1

LESSON 2: ICT-Pedagogy Integration in

Language Learning Plan

Teaching has always been a challenging profession since knowledge has been
expanding and essential skills have been increasing and changing. With these challenges,
teachers need to engage educational technologies to assist them in the teaching-learning
process. Engaging educational technologies in teaching are founded on principles and
philosophies. Understanding these will help you successfully integrate technologies to allow
your students to demonstrate the intended learning outcomes of your field of specialization.

LEARNING OUTCOMES

 Discuss essential points to consider when integrating any ICT in

facilitating language education.
 Present learning plans that integrate ICT in the learning
procedures to be able to attain the learning outcomes; and
 Plan for some activities that will help develop digital citizenship and
relate this to the development of 21st Century skills among
learners.

Let’s Do It!
Ponder on your background, educational experiences, and prior
knowledge and skills on how information, communication, and
technologies (ICTs) were successfully used by your teachers in the
lower level. Recall the ICT tools that were used by your teachers in your
language class, Filipino or English, and describe how these were used
to help you understand your lessons. Write at least five lessons vis-à-
vis the ICT tools and a short description of how these were used.

ICT Tools Description

1.
2.
3.
4.
5.

Let’s Connect the Dots

Before you can successfully integrate ICTs in your language instruction,

there is a need to have a good grasp of what Information and Communication
Technology (ICT) is all about. Specifically, there is a need also to determine the
Icts that are available for language education. Jot down the following
definitions of ICT from various sources.

1. _________________________________________________
_________________________________________________

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_________________________________________________
2. _________________________________________________
_________________________________________________
_________________________________________________
3. _________________________________________________
_________________________________________________
_________________________________________________
4. _________________________________________________
_________________________________________________
_________________________________________________
Let’s Talk About It
Integrating Technology in Instruction

Various educators and researchers provided the following concepts and principles
about integrating technology in instruction:

1. John Pisapia (1994)

Integrating Technology with teaching means the use of learning technologies

to introduce, reinforce, supplement and extend skills. For example, if a Teacher
merely tells a student to read a book without any preparation for follow up activities
that put the book in a pedagogical context, the book is not integrated. In the same
way, if the teacher uses the computer to reward children by allowing them to play a
game, the computer is not integrated.

On the other hand, integrating technology into curricula can mean different
things: 1.) computer science courses, computer assisted instruction, and/or
computer enhanced or enriched instruction, 2.) matching software with basic skills
competencies, and 3.) keyboarding with word processing followed up with
presentation tools.

2. International Society for Technology in Education (ISTE)

Effective integration of Technology is achieved when students are able to

select technology tools to help them obtain information in a timely manner, analyze
and synthesize the information, and present it professionally. The Technology
should become an integral part of how the classroom functions—as accessible as
all other classroom tools.

3. Margaret Lloyd (2005)

ICT integration encompasses an integral part of broader curriculum reforms

which include both infra-structural as well as pedagogical considerations that are
changing not only how learning occurs but what is learned.

4. Qiyun Wang and Huay Lit Woo (2007)

Integrating Information and Communication (ICT) into teaching and learning

is a growing area that has attracted many educators’ effort in recent years. Based
on the scope of content covered, ICT integration can happen in three different
areas: curriculum, topic, and lesson.

5. Bernard Bahati (2010)

The process of integrating ICT in teaching and learning has to be done at

both pedagogical and technological levels with much emphasis put on pedagogy.
ICT integration into teaching and learning has to be underpinned by sound
pedagogical principles.

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6. UNESCO (2005)

ICT integration is not merely mastering the hardware and software skills.
Teachers need to realize how to organize the classroom to structure the learning
tasks so that ICT resources become automatic and natural response to the
requirements for learning environments in the same way as teachers use markers
and whiteboards in the classroom.

Using ICT Integration Frameworks in Language Education Learning Plans

There a lot of concepts provided by experts relevant to integrating technology

in instruction apart from the above citations. These concepts are very helpful to clarify
lingering issues on how technologies are properly integrated in the teaching-learning
process. It must be noted that there are possible instances when technologies are used
in the classroom but the way they are used does not promote learning and does not
help facilitate the attainment of the intended learning outcomes set for a class. There is
a need, therefore to enlighten you on the principle on how educational technologies
contribute to the facilitation of the teaching- learning process. For this purpose, the
following framework may serve as a guide in integrating ICTs in developing learning
plans or lessons in the different subjects particularly in developing plans or lessons in
language education.

