MODULE 1: Learning Plans in the Context of the 21 st Century

The basic education curriculum of the country was enhanced with the implementation of the K
to 12 Curriculum. The K to 12 Program covers Kindergarten and 12 years of basic education (six years of
elementary education, four years of Junior High School, and two years of Senior High School [SHS]) to
provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

One of the features of the K to 12 curriculum is the requirement to equip every graduate with the
following skills:
 Information, media and technology skills;
 Learning and innovation skills;
 Effective communication skills; and
 Life and career skills

LESSON 1: The K to 12 Curriculum Framework

1. Strengthening Early Childhood Education (Universal Kindergarten)
 With the Universal Kindergarten program of the Department, every Filipino child is expected
to have access to early childhood education. This access can be facilitated using
technological tools that are readily available to the school for teachers’ use.
 The use of technology in Kindergarten by various schools is very evident in teaching the
kindergarten pupils the alphabet, numbers, shapes, and colors through games, songs, and
dances in their Mother Tongue.
2. Making the Curriculum Relevant to Learners
 Research shows that learners will value a curriculum that is relevant to their lives. Students
are often heard saying, “Do I need to know these to live a meaningful life?” “How will I use
this lesson in the actual workplace?”
 Sara Bernard (2010) stressed that students need to have a personal connection to a lesson
material that can be done through engaging them emotionally or through connecting the
information with that which they already know.
 This she calls “Give It Context, and Make it Count.”

Briggs (2014) shared some few tips for making learning engaging and personally relevant as
cited by Willis, Faeth, and Immordino -Yang:

 Use suspense and keep it fresh – Drop hints about a new learning unit before you reveal what it
might be, leave gaping pauses in your speech, change seating arrangements, and put up new
and relevant poster or displays; all these can activate emotional signals and keep student
interest piqued.
 Make it student-directed – Give students a choice of assignments on a particular topic, or ask
them to design one of their own. “When students are involved in designing the lesson, they
better understand the goal of the lesson and become more emotionally invested in and attached
to the learning outcomes.”
 Connect it to their lives and to what they already know – Taking the time to brainstorm about
what students already know and would like to learn about a topic helps them to create goals.
This also helps teachers see the best points of departure for new ideas. Making cross-curricular
connections also helps solidify those neutral loops.
  Provide utility value – Utility value provides relevance first by piquing students and by telling
them the content is important to their future goals; it then continues by showing or explaining
how the content fits into their plans for the future. This helps students realize the content is not
just interesting but also worth knowing.
 Build relatedness – Relatedness, on the other hand, answers the question “What have these to
do with me?” It is an inherent need students to feel close to the significant people in their lives,
including teachers. Relatedness is seen by many as having non-academic and academic sides.

3. Building Proficiency (Mother-tongue Based Multilingual Education)

 To be able to promote the child’s dominant language and to use it as a language of instruction,
maximum use of technological tools is highly encouraged.
4. Ensuring Integrated and Seamless Learning (Spiral Progression)
 Learning basic concepts that lead to a more complex and sophisticated version of the general
concepts entail TPACK: Technological knowledge, pedagogical knowledge, and content
knowledge.
5. Gearing Up for the Future
 The K to 12 Curriculum ensures college readiness by aligning the core and applied courses to the
College Readiness Standards (CRS) and the new General Education (GE) Curriculum. Hence, the K
to 12 Curriculum focused on developing appropriate Specialization Subjects for the Academic,
Sports, Arts and Design, and Technical Vocational Livelihood Tracks.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21 st Century
Skills)
 To nurture holistically developed Filipino, every K to 12 graduate is expected to be ready to go
into different paths – higher education, employment, or entrepreneurship.
 Teachers play a very important role in the facilitation of student learning by designing,
implementing and evaluating the curriculum. In the Philippines, teachers are expected to
actively engage themselves in curriculum design to ensure that the K to 12 Curriculum will be
best delivered to fully realize its intended learning outcomes.

