MODULE 2

Integrating Active Learning Approaches in Language Learning

Lesson Outcomes

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.

Introduction

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 learning
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 utilization of active learning approaches.

Active learning approaches are characterized by learner’s 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 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 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.

LESSON 1

Inquiry- Based Learning and Research- Based Learning

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

To be able to attain the above-stated 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

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 your students
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 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 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 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.

Explore

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 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 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 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.

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

Roles of Technology

The internet of the World Wide Web offers lots of platforms of 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 the, 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 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 learner.

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

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

LESSON 2

Problem-Based Learning and Project-Based Learning

Lesson Outcomes

At the end of the lesson, the students should be able to:

 Discuss the salient features of problem-based learning and project-based learning and
their application to the attainment of learning competencies and learning outcomes.
Excite

Step 1: Study a picture from the internet and create a meme or a question about it.

______________________________________________________________________________
_____________________________________________________

Step 2: Write 1-2 sentences about literature.

______________________________________________________________________________
______________________________________________________

Step 3: Between creating a meme or a question about picture from the internet and writing
sentences about literature, which did you find easier to write about? Explain your answer.

______________________________________________________________________________
________________________________________________________

The activity above obviously show that it is easier to write about something that is
relatable in our real life situations because of your prior knowledge or experience. Language
teaching and learning in the basic education are not just about parts of speeches, grammar and
other contents but more so on how these are used to deal with real-life experiences. Using
problem-based learning is one of the applications that may bring forth more meaningful learning
experiences in and beyond the classroom.
Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and solving

open-ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and its application to real life issues.
It also requires more than one answer or solution. Learners are engaged in a collaborative task as
they work towards the solution to the problem. This learning activity is done in small groups
with each member assigned a certain task to accomplish. In the process of engaging in PBL, they
learn several skills such as problem-solving, communicating, research, among others which are
essential in the workplace. The end goal of PBL is to ensure that the target, the learning
competencies, are achieved in the process.

Ali (2009) describe PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her article, she proposed the following five principles
of PBL that may be considered by teachers in planning or using the approach:

1. It is a power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving and engagement with the
task.
5. Materials such as data, photographs, articles can be used to solve the problem. (p. 73)

Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:

1. Identifying the problem – current issues that do not have just one answer or one definite
solution;
2. Brainstorming – generate ideas; tackle the problem through self-directed questioning;
abuse students' intrinsic motivation;
3. Collecting and analyzing the information – assigning group members to collect
information; posting what they found and what they learned; collaborative collection of
useful information;
 4. Synthesizing information – solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the process – giving of feedback and suggestions by the instructor to help
students improve; learning from other group's presentation.

Benefits of Problem-Based Learning

Several studies have revealed posit impacts on PBL on learners as they engage in the process.
Among these are the following:

(Ghufron & Ermawati , 2018, p. 666 – in n EFL writing class)

1. Promotes self-confidence and motivation

2. Reduce students' nervousness during the learning process
3. Increase students' responsibility in learning
4. Make students easily learn the material through sharing of ideas.
5. Promotes problem-solving skills
6. Promotes self-directed learning.
7. Promotes active learning
8. Makes students explore many learning resources.
9. Make students develop positive attitude towards learning.

For Bresh, Ali, & Darmi, 2019 – EFL students:

 Enhances fluency in communication

 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonation
 Enhances self-confidence
 Increases range of vocabulary.
For English as a Foreign Language (EFL) students, PBL:

 Enhances fluency in communication

 Improves grammar
 Increases comprehension
 Enhances good pronunciations and intonation
 Enhances self-confidence
 Increases range of vocabulary

The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non – PBL participants. The study further
looked into the PBL active English learning attitudes of two groups and found that the PBL
participants’ motivation, their desire to learn English, and communication inside and outside the
classroom were significantly higher than those of the participants of the non – PBL group” (p.
116). The research also found that the PBL participants’ active English learning attitudes are
significantly related to their reading comprehension.

The acceptability of PBL as an approach to teaching and learning does not only involve
the learners but also the teachers. In study of Markušic and Sabljic (2019) they sought to
establish the teachers’ attitudes on the problem-based teaching of literature. Their data revealed
that PBL is an “acceptable methodological system” because they saw “greater interest and
activity of students, development of student’s critical thinking and communication skills,
encouraging curiosity and exploratory thinking, developing love of reading, and developing the
skills of connecting teaching topics” (p. 27).

Role of Technology

How is technology integrated in PBL? As the learners embark on an open-ended question

collaboratively, there are a number of free online tools that they can use from the commencement
of the task to its completion especially that some of the group tasks will be done outside the
regular class hours. These online tools will allow the learners to be actively connected and
engaged in the group task while monitoring their own contributions. The teacher acting as
facilitator may also have the opportunity to peep into the activities of each learner thereby
enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and
Kuswara (2010) stress that technology is simply the mediator for collaboration and
representation and that it is the type of task and thinking process in which students engage that
determine the quality of learning (p. 181).

The WWW has opportunities for PBL that can be utilized by the learners to accomplish
their tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking.
These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages.
In the study of Kung (2018), it was found out that advanced language learners had positive
perception about the use of Web 2.0 technology in writing instruction.

Productivity tools such as those for writing, presentations, spreadsheets, calendars,

organizers, citations and others are also available to assist learners and teachers in accomplishing
required tasks and outputs from a PBL activity. There are free tools that can be downloaded for
mobile phones, laptops or desktops. Before using or recommending these tools to learners, it is
most important that teachers take note or try out the tools first to be familiar with the most
appropriate tool for the PBL activity.

When using PBL, the learning competencies must be the primary consideration together
with the content and performance standards before the technology integration. As soon as there
are in place, the statement of learning outcomes in the learning plan must be stated in behavioral
and measurable terms. PBL is about developing higher order thinking skills; therefore, the
taxonomy of objectives should be utilized to ensure that you are targeting the required outcomes.
Consider using the revised Bloom’s taxonomy by Anderson and Krathwohl in creating your
learning outcomes.

Nature of Project-Based Learning/ Project-Basd Approach

Project-based learning is an approach but has evolved as a teaching method that engages
learners in a series of planned tasks resulting to the generation of solutions to real-world
problems. It is a student-centered approach as it takes into account the realm of experiences and
interests of students. This method is based on John Dewey’s principle of learning by doing
Vygotsky’s constructivist theory of learning that advocates social construction of knowledge.
PBL/PBA is a collaborative learning activity where learners work on an authentic task guided by
an open-ended question. Each member has an assigned role that will contribute to the solution of
the problem that was identified. This problem reflects real issues in their community or tue world
at large.

Past and more recent researches have proven PrBL to be beneficial in the development of
various skills such as:

1. Research methodology skills (Tiwari, Arya & Bansal, 2017).

Using student feedback questionnaire given to 99 students, it was revealed that students
knowledge of the topic taken, searching review for the topic, communication skills, data
collection skills, and analytical and presentation skills were enhanced. The teachers also
perceived that PrBL could cause 100% enhancement of knowledge in the various
components of research methodology, update of the knowledge on a particular topic, and
increase in interaction with students.
2. Oral communicative competence (Bakar Noordin & Rali, 2019).
The researchers investigated the effectiveness of PrBL activities in the improvement or
oral communicative competencies of 44 Malaysian English Language learners. The study
revealed a significant improvement in the learner’s overall oral communicative
competence after a 12-week intervention lessons using PrBL as a strategy. They also
concluded that PrBL as a teaching strategy is effective and is recommended as suitable
English language teaching strategy especially for learner’s with low proficiency in the
English language.
3. Development if life skills (Wurdinger & Qureshi, 2015). The study employed mixed-
method to examine the development of life skills through PrBL. Their findings revealed
that after taking the PBL course, there was a significant difference in the mean scores for
the following life skills: responsibility, problem solving, self – directions,
communication, and creativity skills. It was concluded that PrBL indeed promotes further
development of life skills.
 Based on the stated inputs, it is your turn to prepare for a potential PrBL activity in your
future classroom. Follow the steps and instructions given.

Step 1. Using Note-taking Applications

Find a peer that you can work with for this activity. Bring out your K to 12 Curriculum in
English. Use any note-taking app or tool for recording your output.

Step 2. Constructing Key Questions for PBL

Using your K to 12 Curriculum in English, choose 3 learning competencies from

different quarters, identify the content standards and construct Key Questions that can motivate
students to engage in a PBL activity. Use the table provided.

Quarter Learning Content Open-ended

Competency Standard Questions

Step 3. Group Sharing

Assign who will share the group output for 20 minutes.

Experience

Step 1: Searching for Web 2.0 Tools

 With a group of five members, fill out the table that presents various Web 2.0 tools and
language activities where such tools may be used.

Sample Activities for Language

Web 2.0 Tools Purpose
Learning

Step 2: Searching for Web 3.0 Tools

Identify some Web 3.0 Tools that can be used in the language classroom and share it to
the class.

Web 3.0 Tool Purpose

Step 3: Sharing

Share your answer in Step 1 and 2 to the whole class.

MODULE 3
Using Open-Ended Tools in Facilitating Language Learning
 Learning Outcomes

At the end of the module, the students should be able to:

 plan for language lessons that can be best presented using open-ended tools or
productivity software applications;
 explore for available open-ended tools for language teaching and learning;
 search for language tools for open-ended tools for the following skills:
 listening
 speaking
 reading
 writing, and
 demonstrate how these open-ended tools or productivity software applications can
be maximized for language teaching and learning.

LESSON 1
Productivity Software Applications for Language Teaching and Learning

Learning Outcomes

At the end of the lesson, the students should be able to:

 identify uses of productivity software applications in the teaching-learning

of language.
 share experiences in using productivity software applications as a language
learner
 explore samples of documents, presentations, and spreadsheets that were
used in delivering learning plans for languages.
 report new open-ended tools or productivity software applications that are

Excite beneficial for language learning.

 It is assumed that your teachers and you have been using productivity software
applications and/ or media tools to enhance the teaching and the learning process of your courses
or subjects in the basic education and in the teacher education program before enrolling in TTL
2. The common productivity tools that they or you may have used are word processing software,
spreadsheets, and presentations.

At this time, you will be asked to recall and share your memorable lessons with the
intended learning outcomes that were fully attained because of the appropriate ICT integration
done by your teacher or by you. Share your experiences by completing the Table below.

Topics and Learning How productivity software applications or

Outcomes/Objectives media tools were used to attain the learning
outcomes

Explore

Open-ended Tools and their Uses in Teaching and Learning Language Skills

Open-ended tools or productivity software applications are ICT tools, which help the
teachers and the learners make their learning together concrete, efficient, encouraging, and
meaningful. In any teaching-learning process, the use of these tools play a vital role as it helps
meet the demands of the learners in the 21st Century classrooms. As described by Palmer (2015),
teachers need to demonstrate 21 Century characteristics to be able to meet the demands of the
21st Century learners. These characteristics in the context of language teaching are briefly
presented for teachers to:

1. create a leaner-centered classroom and make instruction personalized because learners

have different personalities, goals, and needs;
 2. facilitate the students' productivity skills so they can produce, when assisted and given
the chance, movies that are helpful to enhance their language proficiency;
3. learn new technologies since technology keeps on developing and learning a tool once is
not an option for teachers;
4. go global to allow students to learn languages, culture, and acquire communication skills
virtually;
5. be smart and allow the use of devices as aids to language acquisition
6. do blogging. This will give teachers real experience to see the value of writing for real
audience and establishing their digital presence;
7. go digital to help promote the "go paperless” advocacy and to help level up the language
learning experience of the students through digital discussions and alike;
8. collaborate with other educators and students to give opportunity for the sharing of great
ideas beyond a conversation and paper copy;
9. use web chats to share research and ideas and stay updated in the field;
10. connect with like-minded individuals through using media tools like the social media:
11. introduce Project-Based Learning to allow students to develop their driving questions,
conduct research, contact experts, and create their projects for sharing with the use of
existing devices present;
12. build positive digital footprint that aims to model appropriate use of social media,
produce and publish valuable content, and create shareable resources;
13. code as it is today's literacy which helps boost students' writing skills as the feeling of
writing a page with HTML is amazing;
14. innovate to expand their teaching toolbox for the sake of their students by engaging social
media for discussions and announcements and using new formats like TED talks in
presenting their lessons; and
15. keep learning.

To be able to demonstrate the characteristics of an ICT-engaged classroom and teacher

cited above, it is appropriate to discuss how the various productivity software applications can be
used in the language classrooms.
A. Using Word in Scaffolding Student Learning in a Language Classroom

To appreciate the value of Word Applications in scaffolding student learning, we have to

explore how these are maximized by teachers. In education, scaffolding is used to refer to
various forms of support given to assist, guide, or facilitate the learning process (World Links,
2008). Examples of scaffolding for learning that are usually prepared using word applications are
learning plans, assessment tools, templates and forms, graphic organizers, and others.

Activity 1: Creating Learning Plans Using Word Applications

With the ubiquity of word-processing software applications and ability of students to

quickly use them, it is not difficult to encode the package learning plans. This activity will help
you plan, organize, share, implement, and enhance your learning plans in teaching your language
courses.

Step 1: Testing Your Knowledge of Word Processing Software Applications

Begin this activity by citing the existing word processing software applications familiar to the
students.