A. Conversational Framework of Laurillard (2002)

The teaching-learning process poses very complex tasks to allow learners to

understand their lessons and master the skills they are expected to demonstrate. Thus,
it will be reassuring if teachers will explore on engaging various media to support
various learning activities in classrooms. This is how the Conversational Framework
(Laurillard, 2002) may support. The framework postulates a way of presenting teaching
and learning in terms of events. These are five (5) key teaching and learning events in
the framework which are identified as:

a. Acquisition
b. Discovery
c. Dialogue
d. Practice
e. Creation

Vis- a-vis the five events are specific teaching strategies, learning actions or
experiences, related media form, examples of non-computer-based activity, and
examples of computer-based activity.

Teaching Teaching Learning Related Media Examples Examples of

and Action or Action or Form of Non Computer-
Learning Strategy Experience Computer Based
Event Based Activity
Activity
Acquisition Show Attending Narrative TV, video, Lecture notes
Demonstrate Apprehending Linear film, online,
Describe Listening Presentational lectures, streaming
Explain Usually same books, other videos of
‘text ‘acquired print lectures, DVD,
simultaneously publications multimedia
by many people including
digital video,

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audio clips,
and
animations
Discovery Create or Investigating, Interactive: Libraries CD based,
set up or Exploring, Non-linear Galleries DVD or Web
find out or Browsing, presentational, Museums resources
guide Searching searchable, including
through filterable etc. hypertext,
discovery but no feedback enhanced
spaces and hypermedia,
resources multimedia
resources.
Also
information
gateways.
Dialogue Set up, Discussing, Communicative: Seminar, Email,
Frame, Collaborating, Conversation tutorials, discussion,
Moderate, Reflecting, with other conferences forums, blogs
Lead, Arguing, students,
Facilitate Analyzing, lecturer or self
discussions Sharing
Practice Model Experimenting Adaptive: Laboratory, Drill and
, Feedback, field trip, Practice,
Practicing Learner control simulation, tutorial
role play programs,
simulations,
virtual
environment
Creation Facilitating Articulating, Productive: Essay, Simple
Experimenting Learner Control Object, existing tools,
Making, Animation as well as
Synthesizing model especially
created
programmable
software
Teaching and Learning Events and Associated Media Forms
(Czerniewicz & Brown (2005) adapted from Laurillard (2002)

B. Three Fundamental Elements of ICT Integration by Wang (2008)

Wang in 2008 posited that integration of ICT consists of three fundamental

elements. These are pedagogy, social interaction, and technology. These elements are
diagrammatically represented by Wang in Figure 1.

Interaction with
Content

Pedagogy

Interaction with
people

Social
Technology
Interaction

Figure 1: The ICT Integration Framework

The ICT Integration Framework of Wang can be fully maximized in developing

learning plans for language learning. In a language learning context, pedagogy often

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refers to the language teaching strategies or techniques that language teachers use to
deliver their lessons and to allow their learners to demonstrate the curricular language
competencies, The pedagogical element in language learning is very important as it
primarily reflects the art of teaching a teacher will employ in the learning process.

The pedagogical design a language teacher will use needs to include proper
selection of appropriate content and language learning activities. In the design, the
teacher needs to look into how the available technological resources will help provide
scaffolds that that will assist their language learners during the learning processes.
Language teachers need to note that in developing learning plans that embed the
pedagogical design, it is crucial to look into the learning environment and ensure that
this environment will provide help to fulfil the needs and objectives of the language
class with learners of diverse experiences and backgrounds. The learning plans should
also involve the appropriate use of learning resources and activities that support
learners’ learning and allow teachers to facilitate learning.

Social interaction activities as one element in the framework are crucial in language
learning. With social interaction, learners will naturally acquire a language and develop
language knowledge and skills that are important for them to live and work in various
communities. In the various learning events, the language teacher may use computers
which may allow the learners to interact and demonstrate the language skills and
competencies required from them. The Teachers and the learners may use computers
to connect and learn through the computers that are now connected world-wide. With
the advent of computer- mediated communication (CMC), planned social interaction
activities that aim to enhance language learning becomes more convenient and flexible.
Language learners may maximize computers individually but they may also
collaboratively use them with other learners. As noted by Uribe, Klein, & Sullivan
(2003), computer-supported collaborative learning has shown positive effects on
students’ performance.

To engage the learners in the teaching-learning process fully and meaningfully, the
social design of ICT-based learning environment needs to deliver a secure and
comfortable space. This will allow the learners to willingly share their thoughts and
ideas to facilitate communication among them.

