INTEGRATING ACTIVE LEARNING APPROACHES IN LANGUAGE LEARNING

To better prepare students for the challenges of the modern world, active learning approaches encourage students to actively participate in a variety of tasks designed to foster the creation of new knowledge, the interpretation of existing knowledge, and the cultivation of other necessary 21st-century skills. In this lesson, I’ve learned three active learning approaches in language learning: inquiry-based Learning, problem-based Learning, and project-based Learning.

In my viewpoint, the purpose of Inquiry-based Learning is to engage students in meaningful ways, such as through research and deep questioning. It’s a method of teaching that emphasizes the importance of solving problems and gaining knowledge through direct experience. Problem-based Learning, on the other hand, is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to the direct presentation of facts and concepts. Lastly, Project-Based Learning in which is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Thus, as a teacher, I must make my students know that they can take advantage of all the total access in modern society, especially with the help of technology. There is a multitude of information, and; they need only learn to become inquisitive and receptive to new things in order to make the most of their educational opportunities. In addition, as a teacher, I may also take advantage of technology in terms of using a variety of instructional materials in implementing active learning approaches that depend on the language learning classroom.

As part of our activity in this lesson, our teacher gave us a task about finding different language competencies in every language lesson in our chosen Curriculum Guide that is suited for Inquiry-based Learning. After that, I assessed what type of inquiry I would be using in creating core questions that learners might be asked to answer. What favors me in doing this activity is that we had a chance to choose whatever learning competencies we wanted freely. It makes me also realize that these sets of questions I created are possible questions that my students can ask or what they should answer or achieve throughout the lesson. My preference for this activity stems from the fact that we were given the option to focus on whichever set of learning competencies we wished. It also helps me to see that the questions I posed might be ones my students ask, as well as what they should respond to or accomplish by the end of the course.