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;
discuss how information and
communication technologies will help
develop and present language lessons;
brainstorm on the possible products that
will serve as an evidence of learning; and
integrate active learning activities.
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. Thus, it is needed for
educators to know active learning
approaches such as Inquiry-Based,
Research-Based, Problem-Based and
Project-Based Learning.
CONTENTS
01 Nature of Inquiry-Based Learning
02 Types of Inquiry
03 Role of the Teacher
04 Role of Technology
05 Nature of Research-Based Learning
06 Five Stages of RBL
07 Role of the Teacher

INQUIRY-BASED
LEARNING (IBL)
1. Involves learners actively
participating in finding answers
to curricular questions.
2. Questions range from simple to
complex, encouraging self-
regulated activities and
collaboration.
3. Used in language classrooms to
develop communication skills
through activities like question
writing and presenting findings.
NATURE OF
INQUIRY-BASED
LEARNING
1. Inquiry is the process of asking
questions, driving societal
developments and advancements
in various fields.
2. It is a fundamental learning
activity, particularly in
classrooms.
3. The ability to ask questions is
crucial which emphasizes skills
like problem solving (Future of
Jobs Report).
WHEN TO USE
Inquiry-Based Instruction (IBI) - an
especially appropriate approach to
learning about variation, identity,
and power. 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 perspective.
 Structured Inquiry Controlled Inquiry

TYPES This lets the students

follow the lead of the
The teacher chooses
topics and identifies
of Inquiry teacher as the entire
class engages in one
the resources that the
students will use to
inquiry together. answer questions.

Guided Inquiry Free Inquiry

The teacher chooses Students are allowed
topics or questions to choose their own
and students design topics without any
the product or reference to a
solution. prescribed outcome.
THE ROLE OF
THE TEACHER
The sucess of IBL depend on
the planning of the careful
planning of the teacher in
relation to the curriculum.
Teachers need to look for the
learning competencies that
can be achieved through
simple or complex inquiry.
WHEN DESIGNING AN IBL, THE TEACHER
HAS TO CONSIDER THE FOLLOWING
FIELDS:

2. Context-
1. Prior 3. Content and
Learners require
knowledge and Learning Materials
meaning from
capacity
experience

5. Strategy of 6. Course
4. Process
reactions and outcomes
behavior
ROLE OF
TECHNOLOGY
It was believed that through the vastness
and high innovation of our technology, it
allowed every learner access to and
linking of various information from the
internet conveniently. The information,
whether online or offline, should support
the object of inquiry, which is aligned
with the learning competencies in the K
to 12 language curriculum.
WHAT IS RESEARCH-
BASED LEARNING?
Research-based learning (RBL) consists of
a framework that helps to prepare
students to be lifelong inquirers and
learners. The term “research,” which
often conjures up a picture of students
writing research reports, is here defined
as a way of thinking about teaching and
learning, a perspective, a paradigm.
IN THE 5 STAGES OF RESEARCH-BASED
LEARNING, STUDENTS:
01 Identify and clarify issues, questions, challenges, and puzzles.
02 Find and process information.
03 Think critically and creatively.
04 Apply knowledge and ideas and draw conclusions.
05 Communicate results.
 ROLE OF THE
TEACHER
Teachers play a key role in the success
of researched based instruction by
engaging and involving students in
information gathering and processing.
The teacher also provides information
through lectures and textbooks, as
well as provides climate that supports
student curiosity and questioning.
 THE
Inquiry-based learning (IBL) and
research-based learning (RBL) are
important components of language
acquisition because they promote
CONCLUSION critical thinking, active engagement,
and a better understanding of the
target language. RBL informs
language learning processes by
utilizing evidence-based techniques
and research findings. IBL focuses
on using inquiry to help students
improve their curiosity and
problem-solving skills.
THANK
YOU
Report
by Group 1
Presentation
by Celine Quijardo