The third element of the framework is the technological component that generally
uses computers to support various learning activities. Through the use of computers,
various teaching modes may happen. Interaction does not solely happen in a face- to-
face environment. It may also happen online. In order for any online interaction
activities in a language classroom to be effective, there is a need to consider the
availability of the facilities they require and ease of access. The human-computer
interface design is also critical because this will define the utility of the technology-
based learning environment. It must be noted that in language learning, the ease of
learning in the interface design is essential. It needs to motivate the learners to fully
participate.

In the 21 st Century classroom, the three components: pedagogy, social interaction,

and technology, are needed in an ICT-based learning environment. Due to the advent

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of educational technologies which are fundamental requirements in ICT-pedagogy

integration, the challenge among learning institutions is to provide support for the
integration to happen.

C. Categories for information Communication and technology (ICT) in

Teacher Training

There is a lot of researches that will prove that the integration of ICTs can fully
transform classroom instruction. Haddad in 2003 states that the teachers’ use of ICT
supports the development of higher-order – thinking skills (HOTS) and promotes
collaboration. This is the reason why trainings in ICT pedagogy- integration are
promoted.

For a successful ICT-pedagogy integration training to take place, it will help if a

training framework will be used as a guide. Jung (2005) was able to organize various
ICT teacher training efforts into four categories. This is presented in this framework.

Core Technology

ICT as core delivery

ICT as main content focus
technology

Learning How to Use ICT Learning VIA ICT

ICT as part of content or ICT as facilitating or

methods networking technology

Complementary Technology

D. UNESCO ICT Competency Framework for Teachers

Having a society that is increasingly based on information and knowledge and with
the ubiquity of Information and Communication Technology (ICT) for instruction,
UNESCO was able to develop ICT Competence Framework for Teachers (UNESCO,
2018).

Knowledge Knowledge Knowledge Creation

Acquisition Deepening
Understanding ICT in Policy Understanding Policy Application Policy innovation
Education
Curriculum and Basic Knowledge Knowledge Knowledge society
Assessment Application skills
Pedagogy ICT-enhanced Complex Problem Self-management
Teaching -solving
Application of Digital Application Infusion Transformation
skills
Organization and Standard classroom Collaborative Groups Learning
Administration Organizations
Teacher Professional Digital Literacy Networking Teacher as Innovator
Learning
ICT Competency Framework for Teachers (UNESCO,2018)

This framework, which is a part of a range of initiatives by the UN and its

specialized agencies including UNESCO, aims to promote educational reform and
sustainable economic development anchored on the principles and objectives of the

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Millennium Development Goals (MDG), Education for All (EFA), the UN Literacy
Decade (UNLD), and the Decade of Education for Sustainable Development (DESD).
As shown by the framework, the teachers have six aspects of work: understanding ICT
in education, curriculum and assessment, pedagogy, application of digital skills,
organization and administration, and teacher professional learning. Across the six
aspects of work are the three approaches to teaching based on human capacity
development-knowledge acquisition, knowledge deepening, and knowledge creation.

The framework also specifically aims to equip teachers to be able to do their roles
achieving the following societal goals:

Build workforces that have information and communications technology (ICT)

skills and are reflective, creative and adopt at problem-solving in order to
generate knowledge;
Enable people to be knowledgeable and resourceful so they are able to make
informed choices, manage their lives effectively and realize their potential;
Encourage all members of society irrespective of gender, language, age,
background, location and differing abilities to participate fully in society and
influence the decisions that affect their lives and
Foster cross-cultural understanding, tolerance and the peaceful resolution of
conflict.

The Commission on Higher Education (CHED) through its Policies, Standards, and
guidelines (PSGs) requires the integration of ICTs in language teaching and learning.
Hence, the ICT Competency Framework for Teachers is very useful to support the
standards as they will serve as a guide to assist the teachers to successfully integrate
ICT into the language classroom. Through the framework, the language teachers may
structure their learning environment in new ways, merge new technology and
pedagogy, develop socially active classrooms, and encourage co-operative
interactions, collaborative learning and group work.

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ICT Integrated Learning Plans in English

Learning Plan 1

Reporter’s Notebook

By Heather Ann f. Pulido and Melody C. Bao-in

Targeted Philippine Basic Education Curriculum Competencies

ENGLISH 8, Fourth Grading, Reporters Notebook (Junior Edition), 12 days

Content Standard

The learner demonstrates an understanding of South and West Asian

Literature as an expression of philosophical and religious beliefs; information flow in
various text types; reality, fantasy and opinion in listening and viewing materials; word
decoding strategies; and use of information sources, active/ passive constructions,
direct/reported speech, perfect tenses, and logical connectors in journalistic writing.

