viewing. The concern
of the language teacher is how to teach these skills in a holistic manner as
these skills complement eaoh other when used by people in communicating.
Is it possible to target more than 2 or 3 of the macro skills in one learning
activity? The answer is yes. However, this largely depends on the approaches
ased by the language teacher in facilitating the development of learning
competencies in the language classroom. One way to achieve this end is the
utilization of active learning approaches.
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 21# Century skills
(such as collaboration, media literacy, critical thinking) in the process. Four
of the recent active learning approaches introduced to enhance the teaching
learning process are Inquiry-Based Learning (IBL), Research-based
Learning, Problem-based Learning, and Project-Based Learning (PBL).
These learning approaches are designed to give more depth and breadth in
the learning of content in the K to 12 Curriculum. While these approaches
are meant to provide opportunities for active exploration of content, each of
these approaches has a distinct characteristic that needs to be considered by
teachers in the realization of learning competencies especially in language
teaching. Knowing the distinctions among these active learning approaches
will help the language teacher in deciding what approach to adopt.
Central to active learning approaches is the construction of framing
questions that will guide the learners in their investigation either on a specific
topic or unit. 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 these active learning approaches. With the ubiquity
of technology tools that learners are exposed to, it is the teacher's role to
ensure the appropriateness and relevance of such tools in the development
of learning competencies. 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
Inenhancing their knowledge on the content of investigation.
 LESS0N (1
Inquiry-Based Learning and
Research-Based Learning
Lesson 0utcomes

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

discuss the salient features of inquiry-based learning

and research-based learning and their application to
the attainment of language learning competencies and
language learning outcomes;
analyze howtechnologies for teaching and learning
languages can be maximized in inquiry-based learning and
research-based learning; and
state some performance standards from the Curriculum
Guide that can employ inquiry-based learning and
research-based learning.

8) Excite

To be able to attain the

exercises step-by-step: above-stated lesson objectives, do the following
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