TECHNOLOGY

AND TEACHING
AND Mirjam
LEARNING
Nilsson​
2
MODULE 2
Presentation title 3

MACRO SKILLS
• READING
• WRITING
• LISTENING
• SPEAKING
• VIEWING
 IS IT POSSIBLE TO
TARGET MORE THAN 2 OR
3 MACRO SKILLS IN ONE
LEARNING ACTIVITY?
YES
What is Active learning Approach?
An active approach to learning involves learning
by doing rather than sitting, listening and repeating. It
highlights the importance of social interaction, discovery,
play and trial-and-error for learning and development.
Examples of active learning include: Learning through
Play. Role Play. Debates. Group Projects.
Active Learning is one in which interactive methods are used which improves
learning by allowing the learners to participate in the process. On the contrary, passive
learning is one in which the students are held accountable for grasping all that is
presented to them.
 7

PURPOSE:

DEVELOP -
COLLABORATION
MEDIA LITERACY
CRITICAL THINKING
 8

FOUR ACTIVE LEARNING

APPROACHES

1. Inquiry-Based Earning (IBL) – it is a

teaching method that encourages students to ask
questions and investigate real-world problems. This type
of learning has many benefits and can be used in a
variety of subject areas.
1.Open-Ended Questions: In IBL, learning begins with posing 9

open-ended questions that encourage students to think deeply about

a topic. These questions often do not have a single right answer,
allowing for diverse interpretations and perspectives.
2.Active Engagement: Students are actively involved in the
learning process. They explore topics, gather information, conduct
experiments, and collaborate with peers to solve problems. This
hands-on approach helps to develop critical thinking and problem-
solving skills.
3.Research and Investigation: IBL encourages students to research
and investigate topics of interest. They may use various resources,
including books, articles, online sources, and experiments, to gather
information and evidence.
 10

RESEARCH-BASED
LEARNING

2. Research-based learning -approach, students

actively search for and then use multiple
resources, materials, and texts in order to explore
important, relevant, and interesting questions
and challenges.
 PROBLEM-BASED LEARNING
• 3. Problem-based learning (PBL) is a teaching method that allows a
group of people to solve real-world issues through concepts and
scenarios.
• Activities or lessons that use problem-based learning usually require a
group of people working together, which increases communication and
interpersonal skills.

• Benefits:
• Improving teamwork
• Increase critical thinking
1.Starting with a Real-World Problem: PBL begins with the presentation of a
complex, authentic problem or scenario that is relevant to the subject being
studied. This problem serves as the focal point for learning.
2.Student-Centered Learning: In PBL, students take on an active role in their
learning. They are responsible for defining the problem, identifying what they
need to learn, and determining how to approach the problem-solving process.
3.Collaborative Learning: PBL typically involves collaborative learning in
small groups. Students work together to analyze the problem, share ideas, and
brainstorm potential solutions. Collaboration fosters communication and
teamwork skills.
 PROJECT-BASED
LEARNING

In one sentence, 4. project-based

learning (PBL) is the process of
learning through projects.
Project Title: "Our Community Garden"
Scenario: Students are part of a class that has been given a
small plot of land within the schoolyard to create a community
garden. The school wants the students to learn about plants,
gardening, and teamwork while contributing something
beneficial to the school and local community.
INQUIRY-BASED LEARNING
AND RESEARCH-BASED
LEARNING
Inquiry-based learning is a student-centered
teaching method that encourages students to ask
questions and investigate real-world problems.
In this type of learning environment, students are
actively engaged in the learning process and are
given the opportunity to explore their natural
curiosities.
THE KWL CHART
KWL & KWHL charts are graphic organizers designed to
activate prior knowledge, promote higher-order
questioning, and engage students in metacognition.
STARTING WITH AN
ESSENTIAL OR BIG
QUESTIONS
Example:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public
speaking?
c. How do children with special learning needs
communicate?
d. How do we know the language struggles and
stories of the people of long ago?
NATURE OF INQUIRY-
BASED LEARNING
Inquiry – asking questions.
According to the Future of Jobs Report during World
Economic Forum;
The 3 of the ten skills needed in this age are:
1. Complex problem solving
2. Critical thinking
3. Creativity
Inquiry-based learning (IBL) involves tasks requiring learners active
participation in finding answers to questions.
Learners are given opportunities to engage some activities as they pursue
their investigation.

As a language teacher, how can you develop your students communication

skills relevant to inquiry-based learning?
-Encourage active listening and responding to peers, promoting effective
communication.
WHAT IS IBI? INQUIRY-BASED
INSTRUCTION
Inquiry-based instruction is a student-centered approach where
the instructor guides the students through questions posed, methods
designed, and data interpreted by the students. Through inquiry,
students actively discover information to support their
investigations.
TYPES OF INQUIRY
VIU (2020) presented four types of inquiry that can e used in facilitating classes. These
are:
1. Structured Inquiry – This lets that students follow the lead of the teacher as the
entire class engages in one inquiry together.

