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Lesson about TTL to learn for your own performance enhancement

1. MODULE 2 INTEGRATING ACTIVE LEARNING APPROACHES IN LAUNGAUGE LEARNING Selima L esson 1: INQUIRY-BASED LEARNING AND RESEARCH-BASED LEARNING Prepared By: Rose Ann Tababa | Roydenn Cuizon | Irish Escobar | Lyca Mae Jimenez | Odeza Llamelo | Jewell Magdangal | Mark Joseph OlimOn | Jayceline Saet | Rommel John Sampang | Jennelle Saniel |

2. Learning Outcomes a. 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 b. Analyze how technologies for teaching and learning languages can be maximized in inquiry-based learning and research-based learning c. State some performance standards from the Curriculum Guide that can be employed inquiry-based learning and research-based learning

3. Selima Natire of INQUIRY-BASED LEARNING and RESEARCH-BASED LEARNING Lesson 1: Inquiry-Based Learning and Research-Based Learning

4. Selima A. Nature of Inquiry-Based Learning and Research-Based Learning Inquiry-Based Learning 1 is a student-centered approach that emphasizes the exploration of questions and the process of discovery.

5. Selima A. Nature of Inquiry-Based Learning and Research-Based Learning Inquiry-Based Learning 1 It encourages students to engage in self-directed learning by asking questions, investigating, and constructing their own understanding. IBL fosters critical thinking, creativity, and problem-solving skills by allowing students to explore topics in depth and make connections to their own lives.

6. Selima A. Nature of Inquiry-Based Learning and Research-Based Learning Research-Based Learning 2 is a more formal process that focuses on establishing facts and drawing conclusions based on systematic study.

7. Selima A. Nature of Inquiry-Based Learning and Research-Based Learning Research-Based Learning 2 It involves conducting research to find answers to specific questions, often following a structured methodology. RBL aims to develop students' research skills, including data collection, analysis, and interpretation.

8. Selima When to use INQUIRY-BASED LEARNING? Lesson 1: Inquiry-Based Learning and Research-Based Learning

9. Selima B. When to Use Inquiry-Based Learning? According to Chisholm and Godley (2011) Unlike traditional methods that primarily rely on direct instruction and rote memorization, IBL empowers students to actively construct their own knowledge through exploration and critical thinking. This approach is particularly effective for complex topics that require deep understanding and application, rather than superficial memorization of facts. According to Chisholm and Godley (2011), inquiry-based instruction (IBI) is particularly effective for learning about language variation, identity, and power. Inquiry-based learning (IBL) is a powerful pedagogical approach that centers student learning around questioning, investigation, and discovery.

10. Selima B. When to Use Inquiry-Based Learning? According to Chisholm and Godley (2011) Language Variation : IBI helps explore how language changes geographically, socially, and contextually (e.g., dialects, accents, formal vs. informal speech). They can ask questions like "Why do people speak differently in different parts of the country?" or "How does language change when someone is trying to be formal vs. casual?"

11. Selima B. When to Use Inquiry-Based Learning? According to Chisholm and Godley (2011) Identity: IBI examines how language reflects and shapes individual and group identities (e.g., cultural background, social groups). They can explore questions like "How does my language use reflect my cultural background?" or "How does language help me connect with others who share my interests?"

12. Selima B. When to Use Inquiry-Based Learning? According to Chisholm and Godley (2011) Power: IBI analyzes how language is used to create, maintain, or challenge power structures (e.g., discrimination, social change). They might ask questions like "How does language play a role in discrimination?" or "How can language be used to challenge injustice?"

13. Selima B. When to Use Inquiry-Based Learning? According to Chisholm and Godley (2011) IBL is most beneficial in situations where the learning objectives extend beyond simple recall and encompass higher-order thinking skills such as analysis, synthesis, and evaluation. It fosters a deeper engagement with the subject matter, leading to improved retention and transfer of knowledge to new contexts. The process of inquiry itself cultivates essential skills like problem-solving, critical thinking, and collaboration.