You may wish to visit the following websites to explore the types word processing
software applications:

Types of Word Processing Applications

By Louise Balle (2017)
https://itstillworks.com/purpose-word-processor-1155.html
10 Free MS Word Alternatives You Can Use Today
Investintech (2020)
https://www.investiptech.com/resources/articles/tenwordalternatives/

Step 2: Viewing the Essential Parts of Learning Plans

Although there are varied formats and contents of learning plans across all schools in the
world, a learning plan has essential parts that are non- negotiable which must be considered by
any teacher. Learning plans can be mood for a semester like a syllabus in the tertiary education.
It can be a unit plan, a daily lesson plan, or an individualized plan. To better appreciate the way
word processing software features are used to prepare learning plan, it will help if some
Unit Author
First and Last Name
School District
School Name
School City, State
Unit Overview
Unit Title

Unit Summary

Subject Area

Grade Level

Approximate Time Needed

Unit Foundation
Targeted Content Standards and Benchmarks

Student Objectives / Learning Outcomes

Curriculum-Farming Questions
Essential Questions
Unit Questions
Content Questions

Assessment Plan
Assessment Timeline
examples of these will be viewed, explored and analyzed.

1. Intel Teach Unit Plan

The Intel Teach Program has this template for its Unit Plan (Intel Corporation, 2007)
 Before project Students work on projects and After project work
work begins complete tasks is completed

Assessment Summary

Unit Details
Prerequisite Skills

Instructional Procedures

Accommodations for Differentiated Instruction

Resource Student
Nonnative English
Speak
Gifted Student

Materials and Resources Required For Unit

Technology Hardware

Technology Software

Printed Materials

Supplies

Internet Resources

Other Resources
2. Department of Education (DepEd)

The Department of Education of the Philippines requires teachers to develop and submit
their lesson plan. With the help of Word Application, the teachers are assisted to develop it with
ease and with the provision to edit and update it.

Detailed Lesson Plan Title:

Time Frame:
Teacher:
Objectives: At the end of the should be able to:

Contents
Topic References Materials

Procedure
Teacher’s Activity Students’ Activity
A. Motivation

B. Presentation

C. Discussion

D. Generalization

E. Application

Evaluation

Assignment
3. Masusing Banghay Aralin sa Filipino
Apart from teaching English, Mother Tongue, and other Foreign Languages, Filipino is
being taught as an academic subject and is being used also as a language of instruction. Here is
an example of a Lesson Plan Template in Filipino.

Pamagat ng
Aralin:
Pangalan ng
Guro:
Pamantayang
Pangnilalaman
:

Pamantayang
Pagganap:

Layuning Pagtatayang Nilalaman Pamamaraan Pagtataya Takdang

Pampagkatuto Pampagkatuto Gawain Gawain ng at Pagtatasa Aralin
ng mga
Guro Mag-aaral

Mga Sanggunian:

4. Syllabus
Teaching language course in the university requires learning plans such as syllabus.
Below is a sample of a syllabus template that requires encoding and formatting using word
application.

Name of Course:
Course Number:
Semester and Year
Offered:
Credit Units:
Contact Hours
Pre-requisites (if any):
Co-requisites (if any):

Course Description

At the end of the Program, Bachelor of Secondary Education

Major in English, the students should be able to:
1. Instructional Outcome (based on the VMO of the Institution)
Program Learning 2. Typology Outcome (University, College, or Institute)
Outcomes 3. CHED Mandated Learning Outcomes
4. BSED-English Policies and Standards Program Learning
Outcomes.
At the end of the course/subject, the students should be able to:

Course Learning
Outcomes

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning Outcomes

Course Learning Outcomes vs Program Learning Outcomes Mapping Table

Course Program Learning Outcomes

Learning PLO PLO PLO PLO PLO PLO PLO PL
Outcome 1 2 3 4 5 6 7 O
s 8
1.
2.
3.
4.
5.
Course Learning Plan

Topic Topic Time Learning Assessment Learning

Learning Allotment Activities Activities and Resources
Outcomes Tools
Prelims

Midterms

Finals

Final Course Requirement/s

As evidence of attaining the learning outcomes stated, student-learners are required to
submit the following requirements during the indicated dates of term.

Course Learning Outcomes Required Output Due Date

 1.
2.
3.
Assessment and Grading System
Course References

Step 3: Sharing the Features of Word Application for Scaffolding Student Learning
By analyzing the special features of Word Application used in the samples of learning
plans, answer the following discussion questions:
1. What are the advantages of developing learning plans using a word processing software
application?
2. Based on the example, what are the special features of word application software that are
beneficial in organizing the information required in any learning documents?
3. What additional features of word applications do you think are beneficial in preparing the
following in your language class:
a. Pamphlets for learning a second language or a foreign language;
b. Brochures for the different macro skills;
c. Charts and graphs for language acquisition activities;
d. Worksheets for language drills; and
e. Language assessment tools?

Activity 2: Preparing Process Guides and Graphic Organizers using Word Processing
Software Applications
As a result of the exploration of word processing application features in Activity 1 of this
module, you will be tasked in this activity to explore some process guides that you may
implement to help your future students to do their assignments and perform various tasks
supported by productivity software application tools.

Step 1: The Relevance of Providing Process Guides and Graphic Organizers in Language
Teaching
Discuss the relevance of using process guides and graphic organizers to allow students to
become more efficient and productive in performing their learning tasks. Provide examples on
how to guide them through the process of writing, reading, listening and speaking.

Step 2: Examples of Process Guides as Scaffold in Language Teaching and Learning

 Brainstorm and analyze some examples of process guides in language teaching and
learning. Follow the procedures below for the brainstorming activity.
1. In a small or large group, select a leader and a recorder (they maybe the same person)
2. Present the question or idea to be brainstormed: What are some specific examples of
process guides that you need to prepare as a reception scaffold in teaching reading?
3. Present the following sample steps of teaching and reading and let the students
research and develop a guide for each step. Let them use word application creatively
in introducing the guides. In the development of the process guides, they may use
charts and graphs or graphic organizers. Package the process guide using pamphlets
or brochures. The steps are:
a. Teach the sounds of individual letters;
b. Teach the sound blends;
c. Teach the whole words;
d. Present meanings;
e. Teach word parts;
f. Put words in contexts; and
g. Teach reading comprehension
4. To enhance your process guide, you may consider completing the following graphic
organizers identified according to different purposes (Ware,nd, cited by World Links,
2008):

Purpose Graphic Organizer

To compare and contrast two or more Venn Diagram

concepts
To describe a concept Frayer model, Bubble Diagram,
Concept Map
To make decision T Chart

To show cause and effects Fishbone Map, Inductive Tower

To show sequence (as in process) Flow Chart

To identify basic components Story Map, 5Ws Chart

a. Venn Diagram
 Active Voice
b. Frayer Model
Definition
A 14-line verse form usually having one
of several conventional rhyme schemes.
The poem is usually written in iambic
pentameter. There is usually thought
division between the first octave (eight
lines) and the second octave (eight lines)
sonnet
Examples
 “Shall I Compare Thee to a
SUMMER’s Day” by William
Shakespeare, Sonnet XVIII
 Astrophill and Stella series by
Philip Sydney
 “Much Have I Traveled on the
Realms of Gold…” by John
Keats
Me It is Moments After I Have Dreamed”
by E.E. Cummings.
Passive Voice
Characteristics
 Shakespearean or Petrarchan (Italian)
 Iambic pentameter or hexameter
 Can be part of a sequence
 Rhyme scheme varies
 Heroic couplet in the last two lines
Non-examples
 “The Raven” by Edgar Allan Poe
 “I like my body best when its with your
body” by e.e. Cummings
 “Ode to Grecian Urn” by John Keats
 “The Road Not Taken” by Robert Frost
C. Bubble Diagram

Poetry

D. T Chart

Action Research Formal Research

E. Fishbone Map

Language
Acquisition
 F. Inductive Tower

Public Speaking

G. Flow Chart

Conducting
Interviews
H. Story Map

Title of the Short Story How my Brother Leon Brought Home a Wife
Author
Setting
Characters
Plot
Exposition
Rising Action

Climax

Falling Action

Resolution

I. 5Ws Chart

Event: Identifying Filipino as the Descriptions and Narrations

Philippines’ National Language

What happened?

Who was there?

 Why did it happen?

When did it happen?

Where did it happen?

Step 4: Presentation of the Process Guides and or Graphic Organizer

After developing your process guides and or graphic organizer packaged in a brochure,
present these to your classmates. Your brochure will be evaluated using the brochure rubric.
(Rubistar, 2007) below.

Category 4 3 2 1 X2
Graphics go Grpahics go Graphics go Graphics do not
well with well with the well with the go with the
Graphics
the text and text, but text, but accompanying
there is a there are so there are too text or appear
good mix of many that few and the to be randomly
text and distract the brochure chosen.
graphics. text. seems “text-
heavy”
The The The The brochure’s
brochure has brochure has brochure has formatting and
Attractiveness
exceptionall attractive well- organization of
and y attractive formatting organized material are
formatting and well- information. confusing to the
Organization
and well- organized reader.
organized information.
information.
All facts in 99-90% of 89-80% of Fewer than
the brochure the facts in the facts in 80% of the
Content
are accurate. the brochure the brochure facts in the
Accuracy are accurate. are accurate brochure are
accurate.
Careful and Careful and Careful and Sources are not
accurate accurate accurate documented
Sources
records are records are records are accurately or
kept to kept to kept to are not kept on
 document document document many facts and
the source of the source of
the source of graphics.
95-100% of 94-85% of 84-75% of
the facts and the facts and
the facts and
graphics in graphics ingraphics in
the the brochure.
the
brochure. brochure.
Spelling and No spelling No more No more Several spelling
errors than 1 than 3 errors in the
Proofreading
remain after spelling spelling brochure.
one person error errors
other than remains after remain after
the typist one person one person
reads and other than other than
corrects the the typist the typist
brochure. reads and reads and
corrects the corrects the
brochure. brochure.
A. Using Presentations in Teaching Language Skills

Language teachers can use computers to create visually and audibly appealing
presentations that utilize a variety of media tools. By using presentation software applications,
students can also develop their project outputs and reports to be able to share in the class or in
the World Wide Web. Both teachers and students can learn variety of skills in the process of
planning, developing, presenting, and evaluating their presentations.

In language teaching and learning, presentation software applications have a lot of uses.
It can be used as a presentation tool in an innovative skill integration task, and the other as a
novel writing tool. In both cases, students can use language actively for speaking, listening,
reading, and writing (Schcolnik & Kol, 1999). While it is true that presentation software is
commonly used in business and other disciplines for presentation, this is also a very powerful
tool in the language classroom.

Presentations, allow language learners to experience a world of real language

environment and opportunity in language courses, i.e. Filipino, English, Mother Tongue, and
Foreign Languages. For instance, presentation software applications allow language learners to:

1. present their language reports with audio, visual images and animations;

2. develop and present their group projects using real-word visual presentations;
 3. present charts, tables, graphics, charts, and others that are useful to facilitate students
understanding of any language concepts;

4. show data stored in graphic organizers that cannot be fully presented by a printed
material;

5. develop digital stories or story books;

6. show result of any survey, questionnaire and other forms of language assessment
activities;

7. articulate and crystallize their ideas using the special features of presentation software
apps;

8. experience language learning process through the integration of contents in the

presentations;

9. enjoy developing their projects; thus, are highly involved;

10. commit to the quality of their work, both content and form, because they don’t only
present what their classmates hear but what they also see;

11. present information in condensed form and focusing on salient points because of the
limited area in slide presentations; hence, avoiding digression and drifting;

12. innovatively communicate their ideas and express themselves in ways they feel
comfortable.

Specifically, the integration of presentation software applications to language teaching

and learning is very beneficial in developing the students’ four language skills. In their study
Schcolnik and Kol (1999) were able to present how presentation software activates the four
macro skills:

1. Reading- In our courses, students first read some of academic articles on a topic of their
choice, knowing that they will have to present their conclusions in class. They analyze the
articles critically, compare and contrast the ideas presented, synthesize and evaluate. Finally,
they select highlights for inclusion in their presentations. This process is comparable to the
process students go through when reading to write a paper. In both cases, reading to transmit
information requires clarification of ideas and presentation of those ideas in such a way that
others will understand.

2. Writing- When composing slides, students have to condense the information they have
gathered to present only the main points. In this type of ‘minimalistic’ writing, key concepts and
words have to be retained, while the ‘chaff’ is discarded. This information reduction process is in
itself a difficult but very profitable language task. While writing a minimal list of points in the
screen, students can organize a suitable sequence for the point and divide the points into slides.
At the same time, students need to take into consideration slide layout. A slide cannot be too
cluttered, the size of the font has to be large enough, and the location of the elements on the
screen has to be balanced. All these force students to re-read, re-evaluate and re-write what they
have written again and again.

3. Speaking- The material that students have read, organized and summarized has to be
presented orally to convey a clear message to an audience of peers. Just as they would in a purely
oral presentation, students have to ‘rehearse’ the pronunciation of difficult words, time
themselves, and make sure that they have all the English lexicon needed for their speech. The
added value of computer presentations is that the repeated revisions of their slides (to be seen by
all of their peers) give students extensive exposure to the content of their ‘talk’, helping them
remember what they want to say and giving them more self-confidence. Many students have had
no experience speaking in front of an audience in their native language. The computer mode
seems to minimize their tension and feeling of insecurity when having to speak in English.