Performance Standard

The learner transfers learning by composing a variety of journalistic texts,

the contents of which may be used in composing and delivering a memorized oral
speech featuring the use of properly-acknowledged information sources, grammatical
signals for opinion-making, persuasion, and emphasis, and appropriate prosodic
features, stance and behavior.

Learning Competencies

 Use active and passive construction in a journalistic context.

 Use past and perfect tenses in journalistic writing.
 Use direct and reported speech in journalistic writing.
 Use appropriate logical connectors for emphasis.

Unit Summary:

In this unit, the students will act like junior reporters as they learn the proper use of
logical connectors, active and passive voices, past and perfect tenses, as well as direct
and reported speech in journalistic writing. The teacher will utilize interactive
PowerPoint Presentations, sample printed and online articles as well as related web
pages and videos in explaining the grammatical structure and journalistic content of
news, opinion, and feature stories. Based on the discussed concepts, the students will
create their own journalistic articles. The students will then collaborate and make a
newspaper spread through MS Publisher. They will be evaluated by their group
members, by other groups and by the teacher. This will be the students’ final output for
English in the 4th quarter. It will be assessed using journalistic standards for content and
organization and related grammar rules. Ultimately, students will appreciate the role of
journalism in keeping the society informed and in forwarding significant changes.

Student Objectives/Learning Outcomes:

Week 1

Day 1:

Through an introductory PowerPoint lecture presentation on the concepts of

journalism, the students will be able to:

a. Recognize the basic concepts of journalism and news, opinion, and feature
writing;

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b. Describe the personal significance of reading news, opinion and feature articles
to their daily life by making a creative output (poem, essay, or poster); and
c. Determine, through enumeration, the distinct qualities of the given samples of
news, opinion, and feature articles.

Day 2:

By analyzing samples of journalistic articles, the students will be able to:

a. Recognize the essential journalistic content and proper grammatical structure of

news, opinion, and feature stories;
b. Compare the content and structure of news articles with the two other
journalistic texts through a diagram; and
c. Assemble given journalistic content into a properly structured news spread that
will serve as a model for their long-term project using MS Publisher.

Day 3:

Through an interactive discussion about the past and the perfect tenses, the students
will be able to:

a. Identify how to apply past and past perfect tenses in making a clear and
meaningful sentence;
b. Discuss the functions of past and past perfect tenses in writing a journalistic
article by a brainstorming session; and
c. Conform to the rules of past and past perfect tenses in rewriting sentences from
news, opinion or feature articles.

Day 4:

a. Discern the use of active and passive voices in making clear and meaningful
sentences;
b. Differentiate the function of active and passive voices through a creative
dialogue; and
c. Revise sentences according to the rules of active and passive voice in
journalistic writing.

Day 5:

Through an interactive discussion about direct and reported speech, the students will
be able to:

a. Determine the proper use of direct and reported speech in writing clear and
meaningful sentences;
b. Explain the difference between direct and reported speech as used in
journalistic articles through a graded recitation; and
c. Covert direct speech to indirect speech and vice versa through a writing activity.

Week 2

Day 6:

Through a PowerPoint lecture presentation on logical connectors, the students will be

able to:

a. Determine the proper use of logical connectors in writing clear and meaningful
paragraphs;
b. Explain the different uses of each logical connector as used in journalistic
articles through a graded recitation; and
c. Match the clauses with the correct logical connectors through an interactive
classroom activity.

Day 7:

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By outlining the basic structure of a news article using a PowerPoint presentation, the
students will be able to:

a. Distinguish the steps in writing a primary lead, secondary lead, and background
in a news article;
b. Discuss with others after reviewing online news article to identify the qualities of
a good news lead and background; and
c. Create a news story about a significant current event using a variety of print and
non-print resources.

Day 8:

Through watching videos detailing the basics of opinion and feature writing articles, the
students will be able to:

a. Identify the essential content and basic structure of opinion and feature articles;
b. Illustrate how feature and opinion articles help forward changes in society
through a creative output (poem or comic strip); and
c. Review the content and structure of sample opinion and feature articles.

Day 9:

By choosing a video about the pros and cons of an issue posted on a relevant YouTube
channel, the students will be able to:

a. Recognize the structure and content of opinion articles;

b. Relate the issue tackled in the video to their personal lives through a short
essay;
c. Compose their own opinion articles by reacting to the video they watched.

Day 10:

By browsing web pages that post “human interest” writing (e.g. Humans of New York),
the students will be able to:

a. Point out different angles of human interest that are essential to feature writing;
b. Share their favorite anecdotes from the web pages that they browsed and
explain why they chose them; and
c. Use human interest angle to write a feature article about a person inside the
classroom that they find interesting.

