Integrating Active Learning Approaches in Learning Unit 2

Lesson 1 Inquiry-Based Learning and Research-Based Learning

Lesson 2 Problem-Based Learning and Project-Based Learning

1. Explain how project-based and problem-based learning can facilitate
knowledge acquisition or the development of skills
2. Elaborate and discuss the salient features of IBL and PrBL.
Learning 3. Analyze how technologies for teaching and learning can be maximized while
outcomes integrating in planning Problem-based learning and project-based learning
activities.
4. Develop a project-based or problem-based learning plan that is ICT-
integrated

LESSON 1: Inquiry-Based Learning and Research-Based Learning

Lets Begin!

Fill out the KWL Chart below. Use the ESSENTIAL QUESTION below as a GUIDE as you fill
out the chart.
The KWL Chart

KWL Chart

Big Question:
What I Know What I want to know What I learned

Essential question
• Why do we need to learn how to prepare learning plans?

Explore
Nature of Inquiry-Based Learning

In its most basic form, inquiry is the process of asking questions. This has resulted in the numerous
advancements that we now enjoy in our society. It continues to usher in the study of various fields, allowing
various scientists and experts to provide solutions to emerging issues affecting society as a whole. The
process of inquiry, in particular, is a fundamental learning activity in the classroom that every teacher is
expected to facilitate. In the Fourth Industrial Revolution era, the development of learners' ability to ask
questions is essential. According to the World Economic Forum's Future of Jobs Report, the top three skills
required in this age are complex problem-solving, critical thinking, and creativity (Gray, 2016), all of which
begin with the questioning process.

Inquiry-based learning (IBL) is an approach that entails tasks that require learners to participate in
finding answers to curricular questions actively. The questions can range from particular simple
questions to more complex curriculum-related questions. Learners are given opportunities to engage in self-
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regulated activities as they pursue their investigation. Using this in the classroom can help students develop
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communication skills because it includes writing questions, deliberating on ways to find answers to

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curricular questions, and presenting outputs as evidence of inquiry, among other things. This approach
encourages students to work together to accomplish the task.

The inquiry process begins with posing a question aligned to a content standard in the K–12
curriculum. The investigation continues with the use of various sources of information and the presentation
of student outputs with the help of a productivity tool. The assessment tool should be given to the students
before the inquiry begins, depending on the required output.

Types of Inquiry

VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are:

© Trevor MacKenzie, inspired by Fitchman, 2011

1. Structured Inquiry – Students follow the lead of the teacher, who introduces an essential question
and then guides students through specific activities, resources, and assessments.
- Control over essential questions – starting point, specific learning activities, resources.
- Summative assessment, learners will complete to demonstrate their understanding.
2. Controlled Inquiry – Students explore one question from several different questions generated by
the teacher using a selection of resources curated by the teacher
- Teacher provides several essential questions. Learners unpack resources predetermined
by teacher to provide valuable context and rich meaning relative to the essential questions.
3. Guided Inquiry – The teacher introduces topics and students begin to formulate their own questions
as well as select their own resources to research their answers.
4. Free Inquiry - Students, with the support of their teacher, design their own questions, select their
own resources, and customize their own summative assessments to demonstrate what they learned.

Core structure of Inquiry-Based Learning

Teachers can approach inquiry-based instruction in a variety of way, researchers identified few of the
core phases of inquiry-based learning.
Essential Components of Description
Inquiry-Based learning
1. Orientation/Observation The teacher introduces a new topic or concept. Students explore the topic through
research, direct instruction, and hands-on activities.
2. Question/Conceptualize Students develop questions related to the topic, make predictions, and
hypothesize.
3. Investigation This is the lengthiest part of inquiry learning. Students take the initiative, with
appropriate teacher support, to discover answers, to find evidence to support or
disprove hypotheses, and to conduct research.
4. Conclusion Having collected information and data, students develop conclusions and answers
to their questions. They determine if their ideas or hypotheses prove correct or
have flaws. This may lead to more questions.
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 5. Discussion/Sharing All students can learn from each other at this point by presenting results. The
teacher should guide discussions, encouraging debate, more questions, and
reflection.

Role of the Teacher

The success of IBL is dependent mainly on the teacher's careful planning in relation to the
curriculum. The teacher must investigate the learning competencies that can be met by a simple
inquiry or a more complex inquiry. He or she directs and prepares the topic for investigation and guides
the learners by posing questions to be answered. Learners are free to design their own methods of
investigation and present their findings using the technology tools available to them. When technology is
combined with IBL, a portal to information is opened, allowing students to access information anytime and
from any location. It is assumed that the teacher is aware of the information sources and can access these
sources.