4. Listening- The class listens to the oral presentation. Listening to a non-native speaker is not
easy, and visual elements facilitate comprehension. We give the listeners a task requiring them to
write down three new facts that they learned about the subject and one question to ask the
speaker at the end of the presentation; When listening for a purpose, the listening is focused and
thus perhaps made easier.
 Other studies confirm that the use of presentation software facilitates the acquisition of
the four macro skills. Brooks and Gavin (2015) stressed that most teachers recognize the spoken
component of presenting, as students are required to speak when giving their presentations.
Moreover, they are required to research and plan out their presentations for a properly structured
academic presentation. In doing so, students are required to use their reading and writing skills.
Students also have the opportunity to practice their writing skills when they are asked to give
presentations that include some type of visual component. When they are preparing for these
presentations, students will have to write out the appropriate information on their poster or in
their PowerPoint slides. Finally, students have the opportunity to practice their listening skills
when they act as the audience members for the other groups' presentation. If these students are
given a simple task to do during the presentation, or are expected to use the knowledge
disseminated through presentation for a specific purpose, this will allow them to use the
opportunity to practice their listening skills. The communicative nature of presentation also
allows audience members to improve their listening skills more than listening to a tape or lecture
would because they are able to confirm their understanding by asking questions and interacting
with the presenters.

In preparing language prescriptions, there are various factors that must be considered to
ensure that the language competencies are also developed and demonstrated. The following are
some given guidelines that Brooks and Gavin (2015) shared in designing presentations:

Basic Instructional Design in Preparing Presentations

1. Setting up the Presentation Class – It is not enough to simply tell students to go and do
a presentation. Students have to be taught the skills involved in giving a presentation.
This can include such things as when to use eye contact, how to organize presentation,
how to connect with the audience, how to use body language and manage time, and how
to construct an effective PowerPoint presentation. Since oral communications have
involved multiple communication and language skills, it is important to focus on a
specific presentation skill that are needed to present in front of others. These included
things like voice projection, eye contact and the use of gestures.
2. Organization of the Presentation - Proper organization of information is one of the
most important competencies that must be developed among students. Hence, before
beginning to work on developing presentation, it is important to understand the genre of
oral presentation. There is a need to learn how to separate the presentation into
meaningful sections and present each section separately to reduce the cognitive work that
is required in the presentation.

3. Presentation Skills – Its developing oral presentation is very important to consider in

developing oral presentations to spend time to consider the across and micro skills that
are needed. These micro level skills include the genre specific language items, such as the
vocabulary and grammar that students need to be successful in oral presentation. These
items are important to students for these two reasons. First of all, they allow student to be
successful when they are presenting in the class. Secondly, the language and grammar
that students learn in the course of giving presentation will be useful for them I other
situations that involve spoken English (Thornbury, 2005).

4. The Use of Visual Aids – Visual aids are an important part of oral presentations because
they provide support for both the speakers listeners during the presentation. Visual aids
can be used to give more details about the topic, help the audience to understand what is
being said, and acts as a concrete reminder of the message for both the audience and the
presenter. The type of Visual aid can vary depending on the topic of the Presentation.
Visual aids can cater to different learning styles and some of the students who are not
savvy at paper written presentations are motivated at using presentation software
application. In language learning, it helps students who are comparatively weaker at
acquiring a language to be motivated to participate in the presentation and become
valuable members of their groups, which helped to facilitate a more positive group
dynamic.

5. Performing Self – Reflections – The final stage of each oral presentation involves
students writing a self-reflection of their presentation. Through this activity, writing skills
are further enhanced together with the ability of the students to do self-reflection.
B. Using Spreadsheet in Language Learning

Spreadsheets are very helpful in introducing some lessons in language courses. Through
spreadsheets, one can teach with tables and charts, make a table and a graph, computer student’s
grades. Spreadsheet programs are not only beneficial to business and mathematics courses but
also beneficial to language courses. Apart from being built around the cells that hold neuronal
data, it also contains text, dates and other content that can be presented in language courses for
discussions.

The following are essential ideas that teachers may consider when employing
spreadsheets in the language classrooms:

1. Reinforce learning scientific and mathematical languages that are relevant in

language learning.
2. Add well-designed charts and tables to reports to enhance students' non-verbal
reading skills.
3. Allow students to create their own charts, graphs, tables and the like, to develop
and enhance their language and spatial skills.
4. Give students completed chart and see if they can reconstruct underlying
worksheet. This goes a long way toward helping them understand the relationship
between data and the chart.
5. Require the language reports and research papers contain some type of chart to
help support their findings. Encourage them to look for examples from the World
Wide Web.
6. Let students explore websites that have table presentations for teaching and let
them discuss how these were used to facilitate the acquisition of language
competencies.
7. Let the students look for charts in language learning materials like textbooks,
workbooks and other and discuss why these were used.
8. Teach the language and principles of financial literacy and management as it is
also important to learn these concepts in the context of purpose communication
and life skills.
 9. Explain numerical concepts by showing the relationships between numbers and
their concrete representation in charts and graphs. As language teachers, this is
needed to understand language researches with quantitative designs.
10. Demonstrate how spreadsheets are useful in Preparing assessments and evaluation
tools for student’s performance.

Experience

With the advent of web-based Word processing software and with the exposure of a lot of
students in exploring new innovative media tools, explore the following online Microsoft Word
Alternatives (Investintech, 2020)

1. Drop Box Paper

Drop box paper is a free online word processor offered by the online cloud
storage provider. To start using it, you will need a Dropbox account. Once logged in, you
will get full access to the online suite. The minimalist interface is very intuitive and its
simplicity allows you to focus in your content. You can also do many things that go
beyond creating a textual document. You can add rich media such as audio, video and
images. Dropbox paper also allows you to access apps that let you embed Trello cards,
YouTube videos or Slides hare decks. Over collaborative features include document link-
sharing, creating and assigning checklist items to members or embedding one of your
Dropbox documents. Dropbox papers, overall does an excellent job at creating dynamic
documents you can share and access online.

2. Office Online
For Microsoft Word and Office aficionados, the best possible free online
alternative for their document editing need is Word online, which comes as part of the
Office Online suite. Although free MS Words web app is not a full-pledged version of its
paid counterpart, it allows you to open, create and edit Word documents online. Also, it
offers some additional benefits of online software tools. For example, enables you to
access and see updates from co-authors literally from anywhere in real time with only an
Internet connection and the latest 2016 version. You can share and collaborate on
 documents. An equally alluring feature of Office Online is its cross-platform
compatibility. So, if you’re a Chrome book or Linux OS user, MS Word Web app is the
most elegant way to get access to Microsoft's document editing features – for free.

3. Google Docs
Google Docs allows you to create collaborate and share documents spreadsheets,
presentations drawings, and even forms. Google Docs is packed with features which can
be further extended with various add-ons. While it will automatically save the file online
and stored it there you can also have the documents published as a web page, downloaded
or emailed as an attachment in Word, ODT, PDF, plain text or RTE formats. You can
invite collaborators to work on the document with you or only allow others to view it
without the ability to edit. If you are apprehensive of having to depend on the Internet
connection for document processing, don’t worry. You can enable Google Docs offline
access and keep editing your documents even when you are disconnected form internet.
All it takes is a free Google account.

4. Etherpad
Etherpad is an online document editor primarily intended for collaborative editing
in, as the site claims “really real time". It’s an open source, highly customizable tool for
online documents collaboration with friends, fellow students and classmates, or
colleagues at work. One of its advantages, especially appealing to users who are reluctant
to use services which require email registration, is that there is no sign up with Etherpad.
All you need to do is start a new pad and share the link to it with your collaborators. You
can also invite them by email if you prefer. After that, you can start working on the
planned writing project together, in real-time, even if you are miles apart.

5. Zoho
Zoho offers around 20 free online applications including Writer for word
processing. You can link your Zoho account to your Google and Yahoo accounts, as well.
The Writer’s interface should not cause anyone problems as it is comfortably familiar.
When working online, there’s always the risk of losing data due to a lost network
 connection, accidentally closing your browser or having your browser crash. Luckily
Zoho automatically saves your documents for you, as you finish typing. Zoho Writer is
well-equipped with features that allow you to work easily online: two-way desktop sync,
large file transfer encryption, file recovery, two-step authentication, in-app chat, and
more. You can import and work with MS Word documents, allowing you to insert images
and edit content as needed. Zoho Writer offers all the standard rest formatting and
document creation features and can export to DOCX, ODF, PDF, Latex, RTF, TXT and
even HTML. It can plug into EchoStar for digital signatures, publish the document to a
blog or make it public for all to see. Zoho Docs is completely free to use.

6. OpenOffice
The OpenOffice package six programs that use the same engine making them
inherently the same and extremely easy to learn and use. The 6 applications included in
the OpenOffice suite are: Writer (Word processor), Calc (spreadsheet), Impress and Math
(mathematical equations), Draw (graphics) and Base (database manipulation). Writer can
even natively do some things that Word cannot, like open PDF files without the addition
of a plug-in or commercial add-on. As the software is open source, it is maintained by a
large community meaning help and bug fixes are freely available and quickly created.
This is perhaps the leading free desktop alternative to Microsoft Word/Office. You can
install this suite on Windows XP to Windows 10, macOS (OS X) and Linux.

7. AbiWord
AbiWord is a free Word processing application very similar to Microsoft Word. It
is available for Linux distributions only. The software is fully compatible with not only
Microsoft Word, but also OpenOffice.org, Word Perfect, Rich Text Format and more. It
has advanced document layout capabilities and can-do mail merge as well, which allows
you to automatically fill in specific form fields in documents with information from
database and comma separated or tabbed text files. It is a highly useful feature if you
need to work with many formats at the office. Additionally, the software can be enhanced
and expanded with freely available plug-ins that will give you even more features and
functions.
 8. Jarte
Jarte is based on Microsoft WordPad Engine, but is still free. There is a paid
version of the software that adds on some extra functionality, but the free version is more
than adequate and fully compatible with Word and WordPad documents. Features include
an ergonomic tabbed interface, small resource requirement, portability, support for
touchscreens, and quick loading time. It also has built-in spell checking and can export to
HMTL and PDF files. Jarte allows you to insert images, tables, hyperlink and everything
else that you have come to expect from Word.

9. WPS Office 2016 Free

WPS Office 2016 Free is a free document processing suite whose WPS writer app will
serve you well as a Microsoft Word alternative. WPS Office 2016 Free can open and save to a
long list of popular file formats native to those applications like docx, docs and more. You can
get the application in languages other than English: French, German, Spanish, Portuguese, Polish
and Russian. The suite has the same familiar look and feel of MS Office with one exception—it
has a tabbed viewing window, so you can open more than one document at a time. And also
worth mentioning is WPS Cloud, the company’s cloud document storage service that offers up to
1GB of free storage that you can use. This is perfect if you’re trying to find a free Word
alternative that’s not only scalable for teams, but can also be as collaborative and seamless as its
Microsoft counterpart.

10. SoftMaker Free Office

SoftMaker Free Office is another great free suite that offers a full featured Microsoft
Word alternative. The suite’s TextMaker application allows you to focus on creating documents
just as you would in MS Word. This suite offers up essential editing features and even a handful
of basic templates for creating and editing documents. Tables, charts, shapes and graphics area
available along with standard text formatting options. This application provides you with
everything you need. The entire suite is available for Windows, Linux and Android, so you can
keep your document processing tasks and going even while away from your desktop.

Examine

Activity 1

Developing Your Learning Plan

In this step, you will be mapping the content of your learning plan using the template
provided below. The template parts were considered as these are essential in developing a
learning plan and are based on the principles of ICT-pedagogy integration principles. Remember
that this is the starting point of your major requirement in this course and you will be modifying
it as the succeeding activities in the succeeding modules are discussed and developed.

In developing the learning plan summary and learning outcomes, be reminded of the need
to integrate any of the learning approaches (i.e. project-based learning, inquiry-based learning,
and research-based learning whichever is applicable) to have the opportunity to be able to
evaluate the extent of demonstration of the performance standards of your unit. Moreover, you
must bear in mind that you also need to integrate ICT in your pedagogical procedures to make
sure that your learning plan delivery will be enhanced by the appropriateness of your technology
integration. This will serve as evidence of your understanding and appreciation of the lessons of
this course.

Step 1: The Learning Area of the Learning Plan

Identify the learning area in language education that your plan will cover. Is it English,
Filipino, Mother Tongue or other Foreign Language Course? What year level and what grading
period?

______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 2: The Specific Coverage of the Learning Plan

Identify the topics which your teaching will cover. Give a brief description of the main
concepts that must be learned by your students during this lesson.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

STEP 3: K to 12 Standards and Competencies

Identify the basic education competencies, with the content and performance standards,
that are targeted by your learning plan. This will ensure that the students meet important
curriculum standards and goals. Focus on few targeted competencies to ensure that these will be
fully demonstrated by your students at the end of the implementation of the learning plan. Search
from the curriculum guide from the Official Website of the Department of Education (DepEd).

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 4: The Learning Plan Summary

Briefly describe the topics, key activities, student products and possible roles that
students assume in a project scenario.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Step 5: The Learning Objectives or Learning Outcomes of the Learning Plan

Based on the standards and competencies identified by DepEd for the Learning Plan
Topic, list the general objectives that focus on your learning concepts.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
Activity 2

Up-to-date and Emerging Productivity Tools for Language Teaching

In an increasingly digital learning environment, the rapid change of technology

requirements in delivering the language curriculum is a fact of life and is inevitable. Hence, in
this activity, you will be tasked to report some of the latest and also the emerging hardware and
software applications that can be maximized by any language teacher.

Step 1: Review all the open-ended tools or productivity tools presented and discussed by your
TTL 2 teachers in the previous modules.

Step 2: Search from the World Wide Web some new or emerging productivity tools that were
not presented by your TTL 2 teacher. Moreover, you may inquire about these from some
colleagues or other teachers who are knowledgeable of some of these. Note what you have
researched.