14. Selima B. When to Use Inquiry-Based Learning? Several key scenarios highlight the advantages of IBL: · When the learning goal involves grasping intricate concepts and their interrelationships, IBL excels. Students actively grapple with challenging ideas, formulating their own explanations and interpretations. This active construction of knowledge leads to a more robust and lasting understanding. Complex Conceptual Understanding

15. Selima B. When to Use Inquiry-Based Learning? Several key scenarios highlight the advantages of IBL: · IBL provides opportunities for students to tackle authentic problems that mirror real-life situations. This experiential learning enhances their ability to apply their knowledge in practical contexts, fostering critical thinking and problem-solving skills. Real-World Problem Solving

16. Selima B. When to Use Inquiry-Based Learning? Several key scenarios highlight the advantages of IBL: IBL inherently promotes collaboration. Students work together to investigate questions, share ideas, and build upon each other's insights. This collaborative process enhances communication skills and fosters a sense of shared responsibility for learning. Collaborative Learning and Communication

17. Selima B. When to Use Inquiry-Based Learning? Several key scenarios highlight the advantages of IBL: IBL can easily integrate multiple subjects, showcasing the interconnectedness of knowledge and promoting a holistic understanding. Students can explore a topic from multiple perspectives, drawing upon their knowledge from different disciplines. Interdisciplinary Connections

18. Selima B. When to Use Inquiry-Based Learning? Several key scenarios highlight the advantages of IBL: The investigative nature of IBL necessitates students to develop research skills, including identifying reliable sources, evaluating information, and synthesizing findings. These skills are invaluable in academic and professional settings. Developing Research Skills

19. Selima B. When to Use Inquiry-Based Learning? Limitations of IBL: IBL often requires more time than traditional instruction due to the open-ended nature of inquiry and the need for student-led exploration. Time Intensive While IBL offers numerous advantages, it's crucial to acknowledge its limitations:

20. Selima B. When to Use Inquiry-Based Learning? Limitations of IBL: Effective IBL necessitates a teacher who can guide students without overly directing their inquiries. The teacher's role shifts from lecturer to facilitator, requiring specific pedagogical skills. Requires Skilled Facilitation While IBL offers numerous advantages, it's crucial to acknowledge its limitations:

21. Selima B. When to Use Inquiry-Based Learning? Limitations of IBL: Assessing learning in IBL can be more complex than traditional methods, requiring diverse assessment strategies that go beyond standardized tests. Assessment Challenges While IBL offers numerous advantages, it's crucial to acknowledge its limitations:

22. Selima Lesson 1: Inquiry-Based Learning and Research-Based Learning 4 (VIU, 2020) TYPES OF INQUIRY USED IN FACILITATING CLASSES

23. Selima C. Four Types of Inquiry (VIU, 2020) Used in Facilitating Classes Structured Inquiry 1 The teacher provides the question and the method for investigation, and students follow the teacher's lead to find the answer.

24. Selima C. Four Types of Inquiry (VIU, 2020) Used in Facilitating Classes Controlled Inquiry 2 The teacher chooses the topics and resources, and students use these to answer the questions.

25. Selima C. Four Types of Inquiry (VIU, 2020) Used in Facilitating Classes Free Inquiry 4 Students choose their own topics and questions without any prescribed outcomes.

26. Selima Inquiry-Based Learning and RESEARCH-BASED LEARNING ROLE OF TEACHER IN Lesson 1: Inquiry-Based Learning and Research-Based Learning

27. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning The teacher's role in both inquiry-based learning (IBL) and research-based learning is crucial, but it shifts significantly from the traditional "sage on the stage" model. Instead of delivering information, teachers act as facilitators, guides, and mentors, supporting student exploration and discovery:

28. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Facilitator 1 The teacher sets the stage by introducing the overarching question or problem, but then steps back, allowing students to direct their own inquiries. They provide resources, guidance, and support as needed, but avoid dictating the direction of the investigation. In Inquiry-Based Learning:

29. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Questioning Expert 2 Teachers encourage students to ask their own questions, probing deeper into the topic. They model effective questioning techniques and help students refine their inquiries. In Inquiry-Based Learning:

30. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Resource Provider 3 Teachers curate relevant materials, including books, articles, websites, and experts, to support student research. They also guide students in evaluating the quality and reliability of information sources. In Inquiry-Based Learning:

31. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Reflective Guide 4 Teachers encourage students to reflect on their learning process, analyze their findings, and draw conclusions. They facilitate critical thinking and help students connect their discoveries to broader themes or concepts. In Inquiry-Based Learning:

32. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning 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 When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncie (2016):

33. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Mentor 1 Teachers act as mentors, guiding students through the research process. They provide support and feedback on research design, data collection, analysis, and interpretation. In Research-Based Learning:

34. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Ethical Guide 2 Teachers ensure students understand and adhere to ethical research practices, including informed consent, data privacy, and responsible use of information. In Research-Based Learning:

35. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Collaborative Partner 3 Teachers work alongside students as collaborators, engaging in discussions, brainstorming ideas, and sharing their expertise. In Research-Based Learning:

36. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Critical Evaluator 4 Teachers provide feedback on student research, helping them refine their arguments, strengthen their evidence, and improve their communication skills. In Research-Based Learning:

37. Selima d. Role of Teacher in Inquiry-Based Learning and Research-Based Learning Key Differences: · Focus : IBL centers on exploring a specific question or problem, while research-based learning often involves a more open-ended exploration of a broader topic. · Depth : IBL typically delves into a topic in more depth, allowing for more in-depth analysis and discussion. · Structure : IBL often involves a more structured approach, with the teacher guiding the process, while research-based learning can be more open-ended, allowing students more freedom to explore their interests.

38. Selima Inquiry-Based Learning and RESEARCH-BASED LEARNING ROLE OF TECHNOLOGY IN Lesson 1: Inquiry-Based Learning and Research-Based Learning

39. Selima E. Role of Technology in Inquiry-Based Learning and Research-Based Learning Facilitate Access to Information 1 Students can use digital tools to find and organize information from various sources. In Inquiry-Based Learning:

40. Selima Support Collaboration 2 Technology enables students to collaborate with peers and experts, both locally and globally. In Inquiry-Based Learning: E. Role of Technology in Inquiry-Based Learning and Research-Based Learning

41. Selima Enhance Engagement 3 Interactive tools and multimedia resources make learning more engaging and meaningful. In Inquiry-Based Learning: E. Role of Technology in Inquiry-Based Learning and Research-Based Learning

42. Selima E. Role of Technology in Inquiry-Based Learning and Research-Based Learning Providing Research Tools 1 Software for data collection, analysis, and visualization helps students conduct rigorous research. In Research-Based Learning:

43. Selima E. Role of Technology in Inquiry-Based Learning and Research-Based Learning Enabling Access to Databases 2 Online databases and journals provide access to a wealth of academic resources. In Research-Based Learning:

44. Selima E. Role of Technology in Inquiry-Based Learning and Research-Based Learning Supporting Communication 3 Technology facilitates the sharing of research findings through digital presentations and publications. In Research-Based Learning:

45. Selima E. Role of Technology in Inquiry-Based Learning and Research-Based Learning By integrating technology effectively, educators can create dynamic and interactive learning environments that foster inquiry and research skills.

46. Selima REFERENCES: Lesson 1: Inquiry-Based Learning and Research-Based Learning Chisholm, J. S., & Godley, A. J. (2011). Learning about Language through Inquiry-Based Discussion: Three Bidialectal High School Students' Talk about Dialect Variation, Identity, and Power. Journal of Literacy Research, 43 (4), 430-468. Retrieved from SAGE Journals. VIU (2020). Types of Inquiry. The Essential Role of Technology in Inquiry-Based Learning. https://inquiry.galileo.org/ch2/the-essential-role-of-technology/

47. Selima REFERENCES: Lesson 1: Inquiry-Based Learning and Research-Based Learning Learning how to design a technology-supported inquiry-based learning environment. https://files.eric.ed.gov/fulltext/EJ1001628.pdf TECHNOLOGY AND INQUIRY-BASED INSTRUCTIONAL METHODS: A DESIGN CASE IN. https://files.eric.ed.gov/fulltext/EJ1312480.pdf Learning About Language Through Inquiry-Based Discussion. https://journals.sagepub.com/doi/pdf/10.1177/1086296X11424200 A teacher's guide to inquiry-based learning. https://www.structural-learning.com/post/a-teachers-guide-to-inquiry-based-learning

48. Selima REFERENCES: Lesson 1: Inquiry-Based Learning and Research-Based Learning Understanding the Difference Between Inquiry and Research. https://www.learningbyinquiry.com/und erstanding-the-difference-between-inquiry-and-research/ The Role of Teachers in Inquiry-Based Learning. https://cochins.org/the-role-of-teachers-in-inquiry-based-learning

49. Selima THANK YOU!