TTL2 MIDTERM that are useful in enhancing their knowledge on the

content of investigation.
MODULE 2: INTEGRATING ACTIVE LEARNING
APPROACHES IN LANGUAGE LEARNING LESSON 1: INQUIRY-BASED LEARNING AND
RESEARCH-BASED LEARNING
INTRODUCTION
EXCITE
Language learning encompasses the development of
the macro skills such as reading, writing, listening, To be able to attain the above-stated lesson objectives,
speaking, and viewing. The concern of the language do the following exercises step-by-step:
teacher is how to teach these skills in a holistic manner
as these skills complement each other when used by Step 1: The KWL Chart
people in communicating. Familiarize yourself with the concept of KWL chart.
Is it possible to target more than 2 or 3 of the macro Analyze the contents of the charts and think of how you
skills in one learning activity? The answer is yes. can use this chart in facilitating your language lessons.
However, this largely depends on the approaches used KWL CHART
by the language teacher in facilitating the development Language Topic:
of learning competencies in the language classroom. Big Question:
One way to achieve this end is the utilization of active What I What I Want to What I
learning approaches. Know Know Learned
Active learning approaches are characterized by
learners' engagement in activities that are geared
towards the generation of new knowledge or making
Step 2: Starting with an Essential or Big Question
meaning to an existing knowledge while developing
other 21" Century skills (such as collaboration, media Since inquiry-based learning usually starts with
literacy, critical thinking) in the process. Four of the essential or big questions that elicit varied answers
recent active learning approaches introduced to from the respondents, think of a question that you
enhance the teaching learning process are Inquiry- would like to ask your students relevant to a specific
Based Learning (IBL), Research-based Learning, lesson in your language class. Do this in a group with
Problem-based Learning, and Project-Based Learning five (5) members. Some example questions may be:
(PBL). These learning approaches are designed to give
more depth and breadth in the learning of content in the a. Why do we need to learn how to listen?
K to 12 Curriculum. While these approaches are meant b. Why is there a need to be engaged in public
to provide opportunities for active exploration of speaking?
content, each of these approaches has a distinct c. How do children with special learning needs
characteristic that needs to be considered by teachers communicate?
in the realization of learning competencies especially in d. How do we know the language struggles and stories
language teaching. Knowing the distinctions among of the people of long ago?
these active learning approaches will help the language What is one main characteristic of a young children that
teacher in deciding what approach to adopt. helps them to know about the world they live in?
Central to active learning approaches is the Write your big question on the KWL chart.
construction of framing questions that will guide the
learners in their investigation either on a specific topic Step 3: Finding Out What Wedurin
or unit. Investigations become more meaningful when
these are related to real life experiences or real world Eliciting from your collective lived experiences as
issues or problems. groupmates, provide an answer to the big question you
identified. Record your answers through filling in the
As learners become active participants in the process first column of the KWL Chart. In this step, each
of generating new knowledge, technology whether member is expected to actively participate to fully
digital or non-digital, plays an important role in the answer the KWL chart. As you do the activity, writing
utilization of these active learning approaches. With the and speaking skills can be observed to be
ubiquity of technology tools that learners are exposed demonstrated by each member.
to, it is the teacher's role to ensure the appropriateness
and relevance of such tools in the development of This activity can be done at any level in your language
learning competencies. Aside from learning language classes in the future. You need to allow some students
skills, it is also important to train learners of their like in the pre-school level to draw their answers in the
responsibilities as they engage in digital learning chart if they cannot write their answers in verbal form.
activities and enable them to discriminate digital tools Step 4: Finding Out What We Want to Know
To allow you to freely explore about what is in store in sources of information and presentation of outputs of
the world around you, fill-in the second column of the the students using a productivify tool. Depending on the
KWL chart. By answering the second column, you will required output, the assessment tool that will be used
be able to think of other possible information that is should be given to the students before the inquiry
beyond the knowledge that you have about the big commences.
question. This activity contributes to the development of
inquisitiveness of students. When to Use

Step 5: Finding Out the Answer from Experts Chisholm and Godley (2011) purport that inquiry-based
instruction (IBI) offers an especially appropriate
To be able to learn better about the topic and big approach to learning about language variation, identity,
question, get on searching for an answer to the and power since IBI can provide students with
questions from reliable sources. Sources may refer to opportunities to learn about current issues in
your language teachers or from the library resources sociolinguistics through sharing and debating on a
(digital or printed). Conduct interview with some personal experience with language from multiple
teachers or other human resources who may give an perspectives.
answer to the question or get information from your
library resources. Record your interview data or Types of Inquiry
literature review data. VIU (2020) presented four types of inquiry that can be
Step 6: Finding Out What We Have Learned used in facilitating classes. These are:

Finally, organize the results of your gathered data and 1. Structured Inquiry - This lets the students follow the
write your answer in Column 3 of your KWL chart. lead of the teacher as the entire class engages in one
inquiry together.
EXPLORE
2. Controlled Inquiry - The teacher chooses topics and
Nature of Inquiry-Based Learning identifies the resources that the students will use to
answer questions.
Inquiry, in its simplest definition, is a process of asking
questions. This has spurred the enumerable 3. Guided Inquiry - The teacher chooses topics or
developments that we continue to enjoy in our society questions and students design the product or solution.
today. It continues to usher the study of so many fields
that enable various scientists and experts to provide 4. Free Inquiry - Students are allowed to choose their
solutions to emerging issues affecting the society in own topics without any reference to a prescribed
general. In the classroom, in particular, the process of outcome.
inquiry is a basic learning activity that every teacher is Role of the teacher
expected to facilitate. The development of the ability to
ask among learners is basic in the age of the Fourth The success of IBL largely depends on the careful
Industrial Revolution. According to the Future of Jobs planning of the teacher in relation to the curriculum. The
Report during the World Economic Forum, the top three language teacher needs to look into the learning
of the ten skills needed in this age are complex problem competencies that can be satisfied by a simple inquiry
solving, critical thinking and creativity (Gray, 2016) or more complex inquiry. He/she controls and prepares
which all start from the process of asking. the topic for investigation and guides the learners by
setting the questions to be explored. Learners are
Inquiry-based learning (IBL) as an approach essentially allowed to design their own way of investigation and
involves tasks requiring learners' active participation in present their outputs using technology tools that are
finding answers to curricular questions. The questions afforded to them. When technology is coupled with IBL,
can run from very specific simple questions to more a gateway to information is opened and students can
complex questions in relation to the curriculum. have access to information at anytime and anywhere. It
Learners are given opportunities to engage in self- is assumed that the teacher is knowledgeable of the
regulated activities as they pursue their investigation. sources of information and whether the learners have
Using this in the language classroom can facilitate the access to these sources.
development of communication skills as it involves
activities such as writing questions, deliberating on When designing an IBL, the teacher has to consider the
ways of finding answers to curricular questions, and following fields proposed by Avsec and Kocijncic
presenting outputs as evidence of inquiry among (2016):
others. This approach encourages students to work
1. Prior knowledge and capacity
together in accomplishing their task.
2. Context – Learners require meaning from
The process of inquiry starts from positing a question experience.
aligned to a content standard in the K to 12 curriculum 3. Content and learning materials,
for English. Investigation proceeds using various 4. Process
5. Strategy of reactions and behavior Step 3: Developing Core Questions
6. Course outcomes
Create core question/s about the competencies that
Role of Technology learners might be asked to answer.
The internet or the World Wide Web offers lots of Subject:
platforms for mining information. It has become the Grade Level:
most sought out source of information because of the Language Learning Core Questions
variety of tools that abound. Language is no longer a Competencies
barrier in one's search for information. Depending on 1
the unit of study in a language curriculum, there are to
many free educational websites that are available for 10
the language teachers and learners. Due to the
vastness of sources of information from the WWW, any
language teacher who is using IBL has the
responsibility to direct learners to websites that provide
the proper information. The technology tools that are
made available for the learners, whether online or
offline, should support the object of inquiry which is
aligned to the learning competencies in the K to 12
Language 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 other
resources, human and non-human, in gathering
information. However, learners are undeniably familiar
and probably more adept in exploring the internet.
Guiding them in locating online resources that are
relevant in developing their research and
communication skills will let them learn the importance
of using educational resources in an explicit and implicit
way.
EXPERIENCE
To be able to apply inquiry-based leaning in your field of
specialization, do the following steps:
Step 1: Reading Curriculum Guide in English or
Filipino Subject
Identify a grade level from the K to 12 Curriculum and
read the Curriculum Guide for English or Filipino of this
level. Focus your reading on the different language
competencies of every language lesson.
Step 2: Identifying Language Competency for IBL
Find learning competencies in the chosen Curriculum
Guide that are suited for an IBL. Determine the type of
inquiry that you will be using. Note them down on the
table provided.
Subject:
Grade Level:
Language Learning Type of Inquiry
Competencies
1
to
10