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

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Inquiry- Based and

Research-Based

Learning

Dr. Martin L. Nobis

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.

Inquiry Is a process of asking questions which 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 scientists and experts to provide solutions to emerging issues affecting the society in general.

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.

Inquiry-based learning (IBL)

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.

Inquiry-based learning (IBL)

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.

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: ✘ (^) Structured Inquiry ✘ (^) Controlled Inquiry ✘ (^) Guided Inquiry ✘ (^) Free Inquiry

Types of Inquiry

✘ (^) Guided Inquiry - The teacher chooses topics or questions and students design the product or solution. ✘ (^) Free Inquiry - Students are allowed to choose their own topics without any reference to a 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.

📍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

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.

It should be noted that the use of technology in IBL is just one or the many other sources of information in the process of inquiry. This does not exclude the other resources, human and non-human, in gathering information exploring the internet. However, learners are undeniably familiar and probably more adept in exploring the internet. Guiding them in locating online resources 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.

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.

Experience