L the 21stOutcomes

earning Plan in the Context ofModule Century

At the end of this module, the students should be able to:

• Discuss the concepts of the different learning approaches in

Integrating •
language teaching and learning;
Discuss how information and communication technologies will
Active Learning help develop and present language lessons using the different
active learning approaches;
Approaches in
• Brainstorm on the possible products or outputs that will serve
Language
as an evidence of learning of the developed learning outcomes
Learning of the learning plan using Inquiry-Based learning, Problem-
Based learning, and Project-Based Learning; and
• Integrate active learning activities in the development of
language learning plans.

Language learning encompasses the development of the macro skills such as reading, writing, listening,
speaking, and viewing. The concerns of the language teacher is how to teach these skills in a holistic manner
as these skills complement each other when used by people in communicating.

Is it possible to target more than 2 or 3 macro skills in one learning activity? The answer is yes. However,
this largely depends on the approaches used by the language teacher in facilitating the development of learning
competencies in the language classroom. One way to achieve this end is the utilization of active learning
approaches.

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 other
21st Century skills (such as collaboration, media literacy, critical thinking) in the process. 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, and Project-Based Learning (PBL). These learning
approaches are designed to give more depth and breadth in the learning of content in the K to 12 Curriculum.
While these approaches are meant to provide opportunities for active exploration of content, each of these
approaches has a distinct characteristic that needs to be considered by teachers in the realization of learning
competencies especially in language teaching. Knowing the distinctions among these active learning approaches
will help the language teacher in deciding what approach to adopt.
LES
Learning Plan in the Context of the 21st Century
Lesson Outcomes
LESSON 1
At the end of this lesson, the learner should be able to:

• Discuss the salient features of inquiry-based learning and

research-based learning and their application to the

Inquiry-Based attainment of language learning competencies and language

learning outcomes.
learning and • Analyze how technologies for teaching and learning
research-Based languages can be maximized in inquiry-based learning and
Learning research-based learning; and
• State some performance standards from the curriculum guide
that can employ inquiry-based and research-based learning.

EXCITE

To be able to attain the above-stated lesson objectives, do the following exercises step-by-step:

Step 1: the KWL Chart

Familiarized 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.

KWL CHART

Language Topic:

Big Question:

What I know What I want to know What I learned

Step 2: Starting with an essential or big Question.

Since inquiry-based learning usually starts with essentials or big questions that elicit varied answers
from the respondents, think of a question that you would like to ask your students relevant to a specific lesson
in your language class. Do this in a group with five (5) members, 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?

What is one main characteristic of a young children that helps them to know about the world they live
in?

Write your big question on the KWL chart.

Step 3: Finding Out What to Know

Eliciting from your collective lived experiences as groupmates, provide an answer to the big question you
identified. Record your answers through filling in the first column of the KWL Chart. In this step, each member is
expected to actively participate to fully answer the KWL chart. As you do the activity, writing and speaking skills
can be observed to be demonstrated by each member.

This activity can be done at any level in your language classes in the future. You need to allow some
students like in the pre-school level to draw their answers in the chart if they cannot write their answers in verbal
form.

Step 4: Finding Out What We Want to Know

to allow you to freely explore about what is in store in the world around you, fill-in the second column of
the KWL chart. By answering the second column, you will e able to think of other possible information that is
beyond the knowledge that you have about the big question. This activity contributes to the development of
inquisitiveness of students.

Step 5: Finding Out the Answers from Experts

To be able to learn better about the topic and big question, get one searching for answer to the questions
from reliable sources. Sources may refer to your language teachers of from the library resources (digital or
printed). Conduct interview with some teachers or other human resources who may give an answer to the
question or get information from your library resources. Record your interview data or literature review data.
Step 6: Finding Out What We Have Learned

Finally, organize the results of your gathered data and write your answer in column 3 of your KWL
chart.

ENGAGE

Nature of Inquiry-Based Learning

Inquiry, it its simplest definition, is a process of asking questions, this has spurred the enumerable
developments that we continue to enjoy in our society today. It continues to usher the study of so many fields
that enable various scientists and experts to provide solutions to emerging issues affecting the society in general.
In the classroom, in particular, the process of inquiry is basic learning activity that every teacher is expected to
facilitate. The development of the ability to ask among learners is basic in the age of the Fourth Industrial
Revolution. According to the future of jobs reports during the world economic forum, the top three of ten skills
needed in this age are complex problem solving, critical thinking and creativity (Gray, 2016) which all start from
the process of asking.

Inquiry-based learning (IBL) as an approach essential involves tasks requiring learners’ active
participation in finding answers to curricular questions. The questions can run from very specific questions to
more complex questions in relation to the curriculum. Learners are given opportunities to engage in self-
regulated activities as they pursue their investigation. Using this in the language classroom can facilitate the
development of communication skills as it involves activities such as writing questions, deliberating on ways of
finding answers to curricular questions, and presenting outputs as evidence of inquiry among others. This
approach encourages students to work together in accomplishing their task.

The process of inquiry starts from positing a question aligned to a content standard in the K to 12
Curriculum for English. Investigation proceeds using various sources of information and presentation of outputs
of the students using a productivity tool. Depending on the required output, the assessment tool that will be used
should be given to the students before the inquiry commences.

When to use

Chisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially appropriate
approach to learning about language variation, identity, 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 perspectives.

Types of Inquiry

1. Structured Inquiry
2. Controlled Inquiry
3. Guided Inquiry
4. Free Inquiry

Role of the Teacher

When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic
(2016).
 1. Prior knowledge and capacity
2. Context – learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology

The internet or World Wide Web offers lot of platforms for mining information. It has become the most
sought our source of information because of the variety of tools that abound. Language is no longer a barrier in
one’s search for information. Depending on the unit of study in a language curriculum, there are many free
educational websites that are available for the language teachers and learner.

ASSESSMENT TASKS
To be able to apply inquiry-based learning 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 Competencies of 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 Competencies Types of Inquiry

10
Step 3: Developing Core Questions

Create core question/s about the competencies that learners might be asked to answer.

SUBJECT:

GRADE LEVEL:

Language Learning Competencies Types of Inquiry

10