The following are points to consider in identifying and understanding teachers’ roles as curriculum
designers:
 Undoubtedly, the most important person in the curriculum implementation process is the
teacher. (Alsubaie, 2016)
 Curriculum is the planned interaction of pupils with instructional content, materials, resources,
and processes for evaluating the attainment of educational objectives (Jadhav and Patankar,
2013).
 Curriculum is content, but when contectualized, it comes alive for students. (Meier, 2018)
 Teachers, on their part, have practical knowledge based on their daily work with students.
(Young, 1988).

Step 1: Considering my Role as Curriculum Designer

 With the points of reference provided about curriculum and the teacher, participate in a face-
to-face discussion with the whole group about how your field of specialization.
Step 2: Integrating Technologies for Teaching and Learning
 After having an in-depth understanding of the general nature, focus, and non-negotiable
standards set for your field of specialization, share with the group some technological resources
and tools that can help you deliver you lesson to raise at a high level of excellence.
 LESSON 2: ICT-PEDAGOGY INTEGRATION IN LANGUAGE LEARNING PLANS
Integrating Technology in Instruction
Various educators and researchers provided the following concepts and principles about
integrating technology in instruction:

1. John Pisapia (1994)

 Integrating technology with teaching means the use of learning technologies to introduce,
reinforce, supplement and extend skills.
 On the other hand, integrating technology into curricula can mean different things:
1.) computer science courses, computer-assisted instruction, and/or computer-enhanced or
enriched instruction,
2.) matching software with basic skill competencies and
3.) keyboarding with word processing followed up with presentation tools.

2. International Society for Technology in Education (ISTE)

 Effective integration of technology is a chieved when students are able to select technology
tools to help them obtain information in a timely manner, analyze and synthesize the
information, and present in professionally.

3. Margaret Lloyd (2005)

 ICT integration encompasses and integral part of broader curriculum reforms which include both
infra-structural as well as pedagogical considerations that are changing not only how learning
occurs but what is learned.

4. Qiyun Wang and Huay Lit Woo (2007)

 Integrating Information and Communication (ICT) into teaching and learning is a growing area
that has attracted many educators’ efforts in recent years.
 Based on the scope of content covered, ICT integration can happen in three different areas:
 curriculum
 topic
 lesson

5. Bernard Bahati (2010)

 The process of integrating ICT in teaching and llearning has to be done at both pedagogical and
technological levels with much emphasis put on pedagogy.

6. UNESCO (2005)
 ICT integration is not merely mastering the hardware and software skills. Teachers need to
realize how to organize the classroom to structure the learning tasks so that ICT resources
become automatic and natural response to the requirements for learning environments in the
same way as teachers use markers and whiteboards in the classroom.

Information and Communication Technology

The following are the definitions of ICT from various sources:
1. Moursund (2005)
 ICT includes all the full range of computer hardware, computer software, and
telecommunications facilities.
 Digital cameras, computer games, CDs, DVDs, cell telephones, telecommunication satellites at
other fiber optics.
2. Tinio (2009)
 ICT is a diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information.
 Hardware devices, software applications, internet connectivity, broadcasting technologies, and
telephony.
3. UNESCO (2020)
 It (ICT) is a diverse set of technological tools and resources used to transmit, store, create, share
or exchange information.
 Computers, the Internet (website, blogs, and emails) live broadcasting technologies (radio,
television…)
4. Ratheeswari (2018)
 Information Communication Technologies (ICT) influence every aspect of human life. They play
salient roles in workplaces, in business, education, and entertainment.

Using ICT Integration Frameworks in Language Education Learning Plans

A. Conversational Framework of Laurillard (2002)
The teaching-learning process poses very complex tasks to allow learners to understand their lessons
and master the skills they are expected to demonstrate.
5 key teaching and learning events in the framework which are identified as:
a. acquisition – show, demonstate, describe, explain
b. discovery – create or set-up or find out
c. dialogue – set-up, frame moderate, lead, facilitate discussions
d. practice - model
e. creation - facilitating
 The Laurillard’s Conversational Framework (LCF) is relevant in the field of language education
since this field requires appropriate and complex use of various technologies.
 The usefulness of LCF in language education was analyzed in a study that was conducted by
Abeer Aidh Alswiah in 2016.
B. Three Fundamental Elements of ICT Integration by Wang (2008)
 Wang in 2008 posited that integration of ICT consists of three fundamental elements. These are:
 Pedagogy – include proper selection of appropriate content and language learning
activities.
 social interaction – are crucial in language learning. With social interaction, learners
will naturally acquire a language and develop language knowledge and skills that are
important for them to live and work in various communities.
 Technology – The third element of the framework that generally uses computers to
support various learning activities.