Day 11:

By compiling their individual outputs (news, opinion, feature articles), the students will
be able to:

a. Explain the importance of journalism to keeping citizens informed about the

changes happening in society by making a creative and informative news
spread;
b. Join others in exploring the effective use of MS Publisher to create news
spreads out of their journalistic works; and
c. Construct a news spread that contains the groups compiled journalistic work
using MS Publisher while following standards of lay- outing, journalistic content
and grammar.

Day 12:

After collaborating with others in creating and showcasing a news spread that contains
their news, opinion and feature articles, the students will be able to:

a. Apply the comments from other groups that are helpful in improving the
journalistic content and grammatical structure of their group’s news spread;
b. Share relevant insights with their group members in objectively evaluating the

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news spread of other groups; and

c. Apply concepts of grammar (direct and indirect speech, logical connectors, past
and past perfect tenses, active and passive voice), journalistic writing and
proper citation of sources in critiquing the news spreads of other groups.

Daily Procedures

Day 1

1. Start the class with a short prayer.

2. Let students do the “Make What You Know” activity.
3. Start with the introductory lecture on journalism and news, feature, and opinion
articles.
a. Ask the students what journalism is.
b. Ask the students, “What is the purpose of journalism? “List the answers of
the students on the board.)
c. Supplement the students’ answers with this insight:
“The principles and purpose of journalism are defined by something more
basic: the function news plays in the lives of people.”- Bill Kovach and Tom
Rosenstiel
d. Let the students write the different types of articles. Ask the students to bring
out their newspaper.
e. Present the different types of newspaper.
f. Ask the students for insights about why we need to read the news.
4. Introduce the activity “There’s a difference among the three.”
a. The students will create a table about the three types of articles.
b. Using the sample articles, the student will enumerate the distinct qualities of
the given samples of news, opinion, and feature articles.
c. The students will list the qualities in the said table.
d. Five minutes before the time, ask the students to pass their paper.

Day 2

1. Start the class with a short prayer.

2. Introduce the game” Put it Back Together.”
a. Let the students be grouped into seven members each.
b. Give each group one set of articles containing the three types (news,
feature, editorial/opinion). The cutouts of the given articles must be jumbled
but separated according to type.
c. Instruct the class to rearrange the disorganized articles in two minutes.
d. Ask some of the students to read their output in front of the class.
3. Proceed to the basic discussion about the journalistic content of news, opinion,
and feature articles.
4. Let students remain in their groups as they explore the functions and features of
MS Publisher in relation to assembling articles.
a. Ask the groups to open their laptops. Click to MS Publisher.
b. Choose a layout of newspaper template. (If the internet is available the
students are allowed to pick a template from the web).
c. Ask the students to search for sample articles from the internet (2 news
articles, 1 opinion article and 1 feature article)
d. Instruct the students to paste the content of the given articles in the layout of
their newspaper spread (8.5 inches*14 inches). This newspaper spread will
serve as a model for their long-term project.
e. Five minutes before the time, ask the students to save their output. Instruct
them to send their work in your account in Google docs or Schoology before
the class ends. (If the internet is unavailable, tell the students to send the file
before 9pm through the e-mail).

Day 3

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1. Start the class with a short prayer.

2. Introduce the activity “What’s wrong with the Sentence?”
a. Prepare the PowerPoint Presentation of the activity.
b. Show the slides.
c. Ask the students to compare the pictures to the sentences by asking
“What’s wrong with the sentences?’
d. Ask the students how they will convert the sentences.
e. Present the answers.
3. Proceed to the discussion about past and past perfect sentences and their
importance in journalistic writing.
a. Ask the class why verb tenses are important in writing sentences and why it
is also important in news writing.
b. Use the handout to review verb tenses.
c. Inform the class that the most common tenses used in news writing are past
tense and past perfect tense. Explain these through the given examples.
d. Through the handout, ask the students to give their own examples.
e. Why are reporters fond of using past and pas perfect tenses? (Let the
students share their answer in front of the class).
4. Let students answer an exercise about tenses.
a. Prepare a hard copy of an exercise from www.english-hilfen.com.
b. Instruct the students to read the instructions. Remind them to write their
names and the date on the paper.
c. Ask the students to pass their paper a few minutes before the bell rings.