When designing an IBL, the teacher must consider the following fields proposed by Avsec and Kocijncic
(2016):
1. Prior knowledge and capacity
2. Context Learners require meaning from experience.
3. Content and learning materials
4. Process
5. The strategy of reactions and behavior

The Internet, or the World Wide Web, provides many platforms for gathering information. It has
become the most sought-after source of information due to the wide variety of available tools. Depending on
the unit of study in a curriculum, numerous free educational websites are accessible for teachers and
learners. Because of the vast range of information sources from the WWW, any teacher using inquiry-based
learning (IBL) is responsible for guiding learners to websites that offer reliable information. The technological
tools available to learners, whether online or offline, should support the inquiry objectives aligned with the
learning competencies in the K to 12 Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of information
in the process of inquiry. This does not exclude the additional resources, human and non-human, in gathering
information. However, learners are undeniably familiar and probably more adept at exploring the internet.
Guiding them in locating online resources relevant to developing their research and communication skills will
teach them the importance of explicitly and implicitly using educational resources
When implementing IBL follow these tips:
1. Resist the urge to answer all student questions. Remember that this is student-focused learning
and exploration.
2. Limit the time spent introducing a concept or lesson. A lecture can quickly become boring and
unengaging. Provide only what students need to get started in their own exploration.
3. Be prepared to be flexible. Classes and students are different and require more or less guidance.
Some strategies for a lesson may seem perfect when you start but fail part way through. Be willing to
adapt and adjust to keep the inquiry going and engagement strong.
4. Let your own curiosity unfold, too. Model lifelong learning and engagement by asking your own
questions and exploring them with students. They’ll appreciate it.
5. Make time for reflection at the end of every inquiry lesson. This may be a discussion as a class
or a period of quiet journaling. Reflection should include the concepts learned, but also the learning
process. Ask leading questions like “How did exploration deepen your understanding?” or “Was it
frustrating to not get immediate answers?”
Source:
What is Inquiry-Based Learning(IBL). https://xqsuperschool.org/high-school-community/what-is-inquiry-based-learning-ibl/
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 Application

Do the following to be able to apply inquiry-based learning in your minors and area of specialization:
1. Reading the curriculum guide

Select a TLE, Science, Social Science, or Filipino Curriculum guide. Concentrate your reading on the
various competencies covered in each lesson. Link provided below.
Compilation of CGs: https://www.teachpinas.com/k-12-curriculum-guides-cg-compilation/

2. Identify Competency for Inquiry-Based Learning(IBL)

Find ten (10) learning competencies that are appropriate for an IBL in the curriculum guide you've
selected. Determine the type of inquiry that you will be using. Use the table provided.

Subject:
Grade Level:
Learning Competencies Type of Inquiry
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2
3
4
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ASSESSMENT: Let’s Check What You Learned.

Create 5 core question/s about the competencies that learners might be asked to answer.

Subject:
Grade Level:
Learning Competencies Core Questions
1
2
3
4
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 LESSON 2: Problem-Based Learning and Project-Based Learning

1. Explain how project-based and problem-based learning can facilitate knowledge

acquisition or development of skills
Learning 2. Elaborate and discuss the salient features of IBL and PrBL.
outcomes 3. Analyze how technologies for teaching and learning can be maximized while
integrating in planning Problem based learning and project based learning activities.
4. Develop a project-based or problem-based learning plan that is ICT- integrated.

Stimulating your mind!

• Study the picture above and create a meme or a question about it.
• Write 1 – 2 sentences about it
• Between creating a meme or a question about the picture from the internet and writing
sentences about literature, which do you find easier to write about it? Explain our answer.

Let’s Begin!

Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and solving open-
ended questions that serve as the main problem that the learners will work on. The questions posited focus
on a specific content standard and its application to real-life issues. It also requires more than one answer
or solution. Learners are engaged in a collaborative task as they work towards the solution to the problem.
This learning activity is done in small groups, with each member assigned a particular task to accomplish. In
the process of engaging in PBL, they learn skills such as problem-solving, communicating, research,
among others which are essential in the workplace. The end goal of PBL is to ensure that the target, the
learning competencies, are achieved in the process.

Ali (2019) described PBL as a process used to identify problems with a scenario to increase
knowledge and understanding. In her article, she proposed the following five principles of PBL that teachers
may consider in planning or using the approach:

1. It is a power of independent and self-directed learning.

2. Learning happens in a group, and the teacher is a facilitator.
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3. All groups have to participate equally.

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4. Students learn about motivation, teamwork, problem-solving and engagement with the task.
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 5. Materials such as data, photographs, articles can be used to solve the problem.