C. Categories for Information Communication and Technology (ICT) in Teacher Training

  There is a lot of researches that will prove that the integration of ICTs can fully transform
classroom instruction. Haddad in 2003 states that the teachers’ use of ICT supports the
development of higher-order-thinking skills (HOTS) and promotes collaboration.
 Jung (2005) was able to organize various ICT teacher training efforts into four categories:
 ICT as main content focus (Core Technology)
 ICT as core delivery technology (Core Technology)
 ICT as part of content or methods (Complementary Technology)
 ICT as facilitating or networking technology (Complementary Technology)

D. UNESCO ICT Competency Framework for Teachers

 Having a society that is increasingly based on information and knowledge and with the ubiquity
of Information and Communications Technology (ICT) for instruction, UNESCO was able to
develop ICT Competence Framework for Teachers (UNESCO, 2018).
 This framework aims to promote educational reform and sustainable economic development
anchored on the principles and objectives of the Millennium Development Goals (MDG),
Education for All (EFA), the UN Literacy Decade (UNLD), and the Decade of Education for
Sustainable Development (DESD).

MODULE 2: Integrating Active Learning Approaches in Language Learning

Lesson 1: Inquiry-Based Learning and Research-Based Learning
Nature of Inquiry-Based Learning
 Inquiry, in its simple definition, is a process of asking questions.
 Inquiry-Based Learning (IBL) as an approach essentially involves tasks requiring learners’ active
participation in finding answers to curricular questions.
When to use
Chrisholm and Godley (2011) purport that inquiry-based instruction (IBI) offers an especially appropriate
approach to learning about language variation, identity, and power.

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

Ali (2019) described 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.

Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem – current issues that don not have just one answer or one definite solution.
2. Brainstorming – generate ideas; tackle the problem through self-directed questioning; arouse
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 synthesize relevant data; knowledge
building;
5. Co-building knowledge – presentation of the solution to the learning problem/ issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help students
improve; learning from other group’s presentation.

 The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants.
 In the study of Markusic and Sabljic (2019), they sought to establish the teachers’ attitudes on
the problem-based teaching of literature.

Role of Technology
 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.

Nature of Project-Based Learning/ Project-Based 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 real of experiences and interest of
students.
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 analytica;
and presentation skills were enhanced.
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019)
The researchers inverstigated the effectiveness of using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English language learners.
3. Development of life skills (Wurdinger & Qureshi, 2015)
The student employed mixed-method to examine the development of life skills through PrBL.

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

Lesson 1: Productivity Software Applications for Language Teaching and Learning
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.

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.

Palmer (2015) argues that teachers should demonstrate 21st Century characteristics in order
to successfully educate 21st Century learners.
Language teachers should:
1. Create a learner-centered classroom and make instruction personalized because learners have
different personalities, goals, and needs;
2. facilitate their 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 go 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 a 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 formats like TED talks in presenting their lessons; and
15. keep learning.

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.

Examples of Learning Plans that can be created using productivity software applications:
 Unit Plan
 Lesson Plan
 Syllabus

Steps in using word application creatively in the development of process guides:

a. teach the sounds of individual letters;
b. teach the sound blends;
c. teach whole words;
d. present meanings;
e. teach word parts;
f. put words in contexts; and
g. teaching reading comprehension

Graphic organizers identified according to different purposes (Ware, nd, cited by World Links, 2008);
 Venn Diagram – to compare and contrast two or more concepts
 Frayer model, Bubble Diagram, Concept Map – To describe a concept
 T Chart – To make decision
 Fishbone Map, Inductive Tower – To show causes and effects
 Flow Chart – To show sequence (as in a process)
 Story Map, 5Ws Chart – To identify basic components