Day 4

1. Start the class with a short prayer.

2. Introduce the students to the activity “The Suspicious Suitcase”
a. Give the students a handout about passive and active voices.
b. Present the given-paragraph.
c. Ask the students to convert the sentences in the paragraph to an active
voice. Their answers should be written in a ½ crosswise piece of paper.
d. Request one of the students to read his/ her output in front of the class.
e. Ask the class what happened to the tone of the story. Did it become more
engaging? interesting? why?
3. Let students collaborate in order to create dialogues incorporating the active
and the passive voices.
a. The students will group themselves into five groups.
b. Using their handouts, the two students will create a two-person dialogue (for
two minutes) using active and passive voices.
c. They will present their output in front of the class.
4. Present the lesson about active and passive voices and their relation to
journalistic writing.
a. Show the PowerPoint presentation. Give a review on voices.
b. Explain the functions of active and passive voices. Give examples.
c. Explain how to apply active and passive voices in writing a news article.
Give examples.
d. Explain how to change a sentence from the active voice to the passive
voice. Give examples.
e. Let the students explain how active voice gives an interesting news story
and how the passive voice is applied.
5. Let students answer the activity “Modified Active or Passive Voice”.
a. Prepare the following guidelines in a Manila Paper:
 Toronto named ‘most youthful’ city in the world
 Two baby baboons on display at Brooklyn zoo
 Taylor Swift had just won top prize at American Music awards
 Scottish government revealed their independence plan
 World’s first solar power plane takes flight in Hawaii

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 Obama was elected president for the second term

 Mothers ask nearly 300 questions a day
b. Instruct the students to write sentences in a one whole sheet of paper.
Leave three spaces after each sentence.
c. Explain to the students that one of the headlines presented are in the active
voice and some are in passive voice. Some of the headlines will stay the
same while other headlines will remain the same. If they will rewrite a
sentence, they should write (in one sentence) why they should convert the
headline to active or passive voice.
d. Instruct the students to pass their paper a few minutes before the bell rings.

Day 5

1. Start the class with a short prayer.

2. Introduce the activity” What did they Just Say”
a. Show the video clip: Kurbaan-Classroom Debate Scene-vivek Oberoi (2
minutes and 47 seconds long).
b. Repeat the video. Ask the students to take down the important lines on a
crap paper.
c. Instruct the students to rewrite their chosen lines and compile each in a
paragraph ask them to present their output in a ½ crosswise piece of paper.
d. Ask the students to pass their papers after 10 minutes.
3. Proceed to the discussion about direct and indirect speech and their relation to
journalistic writing.
a. Ask the class why they converted the lines in the video.
b. Start the PowerPoint presentation. Ask what is direct and reported speech.
These are two ways to report what someone says or thinks.
c. Give the functions of direct and reported speech. Give examples.
d. Explain how to apply direct and reported speech in writing a news article.
Ask the students to convert the given examples.
e. Do you think knowing direct and reported speech will help you in news
writing? How?
4. Introduce the activity” Tell Me about yourself.”
a. The class will group themselves in pairs.
b. One interviews the other. The content of their interview should focus on one
trait about the person. (Crushes, Hobbies, Talents, Family). The interview
consists of only five questions. They will write their answers on the upper
half of the one whole sheet of paper.
c. After five minutes, the two students will exchange places. The first person
who was interviewed will now interview his/her partner.
d. After five minutes, the two students will now paraphrase the answers into a
sentence, thus converting direct speech to indirect speech (or vice versa)
whenever necessary. The students will compile it into a paragraph.
e. Ask the students to pass their paper a minute before the bell rings.

Day 6

1. Start the class with a short prayer.

2. Let the students engage in the activity “Add What is Missing”
a. Present copies of the article.
b. Instruct the class to fill in the blanks to complete the article.
c. After 10 minutes, ask the class to paste their papers. Ask what words are
missing in the article. Let them discuss.
3. Use an interactive PowerPoint Presentation called “The Missing Link”.
a. Explain that a particular journalist needs their help to finish his news article.
Introduce the character of the PowerPoint presentation. Then give the
definition of the lesson.
b. As you fill in the blanks in the article, give the different types of logical
connectors. Show examples.
c. After the class has helped the character finish the article, ask them the

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importance of logical connectors.

4. Introduce the activity “Can You Help His Friends?’
a. The PowerPoint presentation will provide an exercise for the students to
apply logical connectors in opinion and feature articles.
b. The students will fill in the blanks with the appropriate logical connectors.
c. The students will then use their answer to rewrite the given article in an
intermediate paper.
d. Ask the students to pass their paper a few minutes before the bell rings.
5. Introduce to the class their assignment. Instruct them to gather information
about a newsworthy recent event in their school. For example, a student who
won an award in an inter-school competition or a program in school that will be
held next week. The information can be gathered by interviewing
knowledgeable authorities or consulting other reliable sources (e.g. the school
website).
6. Give the instructions for the class’ online quiz.
a. Instruct the students to log in to Edmodo after classes.
b. Ask the students to download the file: Logical Connectors Quiz. Doc.
c. The students will then answer the questions of the given quiz.
d. Instruct the class to submit their outputs to the teacher’s Edmodo account
before 9pm on Day 7.

