Inquiry-Based and Research-Based Learning: A Guide for Language Teachers, Summaries of Information and Computer Technology

Download Inquiry-Based and Research-Based Learning: A Guide for Language Teachers and more Summaries Information and Computer Technology in PDF only on Docsity! Inquiry- Based and esearch-Based Learning } YH -.3i2 =H Dr. Martin L. Nobis 5 Lesson Outcomes At the end of this lesson, the learners should be able to: • discuss the salient features of inquiry based- learning and their application to the attainment of language learning competencies and language learning outcomes; • analyze how technologies for teaching and learning languages can be maximized in inquiry-based learning and research-based learning; and • state some performance standards from the Curriculum Guide that can employ inquiry-based learning and research-based learning. 2 Inquiry 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. 5 Inquiry 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. 6 Inquiry-based learning (IBL) 7 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. 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. 10 Types of Inquiry VIU (2020) presented four types of inquiry that can be used in facilitating classes. These are: ✘ Structured Inquiry ✘ Controlled Inquiry ✘ Guided Inquiry ✘ Free Inquiry 11 Types of Inquiry ✘ Structured Inquiry - This lets the students follow the lead of the teacher as the entire class engages in one inquiry together. ✘ Controlled Inquiry - The teacher chooses topics and identifies the resources that the students will use to answer questions. 12 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. 15 📍When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic (2016): ✗ Prior knowledge and capacity ✗ Context- Learners require meaning from experience. ✗ Content and learning materials. ✗ Process ✗ Strategy of reactions and behavior ✗ Course outcomes 16 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. 17 To be able to apply inquiry-based learning 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. 20 Experience 21 Subject: Grade Level: Language Learning Competencies Type of Inquiry 1 2 3 4 5 6 7 8 9 10 22 Step 3: Developing Core Questions Create core question/s about the competencies that learners might be asked to answer. Subject: Grade Level: Language Learning Competencies Core Questions 1 2 3 4 5 6 7 8 9 10 25 26 Nature of Problem- Based Learning Problem-based learning -is an approach that involves a process of inquiry and solving open- ended questions that serve as the main problem that the learners will work on. The type of questions posited is focused on a specific content standard and its application to real life issues. It also requires more than one answer or solution. Learners are engaged in a collaborative task as they work towards the solution to the problem. 27 1. It is a power of independent and self-directed learning. 2. Learning happens in a group and teacher is a facilitator. 3. All groups have to participate equally. 4. Students’ learn about motivation, teamwork, problem-solving and engagement with the task. 5. Material such as data, photographs, articles, can be used to solve the problem. (p. 73) 30 Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL: 1. Identifying the problem-current issues that do not have just one answer or one definite solution; 2. Brainstorming-generate ideas; tackle the problem through self- directed questioning; arouse students’ intrinsic motivation; 3. Collecting and analyzing the information- assigning group members to collect information; posting what they found and what they learned; collaborative collection of useful information; 31 4. Synthesizing information-solving the problem through synthesized relevant data; knowledge building; 5. Co-building knowledge-presentation of the solution to the learning problem/ issue; and 6. Refining the outcomes-giving of feedback and suggestions by the instructor to help students improve; learning from other group’s presentation. 32 For Baresh, Ali, & Darmi, 2019-EFL students:    📍 Enhances fluency in communication  📍Improves grammar  📍 Increases comprehension  📍 Enhances good pronunciations and intonations  📍 Enhances self-confidence  📍 Increases range of vocabulary 35 For English as Foreign Language (EFL) students, PBL:  📍 Enhances fluency in communication  📍 Improves grammar  📍 Increases comprehension  📍 Enhances good pronunciation and intonations  📍 Enhances self-confidence  📍 Increases range of vocabulary 36 The study of Lin (2017) revealed statistically that the PBL participants showed more improvement in their reading comprehension than the non-PBL participants. The study further looked into the PBL active English learning attitudes of the two groups and found that the PBL participants’ “motivation intensity, their desire to learn English, and communications inside and outside the classroom were significantly higher than those of the participants od the non- PBL group” (p. 116). The research also found that the PBL participants’ active English learning attitudes are significantly related to their reading comprehension. 37 The teacher acting as facilitator may also have the opportunity to peep into the activities of each learner thereby enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara (2010) stress that technology is simply the mediator for collaboration and representation and that it is the type of task and thinking processes in which students engage that determine the quality of learning (p. 181) 40 The WWW has opportunities for PBL that can be utilized by the learners to accomplish their tasks. Web 2 technologies are characterized by collaboration, sharing and networking. These may facilitate and enhance PBL activities (Tambouris et al, 2012) in its different stages. In the study of Kung (2018), it was found that advanced language learners had positive perception about the use of Web 2 technology in writing instruction. 41 Productivity tools such as those for writing, presentation, spreadsheets, calendars, organizers, citations and others are also available to assist learners and teachers in accomplishing required tasks and outputs from a PBL activity. There are free tools that can be downloaded for mobile phones, laptops, or desktops. Before using ore recommending these tools to learners, it is important that teachers take note or try out the tools first to be familiar with the most appropriate tool for the PBL activity. 42 Want big impact? 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