• The structured inquiry approach is a sequential process that helps students learn
how to ask questions and investigate real-world problems. This type of inquiry-
based learning is often used in science classes, where students are given a problem
to investigate and are taught how to use the scientific process to find a solution.
Structured Inquiry:
•In Structured Inquiry, students are provided with a clear and
organized procedure or set of steps to follow during their
investigations.
•The teacher typically defines the problem or question, outlines
the experimental procedure, and may even specify the materials
to be used.
•This approach is often used with younger or less experienced
students to introduce them to the scientific method and research
process
2. CONTROLLED
INQUIRY
The Teacher chooses topics and identifies
the resources that the students will use to
answer question.

Controlled Inquiry is done within a framework

established by the teacher. The teacher provides the
context, starting ideas, tools and perhaps even some
goals. Then the students apply what they are given and
move through the process steps.
3. GUIDED INQUIRY
• The teacher chooses topics or questions and students design
the product or solution.

• The teacher guides the students through the inquiry process and
helps them to ask questions and find solutions to real-world
problems. This type of inquiry-based learning is often used in
elementary and middle school classrooms.
4. FREE INQUIRY
• Students are allowed to choose their own topics
without any reference to a prescribed outcome.

• In this type of learning environment, students are given the freedom to

explore their interests and ask questions about the topic they are studying.
This type of inquiry-based learning is often used in humanities classes,
where students are asked to explore a topic in-depth and debate different
viewpoints.
ROLE OF THE TEACHER
• The teacher controls and prepares the topic for investigation and guides the
learners by setting the questions to be explored.
• Learners are allowed to design their own way of investigation and present their
outputs using technology tools.
• The teacher assume to be knowledgeable of the sources information.
ROLE OF
TECHNOLOGY
• Internet or www offers lots of platforms for mining information.
• It has become most sought out source of information.
• Vast source of information for the learners to inquire.
• Teachers are responsible to direct the proper information to the learners.
• Technology tools support the object inquiry of the learners whether online
and offline which aligned to the k 12 language Curriculum.
• Technology can be an important part of inquiry-based learning, since so
much of today's information technology is aimed at answering questions and
providing up-to-date information. New technologies like CD-ROMs and the
Internet are also interactive, which helps engage students in inquiry.
Competency-based learning is an approach to education that focuses on the
student’s demonstration of desired learning outcomes as central to the
learning process.
Activity:
Step 1: Read the Curriculum Guide in English or Filipino Subject
- Focus your reading on different language competencies of every
language lesson.
Step 2 : Identifying Language Competency for IBL
- Find learning competencies in the chosen Curriculum Guide tat are suited
for an IBL. Determine the type on inquiry that you will be using.
SUBJECT:__English__
GRADE LEVEL: __9___

Language Learning Competencies Type of Inquiry

1 Ask respond to the question about environment. Free Inquiry

10
Step 3: Developing Core Questions
- Create core questions about the competencies
that learners might be asked to answer.
Language Learning Competencies Core Questions
1 Ask respond to the question about Why do leaves green?
environment.

10
PROBLEM-BASED LEARNING
AND PROJECT-BASED LEARNING
Lesson 2
PROBLEM-BASED
LEARNING
Problem-Based Learning
It is a learning approach that challenges students to
“learn to learn” working cooperatively in groups to
seek solutions to real world problems.

Problem-Based Learning prepares students to think

critically.
•Identifying and defining problems in a situation
•Creating possible solutions
•Evaluating possible solutions and selecting the most
appropriate one
•Implementing solutions
 NATURE OF PROBLEM-BASED
LEARNING
• Problem-based learning is an approach that involves a process of
inquiry and solving open-minded questions.
• The type of questions posited is focused on a specific content
standard and its application to real life issues.
• It requires more than one answer or solution.
• Learners are engaged in a collaborative task.
FIVE PRINCIPLES OF PBL
Teachers planning and using approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Student’s learn about motivation, teamwork, problem-solving
and engagement with the task.
5. Materials such as data, photographs, articles, can be used to
solve the problem.
BENEFITS OF
PROBLEM-BASED
LEARNING
1. Improving teamwork skills – listening and collaborating with
teammates to solve the problem.
2. Increasing critical thinking - critical thinking skills because it
encourages you to process the situation before attempting to
solve it.
3. Developing communication skills - practicing PBL can help you
develop your communication skills. When faced with a common
problem, your team can communicate to fix them.
STAGE 6 PROCESS
Lo (2009) proposed a six-stage process used in adoption of the online PBL:

1.Identifying the problem – current issues that do not have just one answer or
definite solution;
2.Brainstorming – generate ideas; tackle the problem through self-directed
questioning; arouse students’ intrinsic motivation;
3.Collecting and analyzing information – assigning group members to collect
information; posting what they found and what they learned; 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/issue; 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 positive impacts of PBL on learners as
they engage in the process. Among these are the following:
1.Promotes self-confidence and motivation
2.Reduces students’ nervousness during the learning process
3.Increases students’ responsibility in learning
4.Makes students easily learn the material though sharing of ideas
5.Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards
learning
ROLE OF
TECHNOLOGY
How is technology integrated in the PBL activity?
• Online tools – allow the students to stay connected and engaged in the group
task while monitoring their own contribution.
• Facilitator – the teacher will act as a facilitator and monitor each student’s
output to give them feedback at any stage of the PBL activity.
According to Bower, Hedberg and Kuswara (2010) 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.
• The (WWW) world wide web has opportunities for PBL that can be
utilized by the learners to accomplish their task. Web 2.0
technologies are characterized by collaboration, sharing and
networking. These may facilitate and enhance PBL activities
(Tambouries, et.al, 2012) in its different stages.
Here are examples of Web 2.0 Tools that are currently being used in MPS:

MPS- Google Drive - Share and archive documents. Collaborate. Create

forms. Build spreadsheets. Post presentations. With Google Drive you really don't need MS
Office anymore. Plus, working with others is suddenly seamless. Imagine the classroom
possibilities afforded with real-time collaboration!
Productivity tools such as those for writing, presentations,
spreadsheets, calendar, organizers, citations and others are
also available to assist learners and teachers in
accomplishing required tasks and outputs from a PBL activity.

Productivity tools such as those for writing, presentations,

spreadsheets, calendar, organizers, citations and others are
also available to assist learners and teachers in
accomplishing required tasks and outputs from a PBL
activity.
• When using PBL, the learning
competencies must be the
primary consideration together
with the content and performance
standards before the technology
integration.
• 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 in
creating 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 to the
generation of solutions to real-world problems
• It is a student-centered approach.
• This method is based on John Dewey’s principle of
learning by doing and Vygotsky’s constructivist
theory of learning that advocates social
construction of knowledge.
• Example of Project-based Learning
1. Individual Science Project
Can plant materials conduct electricity? How much
water weight can a paper towel hold? Do weight and
shape affect the falling speeds of various objects?
These are the types of questions the individual
science project delves into.
• 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 the solution of the
problem that was identified.
• This problem reflects real issues in their community or the world at large
BENEFICIAL IN THE
DEVELOPMENT OF
VARIOUS SKILLS
1. Research methodology skills
- The students knowledge, searching, communication, data collection,
and presentation skills were enhanced.
- It increase the interaction with students.
2. Oral communicative competence
- 12 week intervention lessons using PrBL as a strategy could effectively
improve oral communication competencies especially for slow learners.
3. Development of life skills
- The students know how to take their responsibility, problem-solving, self-
direction, communication, and creativity skills.
- It promotes further development of life skills.
WEB 1.0, 2.0, AND 3.0
WEB 1.0
Web 1.0 was the first stage of the World Wide Web revolution,
usually referred to as read-only web. Websites were informational
and contained only static content that was hyperlinked together or in
simple words there was no CSS, dynamic links, interactivity like
logging in the users, comments on the blog posts etc.
WEB 2.0
Web 2.0 from 2004 till now, is the second stage of the World
Wide Web revolution, usually referred to as read-write
web. Emphasis was given to user-generated content, ease of
use, participatory culture and interoperability.
WEB 3.0
• The Web 3.0 also referred as Semantic Web or read-write-execute is the era (2010 and
above) which refers to the future of web. In this era computers can interpret
information like humans via Artificial Intelligence and Machine Learning. Which help
to intelligently generate and distribute useful content tailored to a particular need of a
user.

speech recognition provides computing answers

EXAMPLE:
Web 2.0 Tools Purpose Sample activities for language
learning
1. Facebook Prezi is a presentation tool similar Let students collaboratively create
to PowerPoint and Keynote. Prezis to summarize topics that
However, Prezi is different in that it have been taught.
makes the presentation come to life
in a visually attractive way.
2.

3.

4.

5.
ACTIVITY
Step: 1 Searching for Web 2.0 Tools
Fill out the table that presents various Web 2.0 tools and language activities where
such tolls may be used.
Web 2.0 Tools Purpose Sample activities for language
learning
1.

2.

3.

4.

5.
ACTIVITY 2
Identify some Web 3.0 Tools that can be sed in the language classroom and
share it to the class.

Web 3.0 Tool Purpose

1.

2.

3.

4.

5.
ACTIVITY:
Step 1: Familiarize yourself with the concept of KWL chart. Analyze the contents of
the charts and think of how you can use this chart in facilitating your language
lessons.
SOME EXAMPLE QUESTIONS MAY
BE:
a. Why do we need to learn how to listen?
b. Why is there a need to be engaged in public speaking?
c. How do children with special learning needs
communicate?
d. How do we know the language struggles and stories of the
people of long ago?