A. Using presentations in teaching language skills

 Presentation software applications are useful tools in language teaching and learning, as they
can be used to create visually and audibly appealing presentations utilizing a variety of media
tools. They can also be used in innovative skill integration tasks and novel writing.
Presentation software applications allow language learners to:
1. Present language reports with audio, visual images, and animations
2. Develop and present group projects using real-world visual presentations
3. Present charts, tables, graphics, and other data
4. Show data stored in graphic organizers
5. Develop digital stories or storybooks
6. Show results of any survey, questionnaire, or language assessment activities
7. Articulate and crystallize ideas using presentation software apps
8. Experience language learning through Integrate contents into presentations
9. Enjoy developing projects and be highly involved
10. Commit to the quality of work: both content and form
11. Present information in condensed form and focus on salient points
12. Innovatively communicate ideas and express themselves in ways they feel
Comfortable

In their study Schcolnik and Koi (1999) were able to present how presentation software
activates the four macro skills:

1. Reading - In order to analyze, compare, contrast, synthesize, and evaluate ideas and
then present them in a way that can be easily understood by others.
2. Writing – When composing slides, students have to condense the information they
have gathered to present only
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.
4. Listening – The class listens to the oral presentations. Students must prepare written
information for oral presentations, and they then have the opportunity to practice their
listening skills by being an audience member for other groups’ presentations.

The following are some guidelines that Brooks and Gavin (2015) shared in designing presentations:
Basic Instructional Design in Preparing Presentations
1. Setting Up the Presentation Class – Teaching students the skills necessary for giving a successful
presentation, such as eye contact, organization, connecting with an audience, body language, time
management, and creating effective PowerPoint presentations.
2. Organization of the Presentation - Organizing information properly is an essential skill for students to
learn, especially when creating presentations. Understanding the type of presentation being created is
key in separating it into meaningful sections, which will reduce the cognitive work put in.
3. Presentation Skills - Developing effective oral presentations requires both macro and micro level
skills, such as genre-specific language items (e.g. vocabulary and grammar). Spending time to consider
these skills is important.
4. The Use of visual aids - Visual aids are an essential part of oral presentations as they provide support
for both the presenter and the audience. They can help explain the topic in more detail, aid in
comprehension and act as a reminder of the message for both the presenter and the audience.
5. Performing self-reflections - The final stage of each oral presentation involves students
writing a self-reflection of their presentation.
B. Using Spreadsheets in Language Learning
Spreadsheets are a useful tool for introducing lessons in language courses. They can be used to create
tables and graphs, compute student grades, and present text, dates, and other content for discussion.

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

1. Reinforce learning scientific and mathematical languages.

2. Add well-designed charts and tables to reports.
3. Allow students to create their own charts and graphs
4. Give students completed chart and ask them to reconstruct underlying worksheet
5. Require language reports and research papers contain chart to support findings
6. Let students explore websites with table presentation for language teaching
7. Let students look for charts in language learning materials
8. Teach language and principles of financial literacy
9. Explain numerical concepts with charts and graphs
10. Demonstrate spreadsheets as useful assessment and evaluation tools

Microsoft Word Alternatives:

• DropBox Paper – a free online word processor offered by the online cloud storage provider.
• Office Online – For Microsoft Word and Office afficionados, the best possible free online alternative
for their document editing needs is Word online which comes as part of the Office Online suite.
• Google Docs – Allows you to create, collaborate and share documents, spreadsheets, presentations,
drawings and even forms.
• Etherpad – an online document editor primarily intended for collaborative editing in, as the site
claims, “really real time”.
• Zoho – offers around 20 free online applications including Writer for word processing.
• OpenOffice – includes six programs that use the same engine making them inherently the same and
extremely easy to learn and use.
6 applications included in the OpenOffice suite are:
 Writer (word processor),
 Calc (spreadsheets)
 Impress (presentations)
 Draw (graphics) and
 Base (database manipulation) and
 Math (mathematical equations).
• AbiWord – is a free word processing application very similar to Microsoft Word.
• Jarte – is based on Microsoft WordPad Engine, but is still free.
• WPS Office 2016 Free – is a free document processing suite whose WPS Writer app will serve you well
as a Microsoft Word alternative.
• Softmaker FreeOffice – is another great free suite that offers a full feature Microsoft Word alternative.