MODULE 2: INTEGRATING ACTIVE LEARNING APPROACHES IN LANGUAGE LEARNING

LESSON 2.1: Inquiry Based-Learning and Research Based-Learning

Nature of Inquiry
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 scientist and experts to provide solutions to emerging
issues affecting the society in general. In the classroom, In particular, the process of inquiry is 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 investigations. 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 positioning a question aligned to content standards in the K
to 12 curriculums for English/Filipino/Social Studies. 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 references
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 getaway to information is opened and students can have
access to information at anytime and anywhere. It is assumed that the teacher have access to these
sources.

Prepared by: ENDelaCruz

 When designing an IBL, the teacher has to consider the following fields proposed by Avsec
and Kocijnicic (2016):
1. Prior knowledge and capacity 4. Process
2. Context – Learners require meaning 5. Strategy of reactions and behavior
from experience. 6. Course outcome
3. Content and learning materials

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 of 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 website 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 in formation. 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.

Prepared by: ENDelaCruz

 MODULE 2: INTEGRATING ACTIVE LEARNING APPROACHES IN LANGUAGE LEARNING

LESSON 2.1: Inquiry Based-Learning and Research Based-Learning

Nature of Inquiry
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 scientist and experts to provide solutions to emerging
issues affecting the society in general. In the classroom, In particular, the process of inquiry is 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 investigations. 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 positioning a question aligned to content standards in the K
to 12 curriculums for English/Filipino/Social Studies. 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.
With inquiry based learning, teachers can shift their role from traditional lecturers to
facilitators of learning. As a teacher, with inquiry based instructions, you can set a stage for your
students’ curiosity and exploration rather than just delivering the facts and the figures.
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. Structured inquiry is a teaching method that involves guiding
students through a series of steps. Teachers ask questions and guide students through
activities and assessments. Structured inquiry is often used in science classrooms because it
helps students understand concepts and apply them to real-life situations.
2. Controlled Inquiry. The teacher chooses topics and identifies the resources that the students
will use to answer questions. Controlled inquiry is an approach to teaching that allows students
to explore one question from many different questions. These questions come from multiple
sources, including teachers, peers, and the internet. Teachers curate the questions, which
allows them to focus on what they care about while still allowing students to explore topics that
interest them.

Prepared by: ENDelaCruz

 3. Guided Inquiry. The teacher chooses topics or questions and students design the product or
solution. The guided inquiry approach is a teacher-led approach to inquiry-based learning. In
this type of approach, the teacher guides the students through the inquiry process and helps
them to ask questions and find solutions to real-world problems. This type of inquiry-based
learning is often used in elementary and middle school classrooms
4. Free Inquiry. Students are allowed to choose their own topics without any references
prescribed outcome. The open-ended inquiry approach is a more free-form approach to
inquiry-based learning. In this type of learning environment, students are given the freedom to
explore their interests and ask questions about the topic they are studying. This type of inquiry-
based learning is often used in humanities classes, where students are asked to explore a
topic in-depth and debate different viewpoints. Students are free to explore any topic they
choose. Teachers provide guidance and support, but students are responsible for designing
their own lessons and assessing themselves.
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 getaway to information is opened and students can have
access to information at anytime and anywhere. It is assumed that the teacher have access to these
sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec
and Kocijnicic (2016):
1. Prior knowledge and capacity 4. Process
2. Context – Learners require meaning 5. Strategy of reactions and behavior
from experience. 6. Course outcome
3. Content and learning materials

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 of 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 website 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 in formation. 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.

Prepared by: ENDelaCruz