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TTL 2 Midterm Topic

The document discusses the integration of active learning approaches in language learning, focusing on methods such as Inquiry-Based Learning (IBL), Research-Based Learning (RBL), Problem-Based Learning (PBL), and Project-Based Learning (PrBL). It emphasizes the development of macro skills like listening, speaking, reading, writing, and viewing, while promoting 21st-century skills such as collaboration and critical thinking. The document outlines the nature, benefits, and principles of these active learning strategies, highlighting their effectiveness in enhancing student engagement and competencies.

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16 views30 pages

TTL 2 Midterm Topic

The document discusses the integration of active learning approaches in language learning, focusing on methods such as Inquiry-Based Learning (IBL), Research-Based Learning (RBL), Problem-Based Learning (PBL), and Project-Based Learning (PrBL). It emphasizes the development of macro skills like listening, speaking, reading, writing, and viewing, while promoting 21st-century skills such as collaboration and critical thinking. The document outlines the nature, benefits, and principles of these active learning strategies, highlighting their effectiveness in enhancing student engagement and competencies.

Uploaded by

orillashe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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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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