Lo (2009, p. 208) proposed a six-stage process used in the adoption of online PBL:

1. Identifying the problem-current issues that do not have just one answer or one definite solution.
2. Brainstorming-generate ideas; tackle the problem through self-directed questioning; arouse students'
intrinsic motivation.
3. Collecting and analyzing the information-assigning group members to collect information; posting
what they found and what they learned; a collaborative collection of useful information.
4. Synthesizing information - solving the problem through synthesized relevant data; knowledge
building.
5. Co-building knowledge – presentation of the solution to the learning problem/issues; and
6. Refining the outcomes – giving feedback and suggestions by the instructor to help students improve,
learning from other group’s presentation.

Benefits of Problem-Based Learning

Several studies have revealed the positive impacts of PBL on learners they engage in the
process. Among these are the following: (Ghufron & Ermawati, 2018, p. 666-in n EFL writing class)

1. Promotes self-confidence and motivation

2. Reduces students' nervousness during the learning process
3. Increases students' responsibility in learning
4. It makes students easily learn the material through sharing ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. It makes students explore many learning resources
9. It makes students develop a positive attitude towards learning

For Baresh, Ali, & Darmi, 2019-EFL students:

1. Enhances fluency in communication

2. Improves grammar
3. Increases comprehension
4. Enhances good pronunciations and intonations
5. Enhances self-confidence
6. Increases range of vocabulary

For English as a Foreign Language (EFL) students, PBL:

1. Enhances fluency in communication

2. Improves grammar
3. Increases comprehension
4. Enhances good pronunciations and intonations
5. Enhances self-confidence
6. Increases range of vocabulary

The study of Lin (2017) revealed statistically that the PBL participants showed more improvement
in their reading comprehension than the non-PBL participants. The acceptability of PBL as an approach to
teaching and learning involves the learners and the teachers. According to Markusic and Sabljic(2019), they
south establish the teachers’ attitudes on the problem-based teaching of literature. Their data revealed the
PBL is an “acceptable methodological system” because they saw “greater interest and activity of students,
development of student’s critical thinking and communication skills, encouraging curiosity and exploratory
thinking, developing a love of reading, and developing the skills of connecting teaching topics”.
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Role of Technology

How is technology integrated into the PBL activity? As the learners embark on an open-ended
question collaboratively, they can utilize numerous free online tools from the start of the task to its completion,
particularly since some group tasks will be conducted outside regular class hours. These online tools will
enable learners to stay actively connected and engaged in the group task while tracking their
contributions. The teacher, acting as a facilitator, may also have the opportunity to observe each learner's
activities, thereby allowing him or her to provide feedback at any stage of the PBL activity. Bower, Hedberg,
and Kuswara (2010) emphasize that technology is merely the medium for collaboration and
representation. The type of tasks and thinking processes in which students engage ultimately determine the
quality of learning.

The WWW has opportunities for PBL that the learners can utilize to accomplish their tasks. Web 2.0
technologies are characterized by collaboration, sharing and networking. These may facilitate and enhance
PBL activities (Tambouris et al., 2012) in its different stages. In the study of Kung (2018), it was found that
advanced language learners had a positive perception of Web 2.0 technology in writing instruction.

Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers,
citations and others are also available to assist learners and teachers in accomplishing required tasks and
outputs from a PBL activity. There are free tools that can be downloaded for mobile phones, laptops or
desktops. Before using or recommending these tools to learners, teachers must note or try out the tools to
be familiar with the most appropriate tool for the PBL activity.

WHEN USING PBL:

• The learning competencies must be the primary consideration and the content and
performance standards before the technology integration. As soon as these are in place,
• the learning outcomes in the learning plan must be stated in behavioral and measurable
terms.
• PBL is about developing higher-order thinking skills.

Therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the required
outcomes. Consider using the revised Bloom's taxonomy by Anderson and Krathwohl to create your learning
outcomes.

Nature of Project-Based Learning Project-Based Approach

Project-based learning is an approach but has evolved as a teaching method that engages learners
in a series of planned tasks, resulting in generating solutions to real-world problems. It is a student-
centered approach as it considers the realm of experiences and interests of students. This method is
based on John Dewey's principle of learning by doing and Vygotsky's constructivist theory of learning that
advocates social construction. PrBL/PBA is a collaborative learning activity where learners work on an
authentic task guided by an open-ended question. Each member has an assigned role that will contribute to
solving the identified problem. This problem reflects real issues in their community or the world at large.

