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Using Open-Ended Tools in Facilitating Language Learning

The document discusses using open-ended tools and productivity software applications to facilitate language learning. It outlines intended learning outcomes for students, including being able to plan language lessons using these tools, explore available tools for different language skills, and demonstrate how the tools can be used for teaching and learning languages. Examples of productivity applications that can be used include presentations, spreadsheets, and word processing programs. The document provides guidance on how these tools can be incorporated into lessons and utilized by students and teachers.

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Shai Guiamla
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918 views14 pages

Using Open-Ended Tools in Facilitating Language Learning

The document discusses using open-ended tools and productivity software applications to facilitate language learning. It outlines intended learning outcomes for students, including being able to plan language lessons using these tools, explore available tools for different language skills, and demonstrate how the tools can be used for teaching and learning languages. Examples of productivity applications that can be used include presentations, spreadsheets, and word processing programs. The document provides guidance on how these tools can be incorporated into lessons and utilized by students and teachers.

Uploaded by

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

TOOLS IN FACILITATING
LANGUAGE LEARNING
PREPARED BY: DYANE RHEA B. BANA-AY
INTENDED LEARNING OUTCOMES:
At the end plan for language lessons that can be best presented
of the using open-ended tools or productivity software
module, the applications;
students
should be explore for available open-ended tools for language
able to: teaching and learning;

search for language tools for open-ended tools for the


following skills: listening, speaking, reading, and writing;
and
demonstrate how these open-ended tools or productivity
software applications can be maximized for language
teaching and learning.
PRODUCTIVITY SOFTWARE APPLICATIONS FOR
LANGUAGE TEACHING AND LEARNING

At the Identify uses of productivity software applications in the


teaching-learning of language.
end of
the Share experiences in using productivity software applications as
lesson, a language learner.
the Explore samples of documents, presentations, and spreadsheets
students that were used in delivering learning plans for languages.
should
be able Report new open-ended tools or productivity software
applications that are beneficial for language learning.
to:
OPEN-ENDED TOOLS AND THEIR USES IN
TEACHING AND LEARNING LANGUAGE SKILLS

create a learner-centered classroom and make instruction personalized


because learners have different personalities, goals, and needs;

facilitate the students’ productivity skills so they can produce, when assisted and
given the chance, movies that are helpful to enhance their language
proficiency;

learning new technologies since technology keeps on developing and learning


a tool once is not an option for teachers;

go global to allow students to learn languages, culture, and acquire


communication skills virtually;
be smart and allow the use of devices as aids to language acquisition;

do blogging. This will give teachers real experience to see the value of writing for
real audience and establishing their digital presence;

go digital to help promote the “go paperless” advocacy and to help level up the
language learning experience of the students through digital discussions and alike;

collaborate with other educators and students to give opportunity for the sharing
of great ideas beyond a conversation and paper copy;

use web chats to share research and ideas and stay updated in the field;

connect with like-minded individuals through using media tools like the social media
introduce Project-Based learning to allow students to develop their driving
questions, conduct research, contact experts, and create their projects for
sharing with the use of existing devices present;

build positive digital footprint that aims to model appropriate use of social
media, produce and publish valuable content, and create sharable resources;

code as it is today’s literacy which helps boost students’ writing skills as the
feeling of writing a page with HTML is amazing;

innovate to expand their teaching toolbox for the sake of their students by
engaging social media for discussions and announcements and using new
formats like TED talks in presenting their lessons; and

keep learning.
USING PRESENTATIONS IN TEACHING LANGUAGE
SKILLS
present charts, tables,
present their language develop and present their graphics, charts, and
reports with audio, visual group projects using real- others that are useful to
images and animations; world visual facilitate students
presentations; understanding of any
language concepts;

show data stored in show results of any survey,


graphic organizers that develop digital stories or questionnaire and other
cannot be fully presented story books; forms of language
by printed material; assessment activities;
articulate and crystallize their experience language learning enjoy developing their
ideas using the special process through the integration projects; thus, are highly
features of presentation of contents in the involved;
software apps; presentations;

commit to the quality of their present information in


work, both content and form, condensed form and focusing innovatively communicate their
because they don’t only on salient points, because of ideas and express themselves
present what their classmates the limited area in slide in ways they feel comfortable.
hear but what they also see; presentations; hence, avoiding
digression and drifting;
FOUR MACRO SKILLS:
In our courses, students first read some of academic
Reading articles on a topic of their choice, knowing that they
will have to present their conclusions in class.

• When composing slides, students have to condense


Writing the information they have gathered to present only
the main points.

• The materials that students have read, organized and


Speaking summarized has to be presented orally to convey a
clear message to an audience of peers.

• The class listens to the oral presentation.


Listening
BASIC INSTRUCTIONAL DESIGN IN PREPARING
PRESENTATIONS
Setting Up the • Not enough to simply tell students to go and do a
Presentation Class presentation.
Organization of • One of the most important competencies that must be
the Presentation developed among students.
• Language and grammar that students learn in the course
Presentation Skills of giving presentation will be useful for them in other
situation that involve spoken English.

The Use of Visual • Visual aids are an important part of oral presentations
Aids because they provide support for both the speakers and
listeners during presentation.
Performing Self- • Writing self-reflections enhance the writing skills and self-
Reflections – reflective behavior of the students
USING SPREADSHEETS IN LANGUAGE LEARNING
Reinforce scientific and mathematical languages that are also relevant in language learning.

Add well-designed charts and tables to reports to enhance students’ non-verbal reading skill.

Allow students to create their own charts, graphs, tables and the like, to develop and
enhance their language and spatial skills.

Require that language reports and research papers contain some type of chart to help
support their findings. Encourage them to look for samples form the World Wide Web.

Give students completed chart and see if they can reconstruct underlying worksheet. This
goes a long way toward helping them to understand the relationships between the data and
the chart.
Let students explore websites that have table presentation for language teaching and let
them discuss how these were used to facilitate the acquisition of language competencies.

Let the students look for the charts in language learning materials like textbooks,
workbooks and others and discuss why these were used.

Teach the language and principles of financial literacy and management as it is also
important to learn this concepts in the context of purposive communication and life skills.

Explain numerical concepts by showing the relationships between numbers and their
concrete representation in charts and graphs. As language teachers, this is needed to
understand language researchers with quantitative designs.

Demonstrate how spreadsheets are useful in preparing assessment and evaluation tolls for
students’ performance.
INNOVATIVE ONLINE MEDIA TOOLS/MS WORD
ALTERNATIVES (INVESTINTECH, 2020)
Drop Box • a free online word processor offered by the online cloud
Paper storage provider

• for Microsoft Word and Office aficionados, the best possible


Office Online free online alternative for their document editing needs is Word
online, which is comes as part of the Office Online suite.

• allow you to create, collaborate and shape documents,


Google Docs spreadsheets, presentations, drawings and even forms.

• an online document editor primarily intended for collaborative


Etherpad editing in, as the site claims, “really real time”.

• offers around 20 free online applications including Writer for


Zoho word processing.
OpenOffice • Includes six programs that use the same engine
making them inherently the same and
Package extremely easy to learn and use.

• a free word processing application very similar


AbiWord to Microsoft Word

• based on Microsoft WordPad Engine, but is still


Jarte free.

WPS Office • a free document processing suite whose WPS


Writer app will serve you well as a Microsoft
2016 Free Word alternative.

SoftMaker • another great free suite that offers a full


FreeOffice featured Microsoft Word alternative.

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