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At the end of the module, the students should be able to:
• discuss the concepts of the different learning approaches
in language teaching and learning;
• discuss how information and communication
technologies will help develop and present language
lessons using the different active learning approaches;
• brainstorm on the possible products or outputs that
will serve as an evidence of learning of the developed
learning outcomes 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.

[Introductkn]

Language learning encompasses the development of the macro skills

such as reading, writing, listening, speaking, and viewing. The concern
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 of the macro skills in one leaning
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
uti1iztion of active learning approaches.
Aôtive 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.
Central to active learning approaches is the construction of framing
questions that will guide the learners in their investigation either on a specific
topic or unit. Investigations become more meaningful when these are related
to real life experiences or real world issues or problems.
As learners become active participants in the process of generating new
knowledge, technology whether digital or non-digital, plays an important
role in the utilization of these active learning approaches With the ubiquity
of technology tools that learners are exposed to, it is the teacher's role to
ensure the appropriateness and relevance of such tools in the development
of learning competencies Aside from learning language skills, it is also
important to train learners of their responsibilities as they engage in digital
learning activities and enable them to discriminate digital tools 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
57
 SG
Inquiry-Based Learning and
Research-Based Learning

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; and
• state some performance standards from the Curriculum
Guide that can employ inquiry-based learning and
research-based learning.

Exdte :

To be able to attain the above-stated lesson objectives, do the following

exercises step-by-step:

Step 1: The KWL Chart

Familiarize 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.

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 KWL CHART

tJilLL '

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 essential or big questions
that elicit varied answers from the respondents, think of a question that you
would like to ask youistudents 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.

Module 2- Integrating Active Learning Approaches in Language Learning

Lesson 1 - Inquiry-Based Learning and Research-Based Learning
59
Step 3: Finding Out What We 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 colunm of the KWL chart By answering the second
column, you will be 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 Answer from Experts

To be able to learn better about the topic and big question, get on
searching for an answer to the questions from reliable sources. Sources
may refer to your language teaèhers or 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.

ExpIore
3 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 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 a 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 Report duri

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the World Economic Forum, the top three of the ten skills needed in this sage
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 involves tasks
requiling learners' active participation in finding answers to curricular
questions. 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
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
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
teacher as the entire 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.

Module 2 - Integrating Active Learning Approaches in Language Leming

Lesson 1 - Inquiry-Based Learning and Research-,Based*Learning
61
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 prepares the topic for investigation
and guides the learners by setting the questions to be explored. Learners are
allowed to design their own way of investigation and present their outputs
using technology tools that are afforded to them. When technology is coupled
with IBL, 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 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 the World Wide Web offers lots of platforms for mining
information. It has become the most sought out 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 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.

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S.
= xpenence

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 Competencies TypeI.lInquiry

10

Module 2- Integrating Active Learning Approaches in Language Learning

Lesson 1 - Inquiry-Based Learning and Research-Based Learning
63
Step 3: Developing Core Questions
Create core question/s about the competencies that learners might be
asked to answer.

Subject:

Grade Level:

Core Questions
I

10

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