Day 7-8

1. Start with a prayer to be led by one of the students.

2. Use a PowerPoint presentation to discuss the lesson about the news writing.
The first slides will flash a few headlines. Ask the students what they know or
what they can assume about these headlines.
a. ‘Aldub’ rice paddy art hopes to attract millennial to farming
b. Duterte ties Poe in latest Pulse Asia poll
c. Talk about the basic structure of a news article. Include samples of
newspaper articles from print publications and online news sites I the
presentation. The discussion will take 15 minutes.
d. At the end of the lecture presentation, instruct the students to make
personalized diagrams that outline the basic structure of a news article in
their notebooks.
e. After five minutes, flash samples of diagrams that describe the structure of
news article for students to compare and refine their outputs, if needed.
f. Ask the students what kind of news lead makes them want to read the entire
article and what they think are the qualities of a good news article
background. Allow students to discuss their answers with their seatmates.
After a few minutes, ask some of them to share their responses briefly.
g. Using their homework from Day Six, instruct the students to work individually
on a news article about a significant issue within their school through
Microsoft word.
h. Tell students to properly cite their sources in the news article (e.g. printed
materials or knowledgeable authorities).
i. Remind students of their final project, a newspaper spread comprised of four
pages. Inform the students of their groups, composed of 5 members each.
All writing outputs will be uploaded to Google Drive through a folder that will
be accessed by the teacher and the groups.
j. Distribute the rubrics for the newspaper spread for students’ reference in
conceptualizing and designing their newspaper spreads as well as for future
evaluation of other groups’ works. Groups can start compiling their works
and designing their newspaper spread starting today.
3. Look for future videos on YouTube detailing the basics of opinion and feature
articles. Show these videos to the class. The videos will take about 5 minutes
each.
 Opinion writing: https://www.youtube.com/watch?v=V8Gu3Md5r-M
 Feature writing: https://www.youtube.com/watch?v=Ecoisu1AcXw
4. Give a skeletal structure of an outline for the two videos in which the basic

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content and structure of opinion and feature articles are identified.

a. Type of Article
b. Essential Content of the Article and Description
c. Parts of the article and Description
d. Additional Tips
5. Tell students to fill in the outlines on their notebooks.
6. Distribute samples of opinion and feature articles. Each student will have one
sample of each.
7. From these articles and the videos, they previously watched, ask students to
review the content and structure of opinion and feature articles by creating
mnemonic devices.
8. According to their individual preferences, the students can make a short poem
or comic strip that illustrates how feature and opinion articles help forward
changes in society. They will be given the rest of the hour to complete this on a
short coupon bond.

Day 9

1. Start with a prayer to be led by one of the students.

2. Ask students if they are on social media and ask which sites they frequently
use.
3. Pose the question, “Do you think social media is good or bad for you as
adolescent?’ Ask students to raise their hands to present their opinion. Count
votes for Good and bad.
4. Let students watch video about the Pros and Cons of Social media. The Pros
and the Cons of Social networking and Adolescents:
https://www.youtube.com/watch?v=SAYwQM7OaA
5. Once again, ask the questions, “Do you think social media is good or bad for
you as an adolescent?” ask students to raise their hands to present their
opinion. Note the difference in the number of students who voted for Good and
for Bad before and after watching the video. Ask them how watching the video
affected their opinions.
6. Ask the students to work by pairs and briefly answer the following questions on
an intermediate pad:
a. What was the video about? Answer in 1-2 sentences
b. How was the video structured in terms of:
The introduction?
Presenting the Pros?
Presenting the cons?
Conclusion?
c. How does the structure of the video compare with the structure of an opinion
article, as discussed previously?
d. How is the topic of the video related to your personal life and experiences?
Answer in 4 to 6 sentences.
7. Let students explore YouTube for videos that talk about the pros and the cons
of one of the following topics:
a. Technology in the classroom
b. School uniforms
c. K to 12 Curriculum in the Philippines
8. Tell students to write an opinion article reacting to the video they watched.
Through the article, they will make a stand on the issue they chose and justify it
by logical analysis and citing reliable sources. Allow them to use the internet to
search for credible sources. They will be given the rest of the hour to complete
this on Microsoft Word.
9. For the assignment, ask students to conduct a short interview with a person in
the classroom they find interesting. Encourage them to choose someone they
are not really close to but would like to know better. The interview will be used to
make a basic personality sketch (e.g. personal details such as the interviewee’s

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birthdate, educational background, information about parents and siblings.

