A GROUP 2 ASSIGNED PRESENTATION for TTL2.pptx

This is about integrating active learning approaches in language learning.

1. MODULE 2: Presented by: Group 2 Integrating Active Learning Approaches in Language Learning

2. Lesson 1: Inquiry-Based Learning and Research-Based Learning

3. Learning Outcomes: At the end of the lesson, the learner should be able to: discuss the salient features of inquiry-based learning and research-based learning and their application to the attainment of language learning competencies and language learning outcomes; analyze how technologies for teaching and learning languages can be maximized in inquiry-based learning and research-based learning; state some performance standards from the curriculum guide that can employ inquiry-based learning and research-based learning.

4. Nature of Inquiry-Based Learning Inquiry, in its simplest definition, is a process of asking questions. Inquiry-based learning (IBL) as an approach essentially involves tasks requiring learners' active participation in finding answers to curricular questions. The process of inquiry starts from positing a question aligned to a content standard in the K to 12 curriculum for English.

5. 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.

6. 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 students follow the lead of the as the class engages in one inquiry together. 2. Controlled Inquiry- The teacher chooses topics and identifies the resources that the students will use to answer questions. 3. Guided Inquiry- The teacher chooses topics or questions and students design the product or solution. 4. Free Inquiry- Students are allowed to choose their own topics without any reference to a prescribed outcome.

7. Role of the Teachers The success of IBL largely defends on the carful planning of he Teachers in the curriculum. The language teachers needs to look into the learning competencies that can be satisfied by a simple inquiry or more complex inquiry.

8. When designing an IBL, the teacher has to consider the following fields proposed by Avsee and Kocijncic (2016): Prior knowledge and capacity Context - Learners require meaning from experience Context and Learning materials Process Strategy of reactions and behavior Course outcomes

9. Role of Technology The internet of the World Wide Web offers lot of platforms mining information. It has become the most sought out source of information because of the variety of tools that abound.

10. Lesson 2: Problem-Based Learning and Project-Based Learning

11. Learning Outcomes: At the end of the lesson, the learner should be able to: discuss the salient features of problem-based learning and project-based learning and their application to the attainment of language learning competencies and language learning outcomes; analyze how technologies for teaching and learning languages can be maximized in problem-based learning and project-based learning; state some performance standards from the curriculum guide that can employ problem-based learning and project-based learning.

12. Problem-Based Learning More meaningful learning experiences. Involves a process of inquiry and solving open-ended question. Requires more than one answer and solution. Learners engage to a collaborative task. Done in small groups. They learn several skills. The learning competencies, are achieved in the process.

13. ALI (2019) As a process that is used to identify problems with a scenario. 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 the problem.

14. LO (2009, p.208) As a process that is used to identify problems with a scenario. Six-stage process used in adoption of online PBL: Identifying the problem Brainstorming. Collecting and analyzing the information. Synthesizing information. Co-building knowledge. Refining the outcomes.

15. Benefits of Problem-Based Learning Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are the following: ( Ghufron & Ermawati , 2018, p. 666-in n EFL writing class) Promotes self-confidence and motivation Reduces students' nervousness during the learning process Increases students' responsibility in learning Makes students easily learn the material through sharing of ideas Promotes problem-solving skills Promotes self-directed learning Promotes active learning Makes students explore many learning resources Makes students develop positive attitude towards learning

16. Benefits of Problem-Based Learning Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are the following: For Baresh , Ali, & Darmi , 2019-EFL students: Enhances fluency in communication Improves grammar Increases comprehension Enhances good pronunciations and intonations Enhances self-confidence Increases range of vocabulary

17. Benefits of Problem-Based Learning Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are the following: For English as a Foreign Language (EFL) students, PBL Enhances fluency in communication Improves grammar Increases comprehension Enhances good pronunciations and intonations Enhances self-confidence Increases range of vocabulary

18. The study of Lin (2017) revealed statistically that the PBL. participants showed more improvement in their reading comprehension than the non-PBL. participants.

19. Thank You