MODULE 3

Using Open-Ended Tools in Facilitating Language Learning

LESSON 1
Productivity Software Applications for
Language Teaching and 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.
cs and Learning Outcomes/Objectives
How productivity software applications or
Topics and Learning Outcomes/Objectives media tools were used to attain the learning
outcomes

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 21" Century classrooms. As described by Palmer
(2015), teachers need to demonstrate 21 Century characteristics to be able to meet the
demands of the 21" Century learners. These characteristics in the context of language teaching
are briefly presented for teachers to:
1. create a learner-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 the ability of students to
quickly use them, it is not difficult to encode and 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.investintech.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 good 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 plans, it will
help if some 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)
Unit Author
First and Last Name
School District
School Name
School City, State
Unit Overview
Unit Title

Unit Summary

Grade Level

Approximate Time Needed

Unit Foundation
Targeted Content Standards and Benchmarks

Student Objectives/Learning Outcomes

Curriculum-Framing Questions
Essential Questions
Unit Questions
Content Questions
Assessment Plan
Assessment Timeline
Students work on projects After project work is
Before project work begins
and complete tasks completed

Assessment Summary

Unit Details
Prerequisite Skills

Instructional Procedures

Accommodations for Differentiated Instruction

Resource Student
Nonnative English
Speak
Gifted Student
Materials and Resources Required Fo Uni
Technology Hardware

Technology Software
 Printed Materials

Supplies

Internet Resources

Other Resources

2. Department of Education (DepEd)

The Department of Education of the Philippines requires teacher 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:
Objectives: At the end of the lesson students should be able to:

Contents
Topic References Materials
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 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:

Pamamaraan
Patatayang Pagtataya
Layuning Gawain ng Takdang
Pampagka- Nilalaman Gawain at
Pampagkatuto
tuto
mga Mag- Pagtatasa
Aralin
ng Guro
aaral

Mga Sanggunian:

4. Syllabus
Teaching language in the university requires learning plans such as syllabus. Below is
a sample of a syllabus template that requires encoding and formating 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
Program Learning At the end of the Program, Bachelor of Secondary Education
outcomes Major in English, the students should be able to
1. institutional Outcome (based on the VMO of the Institution)
2. typology Outcome (University, College, or Institution)
3. CHED Mandated Learning Outcomes
4. BSED-English policies and Standards Program Learning
Outcomes
Course learning outcomes At the end of the course/subject, the students should be able to:

Alignment of Course Learning Outcomes with the Graduate Attributes

Graduate Attributes Course Learning outcomes

Course Learning Outcomes vs Program Learning Outcomes Mapping Table

Program Learning Outcomes
 PLO PLO PLO PLO PLO PLO PLO PLO
Course Learning Outcomes
1 2 3 4 5 6 7 8

Course Learning PLan

Topic Topic Time Learning Assessment Learning
Learning Allotmente Activities activities and Resources
Outcomes tools
Prelims

Midterms

Finals

Final Course Requirement

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

Course Learning Outcomes Required Output Due Date

1.
2.
3.

Assessment and Grading System

Course References

Step 3:Sharing the Features of Word Applications for Scaffolding Student Learning
By analyzing the special features of Word Applications 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
d. for language acquisition activities; worksheets for language drills; and
e. language assessment tools?

Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES
 Pedro Rebadulla Memorial Campus
Catubig, Northern Samar

Written Report
(LESSON 1: Productivity Software
Applications for
Language Teaching and Learning)

Submitted by:

JAYSON JARAMILLA
JERICA BALANDO
NOVIE JOYCE P. JAGONOY
JESSMARK DURIN
__JIN MAE RUBENECIA__
BEED-III Filipino

Submitted to:

PAUL RUBENECIA
Subject Facilitator