Step 3: Prepare the results of your inquiry by following the table below.

Productivity Tools Features Language Skills that can be

Developed by its Usage
1.

2.

3.

4.

5.
 Students Sample Projects Using Open-Ended Tools
Lesson Outcomes
At the end of the lesson, the learner should be able to:
 explore existing web-based publishing tools;
 create student sample projects as digital authors;
 analyze some articles on the use of digital story telling;
 create a digital story telling output using story telling software; and
 publish digital stories using some storytelling apps explored in class guided by
publication requirements or laws.

Excite

Simply knowing the principles of ICT Pedagogy integration is not enough to make
learning efficient and meaningful. Moreover, an effective and efficient technology supported
lesson does not only end with having a well-designed learning plan. This means that there is a
need to prepare all the learning tools and materials articulated in the learning plan that is void.

This module aims to ensure that after you were able to clearly identify the coverage of
your learning plan and after clearly identifying the documents, materials, and presentations that
you need to prepare, you will be tasked to develop student sample presentations and teacher
presentations to support the implementation of your learning plan.

In doing the activities for this specific lesson, you will be able to come up with well-
designed presentations and documents. By these documents, you will be able to make the
teaching and learning of language motivating and fulfilling.

As a would-be teacher who will facilitate the learning plan that you develop in Activity
1, you need to study some principles behind creating or developing documents and presentation
or open-ended tools.
Students as Digital Authors

As the quality of authoring software increases and as you are exposed to online learning,
it is but proper for you as would-be facilitators of learning to explore and understand some
principles and guidelines to help your future student’s author or write digitally. Moreover, you
may also facilitate some online language courses for any distance learning or blended learning
that require digital authoring.

A. Language Learning Via Web Publishing

Language skills can be fully developed by allowing students to communicate through the
internet. This may take place when the students or the class will be required to post a story or
other products on a bulletin board or web page. There are two ways to contribute any authored
documents to the World Wide Web. First, with the advent of ready-made websites that are meant
to invite and encourage contributors to share their authored stories, research, commentaries, and
the like, students may publish their work by submitting their products to these websites. Second,
the students may create their own web pages because there are a lot of free apps for web page
development or they may place them on their institution's official website.

To help you submit your authored products in an existing website, you may search for
these sites that are designed to highlight students' researchers, narratives, stories, literary works,
and other academic writings. The following are examples of existing websites that inspire
students to submit their authored products. To be able to submit to these websites, it pays to
explore their web sites and pay attention to their submission guidelines.

a. The Diary Project

http://www.diaryproject.com
 The digital authoring website encourages students to contribute their narrations or daily
diaries with different themes required by the web site. Some of the themes or topics can be on
school activities, relationship, family, managing and stress and others.

For the Students: You are encouraged to read diary entries from youth around the world
to author a diary project. There are thousands of entries in 24 categories posted on the Diary
Project site. Topics include a wide range of issues. For those who want to read more about
entries provided in the website, or just want to read more diary, project entries, visit
www.diaryproject.com. Use the search function to find specific entries by title or keyword. Write
your own entry. Go to diarypoint.com and click on Submit Entry to write your own. It must be
noted that the Diary Project is monitored by a team of adults and teens who read all the material
that is sent to The Diary Project website. If you would like to volunter, email them at
staff@diaryproject.com

b. Cyber kids

http://www.cyberkids.com

The mission of Cyber kids is to provide a voice for young people on the internet. It
accomplished this by publishing original creative work by kids ages 7-12.

For the Students: Here are some points the Cyber kids' editors consider to decide what to
publish; a) We especially like stories, articles and poems that are funny; b) Art and written
submissions can be on any topic that is appropriate for our audience; c.) Stories which include an
original illustration or photo are more likely to be published than stories without pictures; d)
Originality is very important-make sure the work you submit is your own and not copied from
someone else; and e) In addition to art and writing we also like to publish games, puzzles, brain
teasers, jokes, and multimedia creations by kids.

c. Global Show-N-Tell

https://atavist.com
 Atavist is a beautiful tool. It was founded in 2011 on the heels of what we once called
the "death of long form". As you imagine, it's highly visual. It's a drag-and-drop editor for
creating beautiful online publications.

For the Students: Students have total creative design power here. They can submit
assignments with visual flair. Get them doing presentations and online journaling with this tool.
It also supports bigger writing projects. If they`re feeling ambitious, they can promote and sell
work if they wish.

e. Calameo

https://en.calameo.com

If students are looking to do magazines, Calameo is the tool to use. It`s an online e-
magazine publishing tool that lets you add multimedia and personal branding to anything you
create. With one-click publishing, you can share it instantly. Websites, social media, and more
all integrate with Calameo.

For the Students: This is a great tool for learning about design and layout for magazines.
It`s perfect for smaller writing projects, like a brochure or flyer design. Students writing for the
school paper can link to custom publications. They can even promote their own series of e-
magazine using Calameo.

f. Tikatok

https://tikatok.com

This is a creative publishing studio for young children. K -6 kids will love Tikatok. They
can use it to publish digital and printed books of all kinds. Tikatok was designed specifically for
K-6 classroom. It`s media literacy-oriented and aligned with Common Core. Take a look at their
subscriptions page for plans.
 For the Students: Kids can upload their photos and drawings for their creations. They
can also take advantage of preloaded project templates for classroom lesson. Tikatoks digital
library contains lots of ideas to get kids inspired.

g. Story Bird

https://storybird.com

This online publishing tool brings your words and global artist` work together in amazing
storybooks. Be sure to check out the section for educators. Storybird is at work in hundreds of
thousands of classrooms all over the world. It`s free for educators, now and forever. Take a look
at what`s possible with this tool.

For the Students: Students can create books, long chapter books, and poetry books with
Storybird. They also have a fundraising program for students to get into. This is a great way to
use creativity for raising money for great causes.

h. Lulu

https;//www.lulu.com/us/n/create/ebooks

Lulu was one of the first players that offered serious online publishing features. They
established themselves in 2002 and they’re still going strong. They’ve greatly expanded their
interface over the last few years. Everything you need to know about doing online publishing is
right here. They offer tutorials, resources guides and more to learn with.

For the Students: Lulu is a great information database for self-publishing. They can
create all sorts of projects. These include print books, e-books, photo books, and calendars.
Check out this article on how graduate students are even using Lulu for publishing a thesis.

i. Flipsnack

https://www.flipsnack.com
 Flipsnack is a flip book creator. It’s as simple as uploading a PDF file. It also supports
PNG and JPG files. It renders shareable interactive creations that can also include multimedia. A
Flipsnack looks great across all online platforms and social media.

For the Students: This is a simple way to create and share a publication that has a unique
look and feel. Flipsnack lets students upload 3 publications of 15 pages each on their free plan.
Paid plans are quite reasonable and offer lots more fetures.

j. Penzu

https://www.penzu.com

Online journaling is the focus of Penzu and it works well. Journaling is a great way and
self-reflective exercise. With a free online tool like Penzu, it becomes more appealing. The
interface replicates an old leather-bound journal with lined paper. The basic formatting features
are everything you need to get started. Upload photos to your journal, too. Go Pro for even more
features.

For the Students: With Penzu Classroom, you can create class journal that can be graded
and managed. Students can also submit diary entries by email. They can even receive comments
from their teacher right inside the journal. Create and send assignments to students with due data,
grading scheme, and more.

If you decide to let your students’ works to be hosted by your institutions’ official
website, this can also be. Today, there are a lot of academic institutions whose websites serves as
their information dissemination center for their costumers and stakeholders. Barron et al. (2002)
state that there are two fundamental stages in creating a website or web pages. First the page files
and all associated images, sounds, and so forth must be created in the proper format and tested.
Second, the files must all be transferred to a host computer called a web server.

Barron et al. further state that web page files must adhere to a specific format or
language, called hypertext markup language (HTML). HTML uses tags to define how
information is formatted on a screen. In creating a web page using HTML, students may find it
intimidating but even elementary students can do it. For language learners, using HTML may
gradually expand their horizons and enrich their vocabulary and communication skills.

You may search for the steps in developing a web page by using HTML through the
following:

Author URL Address

John Neuhaus (2006) https://www.jneuhaus.com/write.html

Codecademy (2020) https://www.codecademy.com/articles/local-web-page

InternetingisHard (2017) https://internetingishard.com/html-and-css/basic-webpages/

w3schools https://www.w3schools.com/html/html_editors.asp

B. Enhancing Language Skills through Digital Storytelling

One of the most exciting ICT-based language tasks that can be done to develop all the
four macro skills is to create digital stories. This language task meets the demands of today's
learners living in a rapidly changing world with opportunities and challenges that are different
from the ones many of the previous generations grew up with. Today's learners are more
demanding and are willing to discover new ways to apply, extend, and expand on existing
knowledge (Kaminskiene & Khetsuriani, 2018.)

Responding to these challenges, language classroom facilitators need to migrate to a

more flexible and modernized delivery of the language curriculum. Doing so, leads to changes in
the technological pedagogical role of the teacher and the learner, so the language competencies
of today's learners will be developed beyond the use and aid of traditional writing tools.
Contemporary language learning needs to create a new culture of teaching and learning that
focuses on how to develop the ability of the students to listen, speak, read, and write in the
digital age.

In language education, storytelling is a common requirement that aims to share one's

stories, culture, knowledge, values, language, and others. Storytelling is not something new
because it has been one of the oldest activities not only inside the classrooms but even in the
communities. Storytelling has been considered to have great contribution to literacy development
by improving learners' language, writing, reading or listening skills (Kaminskiene & Khetsuriani,
2018.) At present, storytelling is not just done face-to-face or through the aid of traditional
technologies. This can already be done digitally. Hence, the word digital storytelling.

Numerous researches have proven that digital storytelling can bring benefits to students
and other individuals. In research conducted by Olivia and Bidarra (2017), they affirmed that
digital stories are very helpful because they help develop understanding individual experiences
and perception of real world among learners. Rong and Noor (2019) cited some researches
conducted in various countries saying that in the basic schools in Oya state, it was discovered
that digital storytelling was able to improve kindergarten pupils' achievement in moral
instruction. Moreover, it was proven in Portugal that the use of digital storytelling among
secondary school students encouraged multimodal literacy in education. Additionally, in
southern Taiwan, research showed that project-based digital storytelling technique improved
elementary school students' learning motivation, problem-solving competence as well as their
learning achievement. Lenette et al. (2019) in their paper highlights the broader potential of
digital storytelling particularly in mental health research in collaboration with refugee
participants. Their research concludes that digital storytelling is a valuable and ethical research
tool to engage in collaborative research. This was proven by their research that recounts how
digital storytelling was used in a mixed methods study on settlement, to document the journeys
of women who entered Australia through the Woman at Risk program. McDrury and Alterio
(2000) claim that digital storytelling, as one of the ICT based pedagogical tool, provides student-
centered learning strategies based on learners' engagement, reflection, project-based learning,
and the effective integration of technology into instruction.

As an innovative and interactive approach to language skills acquisition, storytelling is

seen as a very responsive variation of the traditional methods because it brings more meaningful
and essential learners' engagement into the language skills acquisition process. As pointed out by
Gils (2005), the employment of digital storytelling as a pedagogical tool enables teachers to
elucidate certain complex topics in a simpler manner and create real life or problem-solving
situations where learners get actively involved.

The following are some of the existing storytelling tools listed and =cribed by Knapen
(2018).
 1. Steller

https:// S steller.co

This is a free storytelling application developed by Mombo Labs, which lets you create
photo and video stories with an emphasis on design. the next web. Steller focuses on telling a
story through pictures and text, The simple, yet structured layout options allow even a beginner
to produce a professional standard of work.

2. Adobe Spark Page

https://spark.adobe.com

Adobe Spark Page is a free online web page builder. No coding or design skills needed.
Create your own beautiful web story using videos, pictures and text. The templates and layout
options available are very modern, and are designed to present your work in an elegant and
engaging way, focusing on visual content.

3. WeVideo

https://www.wevideo.com

This has the goal of bringing its educational creative toolbox to a broader global audience
of students and educators. WeVideo wants to make video editing available for everyone. They
make it possible for friends, families, teachers, students and businesses small and large to create
incredible videos that motivate and inspire. "We Video has deep roots in education and believes
that creativity is driven by what is inside the hearts and minds of people, not by complicated
technology".

4. Popplet

http:// popplet.com
 Popplet, an iPad and web app, is a tool to capture and organize your ideas. Students can
for example use Popplet for learning. Used as a mind-map, it helps students think and learn
visually. Students can capture facts, thoughts, and images to structure their stories.

5. Storybird

https:// storybird.com

Storybird not only gives you the simple tools to create books in minutes, the application
lets you discover an endless library of free books, picture books and poetry as well. Storybird lets
anyone make visual stories in seconds. The site mentions that they are a storytelling community,
rather than an application. For them, it's more about creating a creative world where anyone can
tell their stories, as crazy as they get.

6. Bookcreator

https:// bookcreator.com

Book Creator is an open-ended book creation app that unleashes creativity. Create your
teaching resources, or have your students take the reins. Combine text, images, audio and video
to create interactive stories, digital portfolios, research journals, poetry books, science reports,
and nstruction manuals.