Day 10

1. Start with a prayer to be led by one of the students.

2. Compile and flash literary pieces from the website www.artparasites.com in a
PowerPoint presentation. Ask students how they felt after reading the passages.
3. Ask the students, “How were those passages able to appeal to you?”
4. Recommend some websites and pages that post “human interest writing” (e.g.
Humans of New York) and let students explore the internet for 10 minutes to
read through more samples.
5. Ask the students which anecdotes they liked the most. Let them explain why
they chose them as their favorite.
6. Present a blank sample of a word web about the different human-interest angles
in feature writing.
7. Let students complete their own word web on Microsoft Word. Afterwards, tell
them briefly answer the question, “Why are human interest angles important in
feature writing?
8. Tell students to bring out their homework (basic personality sketch). They will
use an appropriate human-interest angle to write a feature article about the
person they interviewed.
9. Allow students to approach the person they chose as subject in order to ask
follow-up questions for their article.
10. After completing the necessary information, the students will be tasked to finish
their feature articles on Microsoft word.
11. Assign the completion and the revision of all students’ journalistic articles as
their homework. Another assignment is to bring soft copies of all articles (news,
opinion, and feature) that they made.

Day 11

1. Start with a prayer to be led by one of the students.

2. Instruct students to imagine a world where there are no journalists and media
(radio, TV, etc.)
3. Using colored chalk, students will write their ideas (words or phrases) on the
blackboard in the form of graffiti.
4. Present a short lecture about news spreads as a form of journalistic publication
including a sample layout of a news spread. This lesson serves as a refresher
of what was learned from the previous week (Day 2)
5. Instruct students to sit with their group members as they finish compiling the soft
copies of their articles. Remind them to participate actively because they will be
evaluated by their peers using the given rubric.
6. Allow groups to explore the effective use of Microsoft Publisher in making a
newspaper spread. Students will submit their final output via Google Drive
before 12 midnight of that day.
7. Before leaving the room, tell students to submit their peer evaluations by group.

Day 12

1. Start with a prayer to be led by one student.

2. Make slideshow preview of all the outputs submitted yesterday.
3. Review the rubrics given for evaluating newspapers spreads. Assign groups to
exchange their newspaper spreads for checking (e.g. Group 1 and 2, 3 and 4,
and so on).
4. Let students within each group sit together as they rate the newspaper spreads
of the group assigned to them. They must write comments when they rate the
outputs of the other group. They will do these 30 minutes.
5. Groups will exchange their written comments to accept in order to improve their
output.

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6. Instruct students to make final revisions of their output using MS Publisher.

7. At the end of the period, ask students to upload their finalized output using the
appropriate folder in Google Drive. These will be rated by the teacher. The final
project will be worth 100 points, 50 points from Peer Evaluation, and 50 points
from the teacher (using same rubric)

Let’s See What ‘s On Your Mind

Identify and describe the common parts of the learning plan you have read. Write your
observations below:

Essential Parts of a Learning Plan

Let’s Dig Up More

Answer the Following:

1. Teachers also work as curricularist. As a curricularist, how do you intend to make your
ICT integration more responsive and relevant?

2. What is unique with ICT integration in language teaching that must be thoroughly
considered when developing a learning plan?

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MODULE 2: Integrating Active Learning

Approaches in Language Learning

Lesson 1: Inquiry-Based Learning and Research –Based Learning

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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 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.

LEARNING OUTCOMES

 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

 Analyse 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.

Let’s Do It!

1. 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.
KWL CHART
Language Topic:
Big Question:
What I know What I want to Know What I learned

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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 respondents, think of a question that you would like to ask your students relevant
to a specific lesson in your language class. 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 the children with special learning needs to 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 We Know

Eliciting from you collective lived experiences as group mates, provide an answer to the
big question you identified. Record your answers through filling in the first column of 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 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 teachers 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.

Let’s Talk About It

Nature of Inquiry-Based Learning

Inquiry-based learning (IBL) as an approach essentially involves tasks requiring

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 curriculums 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

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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 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 students follow the lead of the teacher as the entire class
engages in one inquiry.
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.

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
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.

Let’s See What ‘s On Your Mind

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Find learning competencies in the chosen Curriculum Guide that are suited for 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
1
0

Let’s Dig Up More

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

Subject:
Grade Level:
Language Learning Competencies Core Questions
1
2
3
4
5
6
7
8
9
10

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Technology for Teaching and Learning 2