Immaculada Concepcion College

Of Soldier’s Hills Caloocan City, Inc.

Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Technology for Teaching and

Learning 2
WEEK 3
Prepared by:

Aries V. Salomon, LPT

Instructor

I. INTRODUCTION
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

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.

II. LESSON CONTENT

Lesson 3: Inquiry-Based Learning and Research-Based Learning

III. PRE-ASSESSMENT
Why do we need to learn how to listen?
Why is there a need to be engaged in public speaking?
How do children with special learning needs communicate?

IV. OBJECTIVES
At the end of the lesson, the students should be able to:
a. discuss the salient features of inquiry-based learning and research-based learning and
their application to the attainment of language learning competencies and language
learning outcomes;
b. analyze how technologies for teaching and learning languages can be maximized in
inquiry-based learning and research-based learning; and
c. state some performance standards from the Curriculum Guide that can employ inquiry-
based learning and research-based learning.

V. LESSON CONTENT
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 sage are complex problem solving, critical thinking and creativity (Gray,
2016) which all start from the process of asking.

Inquiry-based learning (IBL) as an approach essentially involves tasks 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
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

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
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

4. Process
5. Strategy of reactions and behavior
6. Course outcomes

Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has
become the most sought out source of information because of the variety of tools that abound
Language is no longer a barrier in one's search for information. Depending on the unit of study in
a language curriculum, there are many free educational websites that are available for the
language teachers and learners. Due to the vastness of sources of information from the WWW,
any language teacher who is using IBL has the responsibility to direct learners to websites that
provide the proper information. The technology tools that are made available for the learners,
whether online or offline, should support the object of inquiry-which is aligned to the learning
competencies in the K to 12 Language Curriculum. It should be noted that the use of technology
in IBL is just one of the many other sources of information in the process of inquiry. This does
not exclude the other resources, human and non-human, in gathering information. However,
learners are undeniably familiar and probably more adept in exploring the internet. Guiding them
in locating online resources that are relevant in developing their research and communication
skills will let them learn the importance of using educational resources in an explicit and implicit
way.

VI. ACTIVITY
To be able to apply inquiry-based leaning in your field of specialization, do the following steps:
Step 1: Reading Curriculum Guide in English or Filipino Subject
Identify a grade level from the K to 12 Curriculum and read the Curriculum Guide for English or
Filipino of this level. Focus your reading on the different language competencies of every
language lesson.

Step 2: Identifying Language Competency for IBL

Find learning competencies in the chosen Curriculum Guide that are suited for an IBL.
Determine the type of inquiry that you will be using.
Note them down on the table provided.

Subject:
Grade Level:
 Immaculada Concepcion College
Of Soldier’s Hills Caloocan City, Inc.
Soldier’s Hills III Subd. Brgy. 180, Tala, North Caloocan City

Language Learning Competency Type of Inquiry

1
2
3
4
5