C. Enhancing Language Skills through E-mail Activities

Email activities are very good activities to develop language skills. Through some e-mail
activities that can be facilitated by a teacher, the students are given the opportunity to practice
and demonstrate their reading and writing skills. It may also enhance further their research and
ICT skills. Barron et al. (2002) were able to present the following email activities that can be
fully maximized to develop the various language skills of students:
1. Pen-Pal Activities

This is the most common form of e-mail projects called electronic pen pals or e-pals.
Students can practice their written communication skills and can become aware of other cultures
and practice foreign language skills. This can be done through the following:

a. Belouga

https:// belouga.org

Founded 2016, Belouga was started with the mission. to encourage intercultural
communication to create a better tomorrow. Belouga is a global ecosystem connecting classes
Athroughout the world where students and teachers can connect, un park collaborate and learn
from one another by identifying similarities and embracing differences through everyday
communication that is fun and educational.

b. Epals

https:// www.epals.com/#/connections

It enriches K-12 learning in the classroom to create real world, culturally- enriching
learning experiences for students. With ePals classroom matching, teachers can connect their I
classes with other classes around the world who are interested in collaborating on a special
project together.

c. Empatico

https:// empatico.org

It empowers teachers and students to explore the world through experiences that spark
curiosity, kindness, and empathy.

2. Peer-to-Peer Tutoring
 Another form of electronic communication is peer-to-peer tutoring or mentoring. By
using e-mail communication, students will be provided with opportunities to practice their
mentoring skills apart from enhancing their language skills.

3. Ask an Expert

Email is a very powerful tool for students to use to engage the experts in the field
especially if the experts are far from their institution. They can engage the Ask An Expert
Website at http://www. askanexpert.com.

4. Round Robin Stories

In a round-robin approach, a participating class starts a story with one paragraph. The
story starter is sent to a predetermined class (class one sends its story class two, and so on).
Students work in small groups to add a new paragraph to the story.

Publication Requirements in the Light of the Digital Age

While there is a ubiquity of productivity tools for students to maximize, it is your

responsibility as the facilitator of the learning process to ensure that your students will be fully
guided to observe several guidelines in publishing their products. It must be noted that the
development of high-quality digital learning products and materials involves a complex
combination of subject matter expertise, instructional design knowledge, and technical skills–
graphic design, photography, audio, video, computer programming, etc. (Wilde, 2004).

With the engagements of all of this, it is very important to be mindful of the following:

A. Copyright Laws

Copyright Law protects work of authorship. Hence, it is very important for teachers and
students to learn more about copyrights laws and copyright acts to ensure that that there will be
no copyright infringements that will happen in the process of authoring of publishing materials
offline or online.
 According to FindLaw (2020), the Copyright Acts states that works of authorship include
the following types of works:

 Literary works. Novels, nonfiction prose, poetry, newspaper articles and newspapers,
magazine articles and magazines, computer software, software documentation and
manuals, training manuals, manuals, catalogs, brochures, ads (texts), and compilations
such as business directories
 Musical works. Songs, advertising jingles and instrumentals.
 Dramatic works. Plays, operas, and skits.
 Pantomimes and choreographic works. Ballets, modern dance, jazz dance, and mime
works.
 Pictorial, graphic, and sculptural works. Photographs, posters, maps, paintings, drawings,
graphic art, display ads, cartoon strips and cartoon characters, stuffed animals statues,
paintings, and work of fine art.
 Motion pictures and other audiovisual works. Movies, documentaries, travelogues,
training films and videos, television shows, television ads, and interactive multimedia
works.
 Sound recordings. Recording of music, sounds, and words.
 Architectural works. Building designs, whether in the form of architectural plans,
drawings, or the constructed building itself.

FindLaw (2020) further states that Copyright Law is important for multimedia developers
and publishers for two reasons:

a. Original multimedia works are protected by copyright. The Copyright Act’s exclusive
rights provision gives developers and publishers the right to control unauthorized exploitation of
their works.

b. Multimedia works are created by combining “content” music, text, graphics,

illustrations, photographs, software that is protected under copyright law. Developers and
publishers must avoid infringing copyrights owned by others.

The detailed information about Copyright Laws can be searched from World Wide Web.
Some of these can be read in Appendix A.
B. Anti-Bullying Act of 2013

Republic Act No. 10627 otherwise known as the Anti-Bullying Act of 2013 of the
Philippines direct all elementary and secondary schools to adopt policies to address the existence
of bullying in their respective institutions. Bullying refers to any severe or repeated use by one or
more students of a written, verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of actually causing or placing
the latter in reasonable fear of physical or emotional harm or damage to his property; creating a
hostile environment at school for the other student; infringing on the rights of other students at
school; or materially and substantially disrupting the education process or the orderly operation
of a school.

One of the most common problems encountered today by internet users is bullying online
which we call cyberbullying. Consequently, it is important for teachers to be very judicious and
alert in advising students as they publish their requirements online or as they communicate or
collaborate through the World Wide Web.

C. Republic Act 101751

This is known as Cybercrime Prevention Act of 2012 declaring a policy that states that
the State recognizes the vital role of information and communications industries such as content
production, telecommunications, broadcasting electronic commerce, and data processing, in the
nation’s overall social and economic development. The State also recognizes the importance of
providing an environment conducive to the development, acceleration, and rational application
and exploitation of information and communications technology (ICT) to attain free, easy and
intelligible access to exchange and/or delivery of information; and the need to protect and
safeguard the integrity of computer, computer and communications systems, networks and
databases, and the confidentiality, integrity, and availability of information and data stored
therein, from all forms of misuse, abuse, and illegal access by making punishable under the law
to such conduct or conducts. In this light, the State shall adopt such sufficient power to
effectively prevent and combat such offenses by facilitating their detection, investigation, and
prosecution at both the domestic and international levels, and by providing arrangements for fast
and reliable international cooperation.

Step 1: Considering the tasks (e.g. project-based learning output, research output and the like)
you required your students to do in your learning plan, it will be good to let them experience
writing their thoughts and ideas about the task you gave them through a group blog. Hence, think
of a very good title for a blog that your future students will do to allow them to share their
thoughts about their requirements in your class.

Step 2: After thinking of what the blog title is, develop storyboard for the blog and prepare for
the rubric that will be used to evaluate it. Please remember that you are acting here as your future
student (for your learning plan) and not as the teacher. Hence, the blog that you will develop is a
student sample of a blog that you will present to your students for them to pattern or learn from.
You may use the following guidelines or come up with your own which is the same guidelines
you will give your students to follow after showing them your student sample:

Instruction:

1. Please read these guidelines carefully and write on your group blog all information
included in the guidelines by using communicative language with video, photos and
pictures during the development of your project.

2. Your blog will be reviewed according to the criteria applied and give one week as of
the announcement for those who have to revise it.

3. You can also include in the blog your reflection after doing your project.

Blog Assessment Criteria:

1. Project: General Information of the developed project (15%)

 The blog will report about the general information of the language project required to be
accomplished in the learning plan (refer to your require project in your learning plan). It must
have the following information.

a. Title of the Project

b. Targeted Language Competencies

c. The Aim of the Project

d. Beneficiaries of the Project

2. Pedagogical and Technological Contents (15%)

The blog will also report the pedagogical and technological requirements of the project. It
needs to discuss the mentoring methods used by the members of the group to be able to
accomplish the project. This has to include also the technological tools that they employed in the
development of their project.

3. Project Plan (20%)

The group blog will also present how the group was able to plan for their project and how
they were able to implement the plan.

4. Project Development (20%)

The group will feature the processes and their experiences while developing the project.

5. Aesthetic (15%)

For this criterion, please remember that content is king, but design is queen. You could
write the most gripping articles on your blog, but if your site is too disorganized or simply too
drab, then people might find you uninteresting. But if your blog design is too loud and too jam-
packed, then you would just end up giving your readers a headache. Consider the following
qualities:

a. User-friendliness: readable, navigable and usable

b. Reading Enjoyment: content is a king, writings on a blog should not sound stiff and
cold, because it should primarily be written with a personal touch

c. Useful Information

d. Overall Experience: great content, design, usability and interesting

6. Reflections (15%)

After doing the project, it is very important for you to share your lessons learned and cite
some possible suggestions as to how to improve the project planning and implementation.

Step 3: After having a clear plan on the contents of your student sample blog, develop this using
any of the productivity tools discussed in class you may choose to use an application familiar to
you.

Step 4: Present your student sample blog in the TTL 2 class for peer evaluation using criteria
you developed.

Activity 1

Revisiting Your Learning Plan

After thoroughly discussing the principles behind developing learning plans in language
teaching in Module 1; presenting the various active learning approaches in Module 2; and
exploring various open-ended tools or productivity software applications in this Module, revisit
the learning plan that you started to do in the first lesson of this Module. Guided by all the
lessons in the first three modules, develop and finish your daily learning outcomes and daily
learning procedures.
Step 1: Reread the learning plan that you developed in Lesson 1: Activity 1 of this Module. If
there is a need to modify some of the information you stated earlier, feel free to modify it.

Step 2: After finalizing the earlier parts of your learning plan, start developing your Daily
Learning outcomes and Daily Learning Procedures. Consider the following in the development
of these sections.

a. Presentation of the learning plan to your students on the first day of its implementation;
b. Language learning activities directly targeting the standards language competencies;

c. Taxonomies of plearning to ensure that you will not just target lower order thinking
skills but to target higher order thinking skills;

d. Holistic development of students (Cognitive, Affective, and Psychomotor);

e. Integration of the active learning approaches (e.g. project based learning, inquiry-based
learning, research-based learning whichever is applicable);

f. Integration of appropriate ICT tools to aid the acquisition of the language skills by the
students and to aid you as the teacher to manage the attainment of the learning plan objectives;

g. Alignment of your learning plan assessment activities to the learning objectives;

h. Estimated time for each activity; and

i. Planning and development of the student projects and presentation.

Step 3: Write your Daily Learning Objectives immediately followed by the Daily Learning
Procedures. If the space below is not enough, feel free to insert additional page following the
format.

Daily Learning Objectives

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Daily Learning Procedures

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Activity 2

Creating Digital Stories

It is highly recommended that you include as part of your learning plan the task for your
future students to write any of your given requirements digitally. For you to be able to present to
your future students an example of a digital story thatcan create to allow them to deepen their
understanding of your learning plan, do the following steps.

Step 1: Think of any story that you can use as a springboard to allow the students to understand
the content of your learning plan.

Step 2: Search for some existing rubrics thatdigital stories from the World Wide Web. If there is
a need to modify your adapted rubric, modify it.

Step 3: Develop a story board.

Step 4: Develop a Digital Story guide by your rubric and story board.

Activity 3

Examining Copyright Law Knowledge

Step 1: Testing Your Knowledge about Coyright Law

Begin this activity by answering the following online quizzes on copyright law:

j. Quiz 1: Copyright and Fair Use

https://quizizz.com/admin/quiz/56cf948c3db845c367a0f4c3/copyright-and-fair-use
k. Quiz 2: Copyright Fair Use Quiz
https://www.proprofs.com/quiz-school/story.php?title=copyrightfair-use-quiz
l. Quiz 3: Copyright and Fair Use
https://reviewgamezone.com/mc/candidate/test/?test_id=6813&title=Copyright%20
 And%20Fair%20Use

Step 2: Read the Copyright Documents of Intel Teach from the following websites:

a. Copyright Guidelines and Resources

https://educate.intel.com/download/K12/elements/lead_html/resources/
13_Copyright_Guidelines_and_Resources.pdf
b. Copyright Chaos, an Educators Guide to Copyright Law and “Fair Use”
https://www.scribd.com/presentation/109980665/Copyright-Chaos

Step 3: After reading all the documents about copyright law, answer the following questions:

a. What does copyright law say about a work, e.g. photo, diagram, chart, or whole journal
article, which does not have the © copyright symbol? How will you include these in your
project presentation?

________________________________________________________________________
________________________________________________________________________
__________________________________________________________________

b. Are patchwriting or rephrasing a good remedy to avoid obtaining copyright permission to

an existing work? Why?

________________________________________________________________________
________________________________________________________________________
__________________________________________________________________

c. What does copyright law say about a geberally copyright protected work such as a chart,
graph, diagram, figue, drawing, photograph or map? Can this be copied without
permission? Why?
 ________________________________________________________________________
________________________________________________________________________
__________________________________________________________________

d. How is copyright infringement relate to plagiarism? Explain.

________________________________________________________________________
________________________________________________________________________
__________________________________________________________________

e. Are the Filipinos covered by the Copyright Law of other countries? Why?

________________________________________________________________________
________________________________________________________________________
__________________________________________________________________

Module 4
Producing Learning Resources Using Technology Tools

Learning Outcomes

At the end of the module, the students should be able to:

 identify various instructional materials (IMs) and technology tools in language

teaching and learning;
 explain the characteristics of good/appropriate IMs and technology tools in learning
language;
 prepare IMs that will enhance language learning utilizing selected technology tools
in delivering the learning plan; and
Introduction
Instructional Materials (IMs) are very important because they contribute a lot to student
learning and teaching. It is never new to claim that IMs help to improve student’s knowledge and
skills and teachers management of the class requirements. Much has been written to present the
relevance of instructional materials in general and for language teaching in particular. Using
instructional materials in language classes makes language learning fascinating and authentic. It
enables bot the teacher and the students to enthusiastically participate in thee language learning
activities; hence, giving students the opportunity to acquire the knowledge and the skills of
language aimed at in their lessons. By the use of well-prepared IMs, teachers' the self-confidence
to deliver their lessons is also heightened while the students are also given the opportunity to
actualize their learning.

There are a lot of teachers who use traditional instructional materials to enhance the
teaching learning process. This module aims to present to you the innovative ICT-based
instructional materials that can be used to enhance language instruction. The texts, charts,
models, graphics, and other objects usually presented in printed materials will be shown using
interactive ICT tools to enrich IM development and presentation.

