Experience-IBL (Group Task)

By: Group 3

A. Select one (1) competency in English (Grades 1-6) where Inquiry-Based Learning can
be used. Place in a matrix and Indicate the Grade Level, Grade Level Standards, Type of
Inquiry, Teaching-Learning Tasks, and Core Questions.

Subject: English

Grade Level: Grade 6

Grade Level Standard: The learner listens critically; Communicates feelings and
ideas orally and in writing with high level of proficiency; and reads various text types
materials to serve learning needs in meeting a wide range of life’s purposes.

Language
Learning Type of Teaching-Learn Core Questions
Competen Inquiry ing Tasks
cies

1 Identify Controlled The teacher What does it mean for an image to

real or Inquiry provides a set be manipulated?
make-belie of images from
ve, fact or various How can you tell if an image has
non-fact sources (e.g., been changed or altered?
images news articles,
(Q1) social media, How can you tell if an image is real
websites) and or just a fictional image?
asks the
students to Why is it important to check if
identify which images are real or manipulated
images are real before sharing them?
and which are
manipulated or How can you make sure that the
fake. images you use in school projects or
presentations are reliable?

2 Make Free Picture Stories How does this picture remind you of
connection Inquiry Task: Show a something you've experienced?
s between series of
information pictures Can you describe a similar situation
viewed depicting you've been in? What happened?
and everyday
personal scenes. And let Can you identify any similarities or
experience the pupils differences between the pictures
 s (Q1) choose which and your own daily routine?
one they can
make Which picture resonates with you
connections with the most and why? Can you explain
their personal the personal connection you feel
experiences. with that particular image?

How do your personal experiences

engage your understanding of the
information viewed?

3 Compare Controlled The teacher What differences did you notice in

and Inquiry provides content how the information was presented?
contrast materials with
content of information What similarities did you notice in
materials sources (print, how the information was presented?
viewed to online, and
other broadcast) that How did the language used in each
sources of the student source differ?
information needs to
(print, compare and Which source did you find most
online and contrast. engaging, and why?
broadcast)
(Q2) Can you identify any biases or
opinions presented in each source?

4 Compose Free What topics are you passionate

a Inquiry The teacher about or interested in exploring
persuasive asks the further?
essay on students to
self-select select a topic to Why is it important to choose a topic
ed topic compose an that you care about when writing a
(Q4) essay. persuasive essay?

What evidence or examples can you

include to support your argument or
ideas?

How did you construct your ideas

that conveyed the message
effectively?

What strategies does the teacher

use to support students in choosing
a topic that interests and motivates
them?
B. Look for one (1) strategy that can be used in IBL for Language Teaching aside from
KWL. Describe the strategy and explain how it can be used in the classroom. Express
your ideas in 7-10 sentences only.

One of the common strategies that we utilize in inquiry-based learning is

Think-Pair-share where the student is paired with another student, then the teacher
poses a question and allows them to brainstorm ideas and share both their
understanding on the given topic or question. After gathering their ideas, they share
what they understand about it in the whole class in order to create a meaningful
learning experience that allows all the students to gain knowledge through asking each
other. This method is another useful technique in language instruction where it can be
used in the classroom as a motivational activity which involves posing a query or prompt
to the class prior about the topic prior to the discussion, for example, what do you know
about verbs? Students will first consider their answer to the question on their own
understanding of the concept of verbs. Then, they will share their ideas in pairs with a
classmate, giving them a chance to collaborate and engage with one another. Lastly,
pairs will present their thoughts to the class as a whole, creating a welcoming
atmosphere for exchanging ideas and understanding one another's viewpoints about
verbs. This approach promotes critical thinking, active engagement, and the
improvement of communication skills. As students participate in insightful conversations
to reach a common understanding of linguistic principles, it also fosters peer learning
and collaboration. Additionally, it gives students the chance to practice communicating
in the target language, which improves their speaking and listening skills. Teachers may
create an engaging and dynamic learning environment in the classroom where students
are empowered to take charge of their own education by implementing
Think-Pair-Share into language classes.