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TTL 2 Midterm Topic

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31 views30 pages

TTL 2 Midterm Topic

Uploaded by

orillashe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Integrating Active

Learning Approaches in
Language Learning
Lesson 1

•Inquiry-Based Learning
(IBL) and Research-Based
Learning
Language Learning

• Encompasses the development of the macro skills such as:


Listening
Reading
Writing
Speaking
Viewing
LISTENING
• Technique that requires the listeners to understand, interpret, and evaluate
what they hear.
SPEAKING
• Defined as the skills which allow us to communicate effectively. They
give us the ability to convey information verbally and in a way that the
listener can understand.
READING
• Are abilities that pertain to a person’s capacity to read, comprehend,
interpret and decode written language texts.
WRITING
• Include all the knowledge and abilities related to expressing ideas through
the written word.
VIEWING
• Helps students develop the knowledge and skills to analyze and evaluate
visual texts and multimodal texts that use visuals.
ACTIVE LEARNING
• Any method of instruction that allows students to actively participate in
the learning process through a variety of individual and group activities.

• Type of Activities:
 Discussions
 Presentations
 Games
 Worksheets
 Short readings and Short writings
 Case studies/Scenarios
 surveys
• 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
21st century skills.
• What are the 21st Century Skills?
COLLABORATION
MEDIA LITERACY
CRITICAL THINKING
• 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
Project-Based Learning
INQUIRY-BASED LEARNING

• Emphasizes students’ questions, ideas, and


observations.
• Enhances comprehension
• Is more than asking a student what he or she wants to
know.
• It’s about triggering curiosity
NATURE OF INQUIRY-BASED LEARNING

• Inquiry, in its simplest definition, is a process of


asking questions. In the classroom, the process of
inquiry is a basic learning activity that that every
teacher is expected to facilitate. The development
of the ability to ask among learners.
When to use?
• Chisholm and Godley (2011) purport that inquiry-based instruction (IBI)
offers an especially appropriate approach to learning about language
variation, identify, and power since IBI can provide students with
opportunities to learn about current issues in sociolinguistics through
sharing and debating on a personal experience with language from
multiple perspective.
VIU (2022) presented four types of inquiry that can be use in facilitating classes.
These are:
• Structured Inquiry
 This lets the students follow the lead of the teachers as the entire class engages in one inquiry
together.
• Controlled Inquiry
 The teacher chooses topics and identifies the resources that the students will use to answer
questions
• Guided Inquiry
 The teacher chooses topics or questions and students will design the product or solution.
• Free Inquiry
 Students are allowed to choose their own topics without any reference to a prescribed
outcome.
When designing the IBL, the teacher has to
consider the following fields proposed by Avsec
and Kocijincic (20216)
• Prior Knowledge and Capacity
• Context-Learners require meaning from experience
• Process
• Strategy of reactions and behavior
• Course outcome
RESEARCH-BASED LEARNING
(RBL)
• Promote and develop student competencies related to research practice.
• Benefit students through activities linked to research
• Alternative learning model that can develop the critical thinking skills
• Means that students carry out research in their courses independently and
with an open outcome.
Lesson 2

•Problem-Based
Learning and Project-
Based Learning
Problem-Based and Project-Based Learning
• Why are they important for our learners?
• Great strategies to engage students
• Help students become critical thinkers
• Develop 21st century skills
What is Problem-based Learning?
• Problem are complex and open-ended
• 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
5 principles of Problem-based learning
• It is a power of independent and self-directed learning.
• Learning happens in a group and teacher is a facilitator
• All groups have to participate equally
• Students’ learn about motivation, teamwork, problem-solving and
engagement with the task.
• Materials such as data, photographs, articles can be used to solve problem.
Lo (2009, p.208) proposed six-stage process
used in the adoption of the outline PBL
1. Identifying the problem
2. Brainstorming
3. Collecting and Analyzing the information
4. Synthesizing Information
5. Co-Building knowledge
6. Refining outcomes
Benefits of Problem-Based Learning
(Ghufron and Ermawati)
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 through sharing ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Make students explore many learning resources
9. Makes students develop positive attitude towards learning
Baresh, Ali and Darmi (2019)
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciation and intonations
• Enhances self-confidence
• Increases range of vocabulary
Different studies in PBL
• Lin (2017)
• 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-PBL group.
• Marcusic and Sabijic (2019)
• PBL is an acceptable methodogical system
Roles of Technology
• It will allow learners to be actively connected and engaged in group task.
• 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)
Nature of Project-based Learning or Project-
based Approach
• A student-centered approach
• Social constraction of knowledge (John Dewey
and Vygotsky)
• Collaborative task guided by an open-ended
question
Researchers that proven PrBL to be beneficial:
1. Research Methodology Skills ( Tiwari, Arya and
Bansal 2107)
• Students knowledge of the topic taken, searching
review for the topic, communication skills, data
collection skills, and analytical and presentation
were enhanced. PrBL could cause 100%
enhancement of the knowledge in various
components.
• Oral Communicative Competence (Bakar,
Noordin and Rali 2019)
• Significant improvement in the learners’ overall oral
communicative competence after 12-week intervention using
PrBL
• PrBL is affective in English language teaching
• Development of Life Skills (Wurdinger and Qureshi
2015)
• Mix method
• PrBL promotes further development of life skills

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