L E S S O N 1
Characteristics of Appropriate Instructional Materials in Language Teaching
Lesson Outcomes:
At the end of the lesson, the learner should be able to:

 identify various instructional materials (IMs) and technology tools in language

learning;
 explain the characteristics of good/appropriate IMs and technology tools in learning
language;
 create appropriate IMs using technology tools in learning language; and
  evaluate the relevance and appropriateness of ICT resources in language learning.

Excite

STEP 1: Review the Blogs Developed in Module 3

In this activity, you will exchange and share your general evaluation of the blogs your
class created in Module 3. In the sharing, consider the following:

● Do the student sample blogs meet the desired outcomes and expectations? Explain.

●How do the blogs support language learning?

STEP 2: List ideas to improve the student sample blogs.

Explore

Information and Communication Technologies (ICTS) can be significantly useful as tools

for language instruction. In the Philippines, the languages that are being taught are Mother
Tongue; Filipino, English and other foreign languages. With the integration of ICTs in teaching
languages, the need to process data quickly and integrate voice, music, video, pictures, and text
into lessons can be fully addressed. Eslit (2017) claims that ICTs can be programmed to tailor
instruction and tests for each individual language learner.

To be able to use these technologies successfully as tools and materials and to help in
effective conduct of language classes, some principles on suitability, adequacy, and efficient
utilization will also be discussed in this Module. The effectiveness of instructional tools in
promoting students' academic performance in teaching and learning is indisputable. It provides
much needed sensory experiences needed by the learners for an effective and meaningful
behavioral change (Ajoke, 2017). Slavin (2010) also added that, well-planned and imaginative
use of visual aids in lessons banish apathy, supplement inadequacy of books as well as arouse
student's interest by giving them something practical to see and do, and at the same time help to
train them to think things out themselves.
 In language teaching and learning, there are a lot of instructional materials that can be
prepared to enhance the teaching-learning process. These instructional materials can be prepared
with the support of technologies. Some of the common language teaching materials will be
presented in this module and the technological tools that can be used to prepare them are also
described. Gone are the days when cassette tapes, radios, and televisions were the only
technologies being used to allow students to demonstrate language kills for the English or
Filipino subjects or courses. Today there are a lot of instructional materials that are being used to
enhance language learning that are ICT-based.

Computer-Based Instructional Tools and Materials in Language Teaching

The numerous technology tools being used in language teaching are fully supportive of
the different types of instructional materials commonly used in language teaching. Below are
some computer-based instructional tools, strategies and materials in language teaching.

A. Computer-Assisted Language Learning (CALL)

Computer-assisted language learning (CALL) is a fundamental part of English teaching

methodology and it is a highly acknowledged means in attaining learning objectives. Computers
provide many opportunities of exchanging ideas and information at both national and
international level. Before this technology, students were not able to learn language easily and
they had to face many hurdles and difficulties. The classical and traditional methods used by the
old teachers couldn't help them to learn foreign language effectively. The old teaching methods
couldn't fulfill the requirements of learning and learners. But now the advanced and progressive
technology of the computer has motivated the learners to learn language effectively. The
computer has become a valuable tool of learning for modern students (Lohdi, 2019). Eslit (2017)
also described CALL as one of the many tools and techniques that can help improve the students'
language competencies. He claims that this new technology in language education has increased
learner autonomy, creativity, productivity and team work. It has been used with interactive
teaching approach to tutor language learners through language drills or skills practice. It has also
been used as stimulus for discussion and interaction; or as a tool for writing and research.
 Abate (2018) conducted a research on blending Content and Integrated Learning (CLIL)
and CALL. The research found out that the use of simple but efficacious web tools during
lessons in CLIL approach improved learners' competencies. The web tools enable
communication; facilitate access to knowledge, online dictionaries and other learning resources
and increase exposure to using a foreign language. CLIL develops cognitional improvement,
cultural understanding without any substantial loss to content learning. The use of ICT enhances
effective student's motivation to learn languages.

The use of CALL in today's language classroom has improved a lot because of the new
trends of technologies and because of the use of online various challenges and innovations in
language teaching and learning. In a research conducted by Paul Lyddon (2018), it was pointed
out that digital technologies have increased communications between speakers of different
languages, but the widespread machine translation has become a disruptive force for foreign
language education, as it permits intelligible exchanges between persons with I little or no
knowledge of a foreign tongue. The research further notes that as machine translation technology
only continues to improve, the entire purpose of foreign language learning, computer-assisted or
otherwise, may one day soon likely be called into question. It is, therefore, recommended that
while nothing is ever truly future-proof, the sustainability of foreign language education may
require a shift in focus, away from traditional language acquisition and toward social semiotic
and multimodal intercultural communication. This suggests possible roles for digital
technologies in sustainable language teaching.

B. Language Instructional Materials Supported by Technology Tools

Ajoke (2017) cited the different types of instructional materials in teaching English as a
second language. These types are also useful in teaching other languages.

1. Instructional Charts

One of the common types of instructional materials in language teaching and learning is a
chart. Charts can be seen on printed materials but their presentation can be enhanced and are
presented in 3D or 4D form with the aid of technology. Charts can help language learners read
with understanding data and concepts that are not presented in text forms. By the use of charts,
students' writing skills beyond text writing are enhanced because some charts also involve how
to show relationships and demonstrate processes and so on. The following are some of the many
technology tools that can be used to develop charts:

a. Microsoft Word

Microsoft Word does not only allow you to create documents but it also has a provision
to allow you to create charts or graphs that will add to the visual appeal of the presentation of
your text.

b. Microsoft Excel

One of the main features of Microsoft Excel and other spreadsheets applications is to
create charts and graphs. For language learners, a simple chart in Excel is more comprehensible
than to see a lot of sheets and cells full of numbers.

c. Microsoft PowerPoint

PowerPoint offers various tools that can make your presentation interactive. One of its
features is to present charts in a slide.

d. i0s, Andriod, and Windows Phone and iPad Chart Maker Apps

These are Numbers, Viz, 3D Charts, Chart Maker, Graphing Calculator HD, Roambi
Analytics, and Graph

2. Posters

Many of the schools in the Philippines have been requiring their students to participate in
poster-making activities to further develop their creativity and to help them express their ideas
through a pictorial device. With the advent of tutorial videos on YouTube, students can develop
more creative and digitalized posters. Moreover, there are several applications that students can
download and use for their poster making activity. These are free samples of the free poster
maker applications available:

a. Spark Post
https://spark.adobe.com/make/posters/
 Adobe Spark is a suite of design tools that allows you to make your own posters, videos
and webpages using your computer or iOS mobile device. The poster-making tool of this
collection of apps is called Spark Post. This app offers a range of poster templates and layouts
that you can use to create your own custom posters for sharing on social media and for print.

b. Canva's Poster Maker

https://www.canva.com/create/posters/

Canva's poster maker has hundreds of templates designed by their team of professional
designers. Templates are have shortcuts to great design: You'll have a custom poster in minutes.

c. Block Posters
https://www.blockposters.com/

Block Posters can let you make your own custom poster for free. Upload an image,
choose your options, and then download and print out your own personalized huge poster.

d. Posterini
https://www.posterini.com/

Posterini poster maker redefines the meaning of design, combining augmented reality,
artificial intelligence and gamification in a unique way.

e. PosterMyWall

https://www.postermywall.com/

It is a website that features amazing poster templates and has an easy-to-use custom
graphics service.

3. Flashcards

Flashcards are indispensable instructional materials in language teaching. These are

commonly used in reading and in teaching lessons in phonology and morphology. With the
presence of free educational websites, language teachers will not have difficulty in preparing
their flashcards. The following websites, organized by Softonic (2020), may help you prepare
your flashcards for your language classes:

a. Anki

https://anki.en.softonic.com/

Anki is a powerful, multi-purpose application. Flashcards created using Anki can contain
text, sound, images, and formatted documents in standard LaTeX.

b. Vocabla: English Dictionary

https://en.softonic.com/android/education-reference

Vocabla focuses on the study of words. To make expanding your vocabulary more fun
and addictive, Vocabla introduces competitive elements, with achievements and points in the
rankings, just like in games. The unique feature of Vocabla is an add-on for Mozilla Firefox,
which allows you to add words and create flashcards directly online.

c. Learn Spanish with EduKoala

https://en.softonic.com/android/education-reference

Edukoala is pretty similar to the previously mentioned app, but its uniqueness is in the
way it lets you learn new words every time you unlock your Android phone. In the settings, you
can choose to be challenged with words, instead of the traditional code or swipe pattern, to
unlock your phone. Edukoala will display a question and three possible answers; answer the
question correctly to unlock your Android. It's an interesting approach, but as the developer
admits, it doesn't work on every phone, and you'll need to download a different app for each
language you want to learn (the app offers English, Spanish, German, French, Chinese, Italian,
Russian, Portuguese, Hindi, Japanese, Norwegian, and Greek).

d. Study Blue

https://en.softonic.com/iphone/education-reference

Study blue allows you to easily create flashcards with text, sound and images. You can,
for example, take a photo draw something, and then add more information manually or verbally.
4. Slide

Among the various types of materials that projection, slides and film strips are the
foremost visual aids. They available for are of great value in teaching traditionally, slide
projectors have been used by teachers for their slide presentation. These slide projectors have
been used for projecting pictures from a transparent slide on wall or screen. Nowadays,
innovative and stimulating presentation applications are commonly used by teachers. These
presentation software applications have very good features that can make the presentation of
lessons near to seeing real objects and subjects. Some of these are:

a. Microsoft PowerPoint

Segundo and Salazar (2011) in their research state that PowerPoint this program has
become the world's most widely used presentation program and is a complete presentation
program that allows teachers to produce professional-looking presentation in EFL classrooms.

b. PowToon

Semaan and Ismail (2018) stated in their research that PowToon is a web-based tool that
offers a wide array of media options, graphics, cartoons, and animated images to create animated
presentations that flow smoothly and logically. It also features classroom accounts for project-
based learning PowToon can be used to teach any subject. In 2014, Tracy Weber cited by
Semaan and Ismail (2018) described PowToon as a potential application to teach language
courses particularly English. She said, it could be employed in an English class to demonstrate
knowledge of Romeo and Juliet from a students' perspective; and even in industrial arts class by
demonstrating welding techniques. PowToon paves the way towards teaching higher order
thinking skills like critical thinking, summarizing, and problem-solving which are basic skills for
a successful global citizen in the 21st Century.

c. Google Drive Presentation

Google Drive Presentation is a cloud-based presentation; hence, it is always available

because you can always access it anytime there is net connection using your PC, Chrome Book,
Android etc.
 Since it is part of the Google's Software Office Suite within the Google Drive, you can
also easily share it to your students in your language classes.

d. Slide Rocket

This is a web-based program that will allow to create presentations for your language
classes. This you software is very similar to other presentation software like PowerPoint and
Prezi. Its notable features are its templates which can be used to make presentations more
visually appealing.

c. Prezi

Just like PowerPoint Presentations, there are several pieces of research that claim that
Prezi is commonly used for presentation in academic instructions. Houska (2013) stated that
Prezi is taking hold in some disciplines and circles. Instructors, professional speakers and
students continue to post presentations created though Prezi online for public perusal. These
presentations can be an excellent starting point for tech-savvy instructors intending to
reinvigorate their classroom instruction or present material in a novel, engaging format. In
language teaching, the research of Yusny and Kumita (2016) concludes that teaching grammar
utilizing Prezi presentation helps students improve their grammar mastery. Additionally, it also
shows that the students have positive responses toward utilizing Prezi presentation in grammar
lessons. However, they emphasized that the development of Prezi presentation in all education
materials should carefully adhere to the principles of instructional design and must not overuse
the features as it could also lead to negative effect to the learners.

5. Work Sheets and Forms

A worksheet is not only completed on printed materials but these can also be
accomplished through the web. By the use of some word processing software like Microsoft
Word, a teacher can also develop electronic forms.

a. Google Forms e. QuickTapSurvey

b. Monkey Survey Form f. Type Form

c. Paper Forms

g. Cognito Form

d. Survey Planet

h. Ninja Forms
6. Newsletters

A newsletter is a very useful material in language teaching and learning. Preparing a

newsletter will develop and build the vocabulary and writing skills of students through drafting,
revising, editing, and publishing. Students will become familiar with the process of producing
formal written documents, such as magazines and newspapers. Through interacting with others
in the class, students will also learn how to work within a team. Moreover, the following skills
can also be developed:

 Receptiveness to language, reading, listening and understanding

 Writing, spelling, grammar, drafting, revising and editing
 Imagination, confidence in using oral language and creative skills.
 Use of dictionaries and thesauruses to extend and develop vocabulary and spelling

The following are also important factors to consider when preparing a newsletter (explorer, n.d.):

 Accuracy: Ensure the facts asre right (including how to spell names). Always use the five
Ws and H (Who, What, When, Where, Why, How?).
 Audience: Who will read the paper? Is your story of interest to them?
 Research: Always check facts that you have collected use reference materials if needed.
 Images: Don't leave the images to the last minute - always think how the image can grab
the reader's attention that can be used with the article.
 Writing: What is the WOW factor of the story? Start with a good lead. Remember that
you want to grab the reader's attention and then want to read more. Use the worksheet
below to assist with writing stories.

