TTL 2 Reviewer (AutoRecovered).docx

**Module 1** **Module 2** **Active Learning Approaches** -- characterized by learners' engagement in activities that are geared to the generation of new knowledge or making meaning to existing knowledge while developing other 21^st^ century skills in the process - **Inquiry-based learning** -...

**Module 1** **Module 2** **Active Learning Approaches** -- characterized by learners' engagement in activities that are geared to the generation of new knowledge or making meaning to existing knowledge while developing other 21^st^ century skills in the process - **Inquiry-based learning** - Process of asking questions - Encourages students to ask questions and investigate real-world problems - *4 phases:* **1. Interaction** -- dive into engaging, relevant, & credible media forms to identify a need or opportunity for inquiry \- student to material \- student to peer \- student to expert \- student to media **2. Clarification** -- summarizing and categorizing data & understanding with teacher or expert support \- *student indicators* -- paraphrases understanding in familiar language, resists to look for 'answers' or 'solutions', distinguishes between fact and opinion, evaluates credibility of sources \- *teacher indicators* -- offers non evaluative and frequent feedback, provides relevant graphic organizers and other ways to 'frame' students' thinking, asks probing questions **3. Questioning** -- asking relevant questions to drive continued, self-directed inquiry \- *student indicators* -- curious, precise with questions, self-monitoring, big picture thinking, little picture application \- *teacher indicators* -- models questioning, thinks-aloud in revising irrelevant or flawed questions, models use of concept-mapping tools to analyze thinking 4\. **Design** -- designing an accessible, relevant, & curiosity driven action or product to justify inquiry \- *design of solutions* to address problems within a manageable scale *- design of logical and curiosity-based* application of current understanding \- *design of next steps* to extend their own learning pathway ***Types of Inquiry:*** (VIU, 2020) **1. Structured Inquiry** -- lets students follow the lead of the teacher as the entire class engages in one inquiry together **2. Controlled Inquiry** ­-- teacher provides the context, starting ideas, tools, and some goals then, students apply what they are given and move through the process steps **3. Guided Inquiry** - teacher chooses the topics or questions and students design the solution or product; students may also choose to do their projects in a different way **4. Free Inquiry** -- students take ownership of their own learning, including topic selection, questions, methods and goals **Role of the Teacher** - Controls and prepares the topic for investigation and guides the learners by setting questions to be explored - Learners are allowed to design their own way of investigation and present their outputs using technology tools that are afforded to them **Role of Technology** - the most sought sources of information because of the variety of tools that abound (internet or WWW) - guides them in locating online resources that are relevant in developing their research and communication skills will let them learn the importance of using educational resources - **Research-based learning** - **Problem-based learning** - An approach that involves a process of inquiry and solving open-ended questions that serve as the main problem that the students will work on - type of questions posited is focused on a specific content standard and its application to real life issues - ***PBL Process:*** 1\. Present Problem 2\. Students define the problem and brainstorm ideas based on prior knowledge 3\. Students engage in independent study 4\. Students share information, engage in peer teaching, and work toward a solution 5\. Students present their solution and review what they have learned 6\. Students engage in self, peer, and coach review of the process - ***5 E's:*** *1. Engage* -- students are engaged with a challenging situation, prior knowledge is activated, questions are provoked *2. Explore* -- students investigate the phenomenon, prior knowledge is challenged, ideas are created *3. Explain* -- students explain the phenomenon, new knowledge is gained and applied *4. Elaborate* -- students apply their knowledge towards new situations, knowledge is deepened and extended *5. Evaluate* -- students reflect on their knowledge and learning process, assessment - ***Six -- stage process*** (Lo, 2009) **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 **4. Synthesizing information** -- solving the problem through synthesized relevant data **5. Co-building knowledge** -- presentation of the solution to the learning problem/issue **6. Refining the Outcomes** -- giving feedbacks and suggestions by the instructor to help students improve; learning from another group's presentation - ***Five Principles of PBL:*** 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\. Materials such as data, photographs, articles can be used to solve the problem - ***Benefits of PBL (Ghufron & Ermawati, 2018)*** 1\. promotes self-confidence and motivation 2\. increases students' responsibility in learning 3\. makes students easily learn the material through sharing of ideas 4\. promotes problem-solving skills - ***Benefits of PBL (Baresh, Ali & Darmi, 2019)*** 1\. enhances fluency in communication 2\. increases comprehension 3\. increases range of vocabulary 4\. enhances self-confidence **Role of Technology** - there are a number of free online tools they can use from the commencement of the task to its completion especially that some of the group tasks will be done outside the regular class hours - **Project-based learning** - a collaborative learning activity where learners work on an -authentic task guided by an open-ended question - each member has an assigned role that will contribute to the solution of the problem that was identified - this problem reflects real issues in their community or the world at large - teaching method where students gain knowledge and skills by working to investigate and respond to a certain question or problem **1. Project Launch** -- purpose and audience **2. Reading and Research** -- background, gathering information **3. Writing and Research** -- product draft, conducting additional research **4. Revision and Editing** -- improvements to the product **5. Presentation and Celebration** -- reaching intended audience, celebrating accomplishment **Past and More Recent Researches:** 1\. Research methodology skills (Tiwari, Arya, & Bansal, 2017) \- students knowledge of the topic taken, searching review for the topic, communication skills, data collection skills, and analytical and presentation skills were enhanced 2\. Oral communicative competence (Bakar, Noordin, & Rali, 2019) \- effectiveness of PrBL in the improvement of oral communicative competencies of 44 Malaysian English language learners 3\. Development of Skills (Wurdinger & Qureshi, 2015) \- there was a significant difference in the mean scores for the following life skills: responsibility, problem solving, self-direction, communication, and creativity skills **Module 3 (Technology Tools for Teaching)** - **Mode of Learning** - **Hybrid blended learning** - **Basic Suite** Most widely use software support tools: 1\. Word Processing 2\. Spreadsheet 3\. Presentation Programs - **Why Use Software Tools** 1\. Improved Productivity 2\. Improved Accuracy 3\. Improved Appearance 4\. More Support for Interaction and Collaboration - **Recent Developments in Software Tools** 1\. Web-based Collaboration Tools 2\. Open-Source Software - **Online Collaboration Tools** 1\. Text-based Chat 2\. Skype 3\. Wimba Live Classroom 4\. Google+Hangouts 5\. Zoom.us 6\. Kahoot/Mentimeter/Quizziz 7\. Team Viewer 8\. Google Docs - **Recommendations for Effectively Employing Online Collaborations Tools (OCTs) in Teaching** *A. Carefully Select Specific Instructional Technologies* 1\. Start-up cost 2\. IT support 3\. Tool overload 4\. Accessibility *B. Protect Students and Their Privacy* *C. Resist the Myth of "The Tech-Savvy Students"* *D. Develop Guidelines for Equitable and Inclusive Participation* *E. Actively Foster and Sustain Desired Student Engagement* **Lesson 3.2 Integration of Technology in the Classroom** **Technology Integration** - using technology as a tool to enhance the learning - allowing students to create and demonstrate what is being taught - using various applications to express ideas, thoughts, and learning - learning content and showing understanding of the content, not just expertise with a tool **Levels of Integration** - *Basic* -- no substantial change in the teaching-learning process from previous method **-** While technology helps, it does not play a pivotal role - *Middle-level* -- there is purposeful use of technology to support key learning areas - *Complex* -- technology is the central instruction tool - **Why Integrate Technology** **-** technology can help learners improve their problem-solving skills **-** students can work together or independently **-** technology can lead to greater learning independence **-** learners work out what Educational Technology tool best express their knowledge **-** students can work at a pace that suits their needs **-** teachers can check whether students have mastered a certain concept **-** students can track their progression **How to Integrate Technology** Teachers: \- focus on delivering the curriculum appropriately with the support of Educational technology