Past and more recent research has proven PrBL to be beneficial in the development of various skills
such as:

1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using a student feedback
questionnaire given to 99 students, it was revealed that student’s knowledge of the topic taken,
searching review for the topic, communication skills, data collection skills, and analytical and
presentation skills were enhanced. The teachers also perceived that PrBL could cause 100%
enhancement of knowledge on the various components of research methodology, update the
knowledge on a particular topic, and increase interaction with students.
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2. Oral communicative competence (Bakar, Noordin, & Rali, 2019). The researchers
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investigated the effectiveness of using PrBL activities in improving oral communicative

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 competencies of 44 Malaysian English language learners. The study revealed a significant
improvement in the learners' overall oral communicative competence after a 12-week intervention
lesson using PrBL as a strategy. They also concluded that PrBL as a teaching strategy is effective
and recommended as a suitable English language teaching strategy, especially for learners with
low proficiency in the English language.

3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed a mixed-method
to examine the development of life skills through PrBL. Their finding revealed that after taking the
PBL course, there was a significant difference in the mean scores for the following life skills:
responsibility problem solving, self-direction, communication and creativity skills. It was concluded
that PrBL indeed promotes further development of life skills.

Application

Searching for Web 2.0 tools

Fill out the table that presents various Web 2.0 and activities where such tools may be
used.

Web 2.0 Purpose Activity for Learning

1.
2.
3.
4.
5.

Searching for Web 3.0 Tools

Identify some Web 3.0 Tools can be used in the classroom

Web 3.0 Tool Purpose

1.
2.
3.
4.
5.

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 ASSESSMENT: Let’s Check What You Learned.

1. Form Fill out:

Instruction: Using (K-to-12) Curriculum in BTLEd, choose three (5) learning competencies from different
quarters/semesters, identify the content standards, and construct key questions that can
motivate students to engage in a Problem BL activity. Use the table provided.

Quarter/ Open-Ended
Learning Competency Content Standard
Semester Question
1.

2.

3.

4.

5.

References:

Espique, Felina P., and Shirley L. Ayao-ao. Technology for Teaching and Learning 2. Lorimar Publishing
Inc., 2020.

Department of Education https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-

curriculum/technology-and-livelihood-education-tle-and-technical-vocational-livelihood-tvl-track/

UNESCO ICT Competency Framework.

https://www.oercommons.org/hubs/UNESCO#:~:text=The%20UNESCO%20ICT%20Competency%2
0Framework%20for%20Teachers%20%28ICT-
CFT%29,with%20an%20ICT%20in%20Education%20Master%20Plan%20approach.
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 UNIT 1: ACTIVITY SHEET # 1/4

Name: Grade:
Course & Section:
Unit 1: Lesson 1 - Inquiry-Based Learning and Research-Based Learning

ACTIVITY 1:

• Find ten (10) learning competencies that are appropriate for Inquiry-Based Learning
in the curriculum guide using your majors (TLE or Science) concentrate your reading on
the various competencies covered in each lesson.

• Then, based on the LC used, determine the type of inquiry you will be using. Use the table
provided in a clean A4 Bond paper. *Write legibly/encoded.

Subject:

Grade Level:

Learning Competencies Type of Inquiry

10

Submission: February 13, 2025

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 UNIT 1: ACTIVITY SHEET # 2/4

Name: Grade:
Course & Section:

Unit 1: Lesson 1 - Inquiry-Based Learning and Research-Based Learning

ASSESSMENT:

Create 5 core questions about the competencies learners might be asked to answer.

Use the table provided in a clean A4 Bond paper. *Write legibly.

Subject:
Grade Level:
Learning Competencies Core Questions
1

Submission: February 13, 2025

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 UNIT 1: ACTIVITY SHEET # 3/4

Name: Grade:
Course & Section:

ACTIVITY:

Searching for Web 2.0 tools

• Use the table provided in a clean A4 Bond paper. *Write legibly.

• Fill out the table that presents various Web 2.0 and activities where such tools may
be used.

Web 2.0 Purpose Activity for Learning

1.
2.
3.
4.
5.

Searching for Web 3.0 Tools

• Identify some Web 3.0 Tools that can be used in the classroom

Web 3.0 Tool Purpose

1.
2.
3.
4.
5.

Submission: February 18, 2025

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 UNIT 1: ACTIVITY SHEET # 4/4
Name: Grade:
Course & Section:

Unit 1: Lesson 2 - Problem-Based Learning and Project-Based Learning

ASSESSMENT:

Instruction:
Using the K-to-12 MATATAG curriculum in TLE/Science, choose three (3) learning competencies
from different quarters/semesters, identify the content standards, and construct key questions that can
motivate students to engage in a Problem BL activity. Use the table provided.

• Use the table provided on a clean A4 Bond paper. *Write legibly.

Quarter/ Open-Ended
Learning Competency Content Standard
Semester Question

Submission: February 18, 2025

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 (Not included)
REFLECTION JOURNAL # 1

Name: Grade:
Course & Section:
Unit 1: Integrating Active Learning Approaches in Learning

Two Things I Learned this Week: Integrating Active Learning Approaches in Learning

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Submission: February 10, 2025

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