7. Pamphlets

A pamphlet is a small, unbound booklet focused on a single subject for educational

purposes. Pamphlets are non-periodical. They ad are written for the layman, simply and without
excessive jargon. Authors present text and images in an organized fashion to communicate a
clear message. Pamphlets can be folded in a variety of ways, such as in half, in thirds, or in
fourths (Lucid Press, 2020). The sample technology tools that you can use to develop your
pamphlets are:

a. Microsoft Publisher

b. Adobe Spark

c. Lucid Press

8. Brochures

A brochure is used to advertise a company and its products or services (Lucid Press,
2020). Some applications that you may use to develop your brochures are:

a. Microsoft Publisher

b. Canva

c. Venngage

d. Visme

e. flipsnack

9. Cartoons

A cartoon is a simple picture of an amusing situation; sometimes it is a satirical comment

on a zserious or topical issue. A strip cartoon is a sequence of framed drawings, which tell a
story. Both types are to be found in newspapers, magazines and leaflets. In development
situations a cartoon is a method of conveying specific message. How to use cartoon Cartoon
pictures enable people to discuss sensitive issues and so are useful for teaching and train.
Listening skills in the language class can be extended and developed using cartoon strips. You
can read out a description of something which needs to be drawn in sequence, each part in a
separate frame. Ask the students to listen carefully, while you read the piece two or three times.
Then ask them to draw what they have heard. You could provide a template with several ready
frames for them to fill in. You could do this with two separate groups and ask the students to
discuss what they see in the picture. You can then evaluate how well they have understood the
piece you read. Cartoon strips can be used to teach sequencing to students. Find, or draw, a
cartoon strip with between three and eight separate frames. Cut out each frame and rearrange
them so that they are in the wrong order. Stick them down in the new order and make one copy
for each group. Ask them to cut each frame out and put them in the correct order. Before you do
this, show the students an example on the chalkboard of pictures in the wrong order and ask them
to put them in the correct sequence. The above exercise can also be used in a workshop or
training session, using a topic related to the subject of the workshop or session. As it encourages
discussion and team decision-making, it can be introduced as an ice-breaker. The less obvious
the order, the more interactive the process will be as each group may suggest different answers.
This creates an opportunity for each group to explain their answers and defend their position
(Ajoke, 2017). There are cartoon making software that can be paid online but the following are
free cartoon making software that you may use or let your students use:

a. Animaker

b. Pencil 2D

c. Synfig

d. Inkskape

e. Pixton

10. Journals

Journals are records of personal insights and experiences of students. These can serve
also as instructional materials to be used by teachers to be able to manage the reflections and
sharing of insights in the class. Journal writing is a very good activity for students because they
have the freedom to write their thoughts and feelings about their learning experiences. The
following are some examples of free technological applications that can be used to help students
write their journals digitally.

a. Perspective App by Blinky

 b. Journey Journal App

c. Momento Journal App

d. Penzu Journal App

e. Diaro Journal App

11. Bulletin Boards

Digitally, a teacher can develop online bulletin boards where he or she may post some
language activities or information that are helpful for the students’ acquisition of the language
competencies. There are applications (Ferlazzo, 2011) that can be used for this purpose and these
are:

a. Wallwisher (now called Padlet)

This was the first online application that enables you to place virtual post-it notes on a
virtual corkboard or bulletin board easily and allow you to post text, images, and/or videos on
them.

b. Corkboard Me

This is now called NoteApp which is a Wallwisher-like tool. The site enables you to
embed your virtual bulletin boards. Other features include real-time collaboration and a chat
room for the people collaborating.

c. Popplet

You can make an online “bulletin board” with virtual “post-its” (called “popplets”.
Except for the fact you have to register to use it, Popplet is just as easy and, in some ways, easier
to use with a lot more functionality.

d. Space

This is similar to the others on this list; with registration is required.

e. Group Zap
 This app joins a long list of online virtual “corkboards”. It has some nice features,
including the ability to convert your board to a PDF and being able to “drag-and-drop” images
and documents from your files.

f. RealtimeBoard

This is an online whiteboard that seemed like a decent tool for real-time collaboration.
It’s easy to use, and lets you upload images from your computer or by its URL address. They
offer free “Pro” accounts to educators.

Characteristics of Effective and Efficient Instructional Tools

Simply using technology is not enough to learn a language. An effective ICT-based

instructional material is a well-planned and a well-designed one. This means that the preparation
of the IMs must be planned vey well and it must be ensured that they are developed to meet the
learning objectives of the language class. In addition, English language competencies should be
given importance during the planning, in-service training and in the making of ICT strategic
plan, action plans and strategic intervention materials for English language instruction. It is also
highly recommended that teachers maximize the use of teacher-made websites, OER (open
educational resources) and, software or mobile applications to encourage autonomous learning of
students at the same time utilize these tools in flipping the classroom along with task-based
language activities, content and language integrated learning and project-based outputs (Beduya,
2018).

The following are the characteristics of an instructional tool that is effective in the
classrooms.

1. Enhances instructional effectiveness

The instructional material must be able to facilitate the increase of students’

achievement in language classes. Through the instructional materials, all students including those
with special learning needs and students at risks will be benefited and will be helped to
demonstrate the intended learning outcomes of their language courses. With the use of
technological tools, students progress is monitored and acted upon by concerned individuals like
the teachers, the parents, and the school as a whole.

2. Promotes active learning

Instructional materials are expected to help promote active learning. Through the
use of interactive technological tools, learning interest is stimulated and students’ focus is
redirected. By this, students and teachers will be highly engaged in the learning process. The
International Society for Technology in Education (ISTE) cited by Barron (2002) gave the
following descriptions of a learning environment.

Traditional Learning Environment New Learning Environment

Teacher-centered instruction Student-centered learning
Single-sense stimulation Multisensory stimulation
Single-path progression Multipath progression
Single media Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active, exploratory, inquiry-based learning
Factual, knowledge-based learning Critical thinking and informed decision-
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real-world content

3. Develops critical thinking

Technological tools and instructional materials must be designed and

implemented in such a way that they help develop critical thinking skills among the learners.
According to Barron et al. (2002), the structure and use of technology can promote higher-level
thinking skills. They further stated that some technological tools are designed to encourage
problem-solving skills.

4. Accommodates differentiated instruction

 Students have diverse backgrounds and have diverse intelligences and learning
styles. They learn in different ways. They express their thoughts and ideas also differently.
Consequently, instructional materials and tools must be of help to the teacher to facilitate his or
her classes considering the different profiles of the students. There must also be an opportunity
for individualized and independent learning with collaborative and cooperative learning.

5. Motivating

The use of instructional materials is a big help for the teacher to facilitate the
teaching-learning process. The use of these materials is expected to motivate the students to pay
attention and actively participate. With the ubiquity and variety of educational tools available to
language teachers, selecting the most appropriate and best format is very critical to stimulate
learner motivation.

6. Multisensory

One of the biggest challenges among teachers is to prepare for instructional

materials that are multisensory. With the advent of technological tools developed by vey good
programmers, multimedia is available that allow teachers to just learn how to use them the
maxium in the teaching of their lessons.

Universal Design for Learning (UDL)

The concept of UDL is a very important concept in preparing instructional tools in

language teaching. The concept stemmed originally from the UD principles, as well as from
research in neuroscience on how the brain learns (Rose & Meyer 2002). According to Dalton et
al. (2019), universal design for learning applies the concepts of accessibility and inclusion
beyond physical environments, to design teaching and learning opportunities in ways that are
varied, accessible and engaging for all the students, including those with the differing needs
and/or disabilities. In this way, appealing to the broadest range of diversity in our student
populations, the framework of UDL strives to remove discriminatory practices, as the learning
needs of most students are taken into account when instruction is designed.
 Professional practitioners and academicians were able to share their thoughts about UDL
principles. These principles are very important for us to appreciate how we can integrate the
concept in out ICT-pedagogy integration.

A. National Disability Authority (2020)

The National Disability Authority cited the following 7 Principles of Universal

Design which were developed by Ronald Mace and group in North Carolina State University.

Principle 1: Equitable Use

The design is useful and marketable to people with diverse abilities.

Guidelines:

a. Provide the same means of use of all users; identical whenever possible;
equivalent when not.

b. Avoid aggregating or stigmalizing any users.

c. Give provision for privacy, security and safety should be equally available to
all users.

d. Make the design appealing to all users.

Principle 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.

Guidelines:

a. Provide a choice in methods of use.

b. Accommodate right – or – left-handed access and use.

c. Facilitate the user’s accuracy and precision.

d. Provide adaptability to the user’s pace.

Principle 3: Simple and Intuitive Use

 Use of the design is easy to understand, regardless of the user’s experience, knowledge,
language skills, or current concentration level.

Guidelines:

a. Eliminate unnecessary complexity

b. Be consistent with user’s expectations and intuitions.

c. Accommodate a wide range of literacy and language skills.

d. Arrange information consistent with its importance.

e. Provide effective prompting and feedback during and after task completion.

Principle 4: Perceptible Information

The design communicates necessary information to the user effectively, regardless of the
ambient conditions or the user’s sensory abilities.

Guidelines:

a. Use different modes (pictorial, verbal, tactile) for redundant presentation of

essential information.

b. Provide adequate contrast between essential information and its surrounding.

c. Maximize “legibility" of essential information.

d. Differentiated elements in ways that can be described (i.e., make it easy to give
instructions or directions)

e. Provide compatibility with a variety of techniques or devices used by people

with sensory limitations.

Principle 5: Tolerance for Error

The design minimizes the hazards and the adverse consequences of accidental or
unintended actions.

Guidelines:
 a. Arrange elements to minimize errors: most used elements, most accessible:
hazardous elements eliminated, Isolated, or shielded.

b. Provide warnings of hazards and errors.

c. Provide fail safe features.

d. Discourage unconscious action in tasks that require vigilance.

Principle 6: Low Physical Effort

The design can be used efficiently and comfortably and with a minimum of fatigue.

Guidelines:

a. Allow user to maintain a neutral body position.

b. Use reasonable operating forces.

c. Minimize repetitive actions.

d. Minimize sustained physical effort.

Principle 7: Size and Space for Approach and Use

Appropriate size and space are provided for approach, reach, manipulation, and use
regardless of user’s body size, posture or mobility.

Guidelines:

a. Provide a clear line of sight to important elements for any seated or standing
user.

b. Make reach to all components comfortable for any seated or standing user.

c. Accommodate variations in hand and grip size.

d. Provide adequate space for the use of assistive devices or personal assistance.

B. Center for Academic and Faculty Development (2020)

 The center of Academic and Faculty Development of Durham College cited the following
3 UDL Principles. These principles are deemed important to educators as we often challenged to
design and deliver curriculum for an increasingly diverse student population. Each student learns
differently and can benefit from having variety of learning formats to choose from, flexible
assessments, and tools to help with organization of new information and skills. UDL provides us
with a variety of strategies and resources to help meet diverse learning needs, improves
accessibility to learning opportunities, and increase student success.

Principle 1: Provide multiple means of representation

Present information and content in different ways

Principle 2: Provide Multiple Means of Actions and Expression

Differentiate the ways that student can express what they know

Stimulate interest and motivation for learning

The above cited concepts and principles of Universal Design Learning are very helpful to
rationalize why it is very important for every teacher not to just pick any instructional tools for
the sake of having one and for the teacher to integrate technologies without understanding some
learning principles. In language teaching, a teacher must be vigilant, innovative, and creative in
choosing and/or in developing instructional materials to ensure that the above cited UDL
principle will be put to practice. Language learning is very crucial among students because
language is the main tool in our day-to-day living.

Experience

To allow you to apply and experience a working as a student and as a teacher, you will do
the following activities:

Activity 1
Evaluating Language Teachers' Multimedia Presentation

Step 1: Identifying Objectives

To review the potential benefits of facilitating learning with multimedia presentations,

identify some of the reasons behind going over some samples of well-designed multimedia
presentations.

Step 2: Citing Best Features of Multimedia Presentations

Recall the features of multimedia presentations and note if these features are
demonstrated by the multimedia presentations you will review. Recall also the principles and
guidelines in developing instructional materials.

Step 3: Reviewing Shared Multimedia Presentations

Search from the internet shared language multimedia presentations that were developed
by English and Filipino Teachers. Download 5 presentations for English Language course and 5
presentations for Filipino Language courses. It will be easy for you to get some from the
SlideShare website. Observe the following inclusion criteria in choosing the ten multimedia
presentations given below.

a. 5 Multimedia presentations for lessons in English courses written in English

b. 5 Multimedia presentations for lesson in Filipino courses written in Filipino

c. Developed from 2015 to current time

d. With a minimum of 10 slides

e. Must engage more than one senses

f. Must be developed by a professional teacher

g. Freely shared
Step 4: Preparing for the Review Report

Prepare your review reports by answering the following questions:

a. Are the contents supported by research or are based on proven facts?

b. Are the contents logically organized?

c. Did the presentations highlight the key points about the topic?

d. Are the languages used appropriate to the age and experience of the audience?

e. Are all the references cited properly?

f. Are the objectives of the presentation stated clearly?

g. Is there an opportunity for the audience to participate in the presentations?

h. Is there an opportunity for checking understanding?

i. Can the presentations be delivered within the allotted time?

j. Did the presentations follow appropriate design along the following:

• The presentations generally have a title page.

• Dark texts are displayed on light background or white texts on dark background

• The backgrounds are simple

• The presentations used only one-color scheme

• Slides are not cluttered with too many elements

• The presentations stimulate interests through the use of layouts, graphics,

sounds, and or transitions.

k. The textual elements meet appropriate design:

• Text is kept to a minimum

• Font types are easy to read

• No more than two types of fonts are used

 • Slides do not have too many bullets

• Spelling, grammar and punctuations are correct.

l. The presentations feature interesting images or visuals.

m. The use of multimedia elements helps explain the concepts better.

n. The images are appropriate to the age and experience of the audience.

o. The multimedia elements are not distracting or repetitive.

