LESSON 1

Inquiry-Based Learning
Research-Based Learning
 KWL
Language Topic: Code-Switching/Pagsasalitan ng Wika
Big Question:How does code-switching affect the development of language and culture in a
community of bilingual or multilingual individuals?

What I Know What I Want to know What I Learned

Step 3: Findiing Out What We Know
Eliciting from your collective lived experience 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.
Filipino:
1.Ano ang code-switching?
2.Ano ang mga halimbawa ng code-switching?
3.Paano nagkakaroon ng code-switching ang mga taong bilingual o multilingual?
4.Bakit importante ang pag-aaral ng code-switching?
5.Paano nakakaapekto ang code-switching sa komunikasyon at kultura ng isang
komunidad?

English:
1.What is code-switching?
2.What are examples of code-switching?
3.How do bilingual or multilingual individuals engage in code-switching?
4.Why is the study of code-switching important?
5. How does code-switching affect communication and culture in a community?"
 Nature of inquiry-Based Learning
Inquiry, in 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 continue to usher
the study of so many fields that enable various scientist and
experts to provide solutions to emerging issues affecting the
society in general. In the classroom, in particular. The process
of inquiry is a basic learning activity that every teacher is
expected to facilitate. The development of the ability to ask
among learners is basis in the age of the Fourth industrial
Revolution.
 According to the Future of Jobs report during the World Economic Forum, the top
three of the 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 essentially tasks requiring learners active

participation in finding answers to curricular question. ‘’The questions can run from very
specific, simple 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 question, deliberating on ways of finding answers to
curricular question, and presenting outputs as evidence of inquiry among others. This
approach encourages student to work together in accomplish their task.
 The process of inquiry starts from positing a question
aligned to a content standard in the K-12 curriculum for English .
Investigation proceeds using various sources of information and
presentation of outputs of the student using a productivity tool.
Depending on the required output, the assessment tool that will
be used should be given to the student 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 sociolinguistic through
sharing and debating on a personal experience
with language from multiple perspective .
Types of Inquiry
VIU (2020) presented four types of inquiry that can be
used in facilitating classes. These are:

1. Structured Inquiry- This lets the student follow the lead of

the teacher as the entire class engages in one inquiry
together.
2. Controlled Inquiry- The teacher chooses topics and
identities the resources that the students will use to answer
questions.
3. Guided Inquiry- The teacher chooses topics or questions
and students design the product of solution.
4. Free Inquiry- Student are allowed to choose their own
topics without any reference to a prescribe outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of
the teacher in relation to the curriculum. The language teacher needs
to look into the learning competencies that can be satisfied by a
simple inquiry or more complex inquiry. He/she controls and prepare
the topic for investigation and guide the learners by setting the
questions to be explored. Learners are allowed to design their own
way of investigation and presents their outputs using technology tools
that are afforded to them. When technology is occupied with IBI, a
gateway to information is opened and students can have access to
information at anytime and anywhere. It is assumed that the teacher
is knowledgeable of the sources of information and whether the
learners have access to these sources.
 When designing the IBL, the teacher has to consider the following
fields proposed by Avsec and Kocijncic (2016):

1. Prior knowledge and capacity

2. Context- Leraners 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 the World Wide Web offers lots 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 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-12 Language Curriculum.
 It should be noted that 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 learning in your field pf 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 of 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 Competencies Type of Inquiry
1.
2.
3.
4.
5.
6.
7.
8.

9.
10.
 Step 3: Developing Core Questions
create core questions bout the competencies that learners might be asked to answer.
Subject:
Grade Level:
Language Learning Competencies Core Question
1.
2.
3.
4.
5.
6.
7.
8
9.
10.
THANK YOU