Step 5: Reporting the Review

Organize your report and prepare to discuss it in class. Start with the best features
followed by the points for improvement.

Step 6: Recommending for the Areas of Improvement

Provide some tips to come up with improved multimedia presentations benchmarking

from the reviewed multimedia presentations.

Activity 2

Making Table, Graphs, and Charts Using Web-based Application

Step 1: Exploring Apps for Making Table, Graphs, and Charts

Explore the different applications on developing charts, tables, and graphs that were
represented earlier.

Step 2. Using the Software Applications

 You explore and learned how to use the software applications in making graphs and
charts. Think of your language lesson plan and identify data that you have to present using charts
or graphs. Develop your graphs or charts for presentation.

In preparing your graphs and charts, you need to consider the following:

a. your lesson objectives;

b. your target audience;

c. the role of the charts in conveying your message;

d. how you will present the charts; and

e. the best type of chart or graph with which to present the information.

Step 3: Presenting Developed Graphs and Charts

You will be asked to pair with a classmate and share your graphs and charts with one
another. After this, share your graphs and charts with the rest of the group.

During the graphs and charts sharing, try to compare your graphs and charts with the
other pairs and identify the best presentation and reflect why such is the case.

To check further on your graphs and charts, consider the following;

a. Can you and your students easily understand the chart or the graph?

b. Was the message that you wanted to convey the message conveyed?

c. Are all the essential information provided by the charts and the graphs?

d. Is the chart or graph positioned in the document properly?

Activity 1

Creating Newsletter
 During this activity, develop a newsletter that will become a component of your learning
plan portfolio. Develop a newsletter to help you meet your targeted students learning objectives.
Since the newsletter that you will develop is a student sample, make sure that the content of your
newsletter is appropriate to your learners’ profile and are relevant to the contents of your
learning plan.

The rubric below (Intel, 2010) will be used to evaluate your newsletter.

4 3 2 1
Knowledge of My newsletter My newsletter My newsletter My newsletter
Subject shows that I shows that I shows that I shows that I do not
Matter understand the understand the understand most understand the
subject matter subject matter. of the subject subject matter very
well, and matter. well.
explains why the
subject matter is
important.
Understanding I understand I understand I understand I do not understand
Concepts relevant major some of the major concepts. I
concepts. I offer concepts. major concepts. offer no
unique I offer I offer some interpretations or
interpretations interpretations simple extensions.
and or extensions or extensions. interpretations
including or extensions.
generalizations,
applications, and
analogies.
Language I use interesting I use language I try to use I do not use
language that that holds language that language that holds
appeals to the audience’s holds audience’s audience’s
audience. attention. attention. attention.

Writing Style My writing uses My writing My writing My writing does not

many features of uses features sometimes uses use features of
journalistic style of journalistic features of journalistic style.
 such as lead, style. journalistic
compact, style.
paragraphs, and
sentences.
Sentence My sentences My sentences My sentences My sentences are
Structure flow together vary and flow show little all simple in
naturally, and are together variety. structure.
varied in length naturally.
and structure to
enhance
meaning.
Conventions My newsletter My newsletter My newsletter My newsletter has
has no spelling, has only one or has some major many spelling and
grammatical or two minor spelling or grammatical errors.
typing errors. spelling, grammatical
grammatical or errors.
typing errors.
Graphics The graphics add The graphics Most of the Many of the
information to add to the graphics relate graphics distract
my newsletter. content of my to the content of readers from the
The graphics and newsletter. my newsletter. content of my
text flow together newsletter.
naturally.
Design My newsletter My newsletter My newsletter is My newsletter
uses a good uses a good nicely designed design and layout is
design and design and in some parts, confusing and hard
layout. I planned layout. but other parts to read.
my design and are confusing
made color and and hard to read.
layout choices
for a reason
Creativity I use language I use I try to use I do not use
and newsletter newsletter newsletter newsletter features
features to features to features to to communicate my
communicate my communicate communicate ideas in original
ideas in original most of my some of my ways.
ways that ideas in ideas in original
surprise readers original ways. ways.
Connection to My content is My content is My content is My content is
Resources supported by a supported by supported by supported by a
 wide variety of good sources. only a few single source or by
good sources. My Most of my sources. Some unreliable sources.
sources are cited sources are of my sources My sources are
correctly in cited correctly are cited cited incorrectly.
newsletter. in newsletter. correctly.
Audience I think about the I think about I try to think I do not try to
answer questions and answer about questions answer questions
and concerns that questions my my readers my readers might
my reader may readers might might have but I have.
have. have. overlook some
obvious
questions.
Newsletter My newsletter My newsletter My newsletter The purpose of my
Features includes all includes all the has a sense of newsletter is
required features required purpose, but a unclear, and several
such as table of features, and few newsletter newsletter features
contents, a main the target features may be are missing or
article, audience is missing or incomplete.
supporting clear. poorly done.
articles, graphics
with captions,
editorials, and
comics. All
features relate to
the subject and
are appropriate
for the targeted
audience.

Step 1: Exploring Samples of Newsletters from the World Wide Web

Check on the following websites for additional newsletter writing ideas. In case the
identified websites are not available, you may search for other websites for your reference.

Newsworthy Journey
http://www.microsoft.com/Education/journey.aspx

TEACH Newsletter
 https://www.k12.wa.us/student-success/learning-standards-instructional-
materials/materials-adaption-course-supports/teach

Step 2: Planning the Content

Remember that you are creating a newsletter for your students to understand your lesson.
Hence, you need to think about how targeted learning objectives will be achieved. In defining
your contents be guided by the following:

Overall Goal of the Newsletter

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________

Title of the Newsletter

_______________________________________________________________________

Elements Necessary for the Targeted Learning Objectives

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
Topic and Reference Materials needed

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________

Other Resources that will be used in the Creation of the Content.

The following are some possible information that you need to gather to include in the
newsletter:

 Letter to the editor

 Cartoons or sketches
 Puzzles or trivia questions
 Survey
 Public opinion poll
 Features
 New discoveries

Step 3: Creating a Newsletter Story Board

To ensure that you are guided by the principles of lay outlining a newsletter and of the
development of its essential contents, it will help if you will create first a story board.

Newsletter Title: _______________________________________________________

Lead Story Headline:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________

Secondary Story Headline:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________

Featured Articles

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________
Activity 2

Creating Multimedia Presentation

For presentations to be appealing, language teachers need to design their presentations

properly by utilizing a variety of media. That is why, it is called a multimedia presentation. Apart
from the teachers, students can also develop presentations to present their reports of projects in a
visually engaging manner. In creating slide presentations, variety of language skills can be
developed apart from computer operations and visual design skills.

In this activity, you will create multimedia presentations for your role as a teacher to
present some important concepts of your learning plan and create another multimedia
presentation as student sample for the presentation of the final output of the projects of the
students (output of integrating project-based learning).

For the Teacher Support Material

Step 1: Reviewing the Learning Plan

Go back to your learning plan and identify the learning objectives and the topic that
require the use of a multimedia presentation.

Step 2: Explore Presentation Software Applications

Go back again to the different presentations, software applications and explore how these
are used and choose which to use for your teacher sample presentation.

Step 3: Planning the Content

To be able to organize the content of the different sides of your presentation, it will help
if you will develop your storyboard. The following is a sample of a story board presentation
adapted from World Links (2008) that may help you. Fill it out for this activity.
Part A

Subject and Year Level

Lesson Title/Topic

Learning Objectives

Target Date of Presentation

Part B

Plan the parts of your multimedia presentation using the following boxes.

Slide 1: Title of the Presentation and your name

Slide 2: Objective/s of the presentation or the intended learning outcomes

Slide 3: Something to generate interest in the topic (e.g. a quote, a photo, a video, or a chart

Slide 4: First main idea (specify the text, as well as the non-textual element, to be put in this
slide

Slide 5: Support for the first main idea (e.g. example, short quiz, chart)
 Slide 6: Second main idea (specify the text, as well as the non-textual element to be put in this
slide)

Slide 7: Support for the second main idea (e.g. example, miniquiz, chart)

Slide 8: Third main idea (specify the text, as well as the non-textual element to be put in this
slide)

Slide 9: Support for the third main idea (e.g. example, miniquiz, chart)

Slide 10: Summary (may be presented visually, as in a table, or a concept map)

Slide 11: List of references used

Activity 3

Understanding UDL in the context of Language Teaching

Answer the following questions:

1. How will the following UDL principles guide you in delivering your learning plan?

Learning Plan Topic:

Learning Plan Objectives:
UDL Principles Practical Application to the
Implementation of my Learning Plan
 Principle 1: Equitable Use

Principle 2: Flexibility in Use

Principle 3: Simple and Intuitive Use

Principle 4: Perceptible Information

Principle 5: Tolerance for Error

Principle 6: Low Physical Effort

Principle 7: Size and Space for Approach and

Use

2. Learning technologies are an integral part of a UDL approach. However, simply using
technology in the language classroom is not implementing UDL. How do you understand this
statement in the light of the three principles of UDL?

Provide Multiple Means of Representation

Provide Multiple Means of Action and

 Expression

Provide Multiple Means of Engagement

3. How can language teachers and administrators best support the development of UDL learning
environment?

4. What other questions do you have about Universal Design for Learning, based on your own
experience and current context?

References:
Ajoke, A. (2017). The Importance of Instructional Materials in Teaching English as a Second
Language. International Journal of Humanities and Social Science Invention. Vol.6.
Issue 9.
Barron, A. et al. (2002). Technologies for education, Colorado: A Division of Greenwood
Publishing Group, Inc.
Beduya, L. (2018). ICT Integration in Language Instruction. Retrieved on February 24, 2020
from https://www.asian-efljournal.com/pubcon2018/breakout-sessions-schedule/day
august-24 2018/ict-integration-in-english-language-instruction/
Dalton, E. et al. (2018). Inclusion, Universal Design for Learning in Higher Education: South
Africa and the United States, African Journal of Disability. Retrieved from
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&sid12835fc2-8812-4d99
86b7 db53688e1562%40pdc-v-sessmgr01
Eslit, E. (2017). Computer Assisted Language Teaching: Learning without Dust. Research Gate
Publication from
https://www.researchgate.net/publication/320486566_COMPUTER_ASSISSTED_LA
GUAGE_T ACHING_LEARNING_WITHOUT_DUST
Explorer (n,d.). Creating a Newsletter/Newspaper,Retrieved on February 24,2020 from
https://oar.marine.ie/bitstream/handle/10793/934/Lesson%20Plan%20and%20Work%2
 Shee_English_Writing%20a%20about%20the%20Explorers%20Aquarium_191213.pdf?
sequnce=1&sAllowed=y
Houska, J. (2013). Pedagogically Sound Use of Prezi. Psychology Teacher Network. American
Psychology Association. Retrieved from
https://www.apa.org/ed/precollege/ptn/2013/05/prezi-sound
Lohdi, M. et al. (2019). Attitude of Male and Female Students Towards Computer Assisted
Language Learning at Intermediate Level. English Language Teaching. Vol. 12. No.
3.
Lucid Press (2020). Phamphlet Vs. Brochures, Retrieved on Febuary 24, 2020 from
http://www.lucidpress.com/pages/learn/what-is-apamphlet.
National Disability Authority (2020). The 7 Principles. Retrieved on February 25 2020 from
hhtp://universalding .ie/What –is-Universal –Design /The-7-Principles/
Rose, D. &Meyer, A., 2002, Teaching every student in the digital age: Universal design for
learning, Association for Supervision & Curriculum Development, Alexandria, VA.
Segundo, E. & Salazar, D. (2011). The Efficacy of Using Powerpoint Presentations to Improve
Grammar and Vocabulary Learning Among the Students of the Intermediate Level
(Regular Program) of El Cultural Centro Peruano Americano in Trujilo Peru.
Repositorio Institucional PIRHUA Universidad de Piura.
Samaan, C. and Ismail, N. (2018). The Effect of Using PowToon on Learning English as a
Foreign Language. International Journal of Current Research. Vol. 10. Issue 5. Retrieved
from hhtps://www.researchgate .net/publication/328702033_The_effect of_using
_powtoon _on _learning_english_as_a_foreign_language
Segundo, E. & Salazar, D. (2011). The efficacy of using power point presentations to improve
grammar and vocabulary learning among students of the intermediate ll level (Regular
program) of El Cultural Centro Peruano Americano in Trujilo, Peru. Respositibo
institutional PIRHUA-University de Piu
Slavin , R.E. (2010). A Synthetic of Research on Languange of Reading Instruction for English
Language Learners. Review of Educational Research, 75(2).
Softonic (2020). Top Free Flashcard Apps. Retrieved on February 24, 2020 from
hhtps://en.softonic.com/articles/top-free-flashed-apps
Yusny , R. and Kumita, D. (2016). Using Prezi Presentation as Instructional Material in English
Grammar Classroom. Englisia .Retrieved from
http://www.researchgate.netpublication/322711751_Using_Prezi_Presrntation_as_Instru
tion l_Material _in_English _Grammar _Classroom
Zalaznick, M. (2019). Universal Appeal: How to Remove Barriers and Engage All Students in
Instruction with Universal Design for Learning Retrieved on February 25, 2020 from
http://web.b ebscohost/ehost/pdfviewer?vid=4&sid=12835fc2-8812-4d99-86b7
db53688e1562%40pdc-v sessmgr01