USING OPEN-ENDED

TOOLS IN FACILITATING
LANGUAGE LEARNING

Productivity Software Applications

for Language Teaching and Learning
 Open-ended Tools and their Uses in
Teaching and Learning Language Skills

Open ended tools or productivity software applications are ICT tools

which help the teachers and learners make their learning together
concrete, efficient, encouraging, and meaningful. As described by
Palmer (2015), teachers need to demonstrate 21st Century
characteristics to be able to meet the demands of the 21st Century
learners.
21st Century characteristics to be able to meet the demand of 21st
Century learners are:

Creating a learner-centered classroom and make the instruction personalized.

Facilitating the student’s productivity skills so they can produce movies that can
enhance their skills.
Learning new technologies.
Being globally competitive and learn different languages, and acquire communication
skills.
Being smart and allowing the use of devices as aids for the language acquisition.
Do Blogging.
Promote “go paperless” advocacy by using digitals.
21st Century characteristics to be able to meet the demand of 21st
Century learners are:

Collaborate with other educators and students to have the opportunity of sharing ideas.
Using web chats to share research and ideas.
Connecting with people with the same vibes by using media.
Introducing Project-Based Learning.

Building positive digital footprint.

Feeling of writing a page with HTML.
Innovating teaching toolbox for the sake the students.

Keep learning.
A. Using Word in Scaffolding Student Learning in a Language Classroom
We have to explore how these are maximized by teachers. Scaffolding is a various
forms of support given to assist, guide, or facilitate the learning process.

Activity 1: Creating Learning Plans Using Word Applications

This will help you plan, organize, share, implement, and enhance your learning plans
in teaching your language courses.
Step 1: Testing Your Knowledge of Word Processing Software Applications
Begin this activity by citing the existing word processing software applications
familiar to the students.

Types of Word Processing Applications

10 Free MS Word Alternative You Can Use Today
By Louise Balle (2017)
Investintech (2020)
https://itstillworks.com/purpose-word-
https://www.investintech.com/resources/articles/tenwordalternatives/
processor-1155.html
Step 2: Viewing the Essential Parts of Learning Plans

Learning plans can be good for semester like a syllabus in the tertiary education. It can
be a unit plan a daily lesson plan, or an individualized plan.

1. Intel Teach Unit Plan

The Intel Teach Unit Plan is a comprehensive educational tool designed to help teachers
create effective lesson plans. It provides a framework for integrating technology into the
classroom and helps teachers align their lessons with educational standards. The unit
plan includes a variety of resources, such as lesson plans, assessments, and multimedia
materials, to support teachers in delivering engaging and effective instruction.
2. Department of Education (DepEd)

The Department od Education of the Philippines requires teachers to develop and

submit their lesson plan. With the help of Word Application, the teachers are assisted
to develop it with ease and with the provision to edit and update it.
3. Masusing Banghay Aralin sa Filipino

Apart from teaching English, Mother Tongue, and other Foreign Languages, Filipino
is being taught as an academic subject and is being used also as a language of
instruction.
4. Syllabus

Teaching language courses in the university requires learning plans such as syllabus.
Syllabus refers to a document or outline that contains the course requirements,
objectives, readings, assignments, and policies for a particular class. It serves as a
guide for both the instructor and the students on what will be covered in the course
and what is expected of them throughout the semester or academic year.
Course Learning Outcome vs Program Learning Outcomes Mapping Table
Alignment of Course Learning Outcomes with the Graduate Attributes
Alignment of course learning outcomes with the graduates' attributes is a crucial aspect of curriculum
design and development in higher education. Course learning outcomes (CLOs) are statements that
describe what students are expected to know, understand, or be able to do after completing a course.
Graduates' attributes, on the other hand, refer to the knowledge, skills, attitudes, and values that
students should possess upon graduation.
Course Learning Plan
The plan typically includes information on the course syllabus, including course description, learning
objectives, assessment methods, and grading policies. It may also include details on the course
schedule, such as lecture topics, assignments, readings, and due dates. Additionally, it may provide
information on resources available to students to support their learning, such as textbooks, online
materials, or tutoring services.
Course Learning Plan
Final Course Requirement/s
As evidence of attaining the learning outcomes stated, student-learners are required to submit the
following requirements during the indicated dates of the term. The final course requirements in a
syllabus typically outline the tasks and assessments that a student must complete in order to pass the
course.

Assessment and Grading System

Course References
Step 3: Sharing the Features of Word Applications for Scaffolding Student Learning

Word applications are powerful tools for scaffolding student learning. They provide a wide
range of features that can be used to enhance student engagement, facilitate collaboration,
and support the development of literacy skills.

Microsoft Word is a widely used word processing application that provides a range of
features to create and edit documents. In the context of learning plans, Word offers several
special features that can be used to create effective and engaging plans.

Features:
 use of templates
 ability to insert multimedia elements such as images, videos, and audio clips
 allows for the creation of hyperlinks to external resources such as websites or online
documents.
 provides several formatting options that can help to improve the readability and visual
appeal of learning plans
Activity 2: Preparing Process Guides and Graphic Organizers using Word
Processing Software Applications
Explore some process guides that you may implement to help students to do their
assignments and perform various tasks supported by productivity software
application tools.
Step 1: The Relevance of Providing Process Guides and Graphic Organizers in
Language Learning

Allow students to become more efficient and productive in performing their learning
tasks. Providing process guides and graphic organizers in language learning is highly
relevant as they facilitate the acquisition of language skills and enhance the learning
experience. Process guides provide step-by-step instructions on how to complete a
task, making it easier for learners to understand and follow through. Graphic
organizers, on the other hand, visually represent information and help learners
organize their thoughts and ideas.
Step 2: Example of Process Guides as Scaffold in Language Teaching and Learning
Brainstorm and analyze some examples of process guides in language teaching and
learning.

1. Select a leader in a group.

2. Present the question or idea to be brainstormed.
3. Present sample steps of teaching reading and let the students research and
develop a guide foe each step.
4. Using graphic organizers

A. Venn Diagram

A diagram representing mathematical or logical sets pictorially as circles or closed

curves within an enclosing rectangle, common elements of the sets being represented
by the areas of overlap among the circles.
B. Frayer Model

A graphic organizer that helps students determine or clarify the meaning of

vocabulary words encountered while listening, reading, and viewing texts. It is used
before reading to activate background knowledge, during reading to monitor
vocabulary, or after reading to assess vocabulary.
C. Bubble Diagram

A very simple drawing that consists of roughly drawn bubbles (representing spaces)
connected by solid lines, broken lines or wavy lines etc. to specify the type of
relationship between the spaces.
D. T Chart

Used to separate information into two categories. A T chart can be used to compare
and contrast two things, to list advantages and disadvantages, to separate facts from
opinions, etc.
E. Fishbone Map

The fishbone map, also known as a cause-and-effect diagram or an Ishikawa

diagram, is a visual tool used for identifying, organizing, and analyzing potential
causes of a problem or an effect. It is a visualization tool for categorizing the
potential causes of a problem. This tool is used in order to identify a problem's root
causes.
F. Inductive Tower

It’s a visual tool that directly supports inductive thinking by building up the stages,
or steps, of moving from specifics to overall concept or principle. And being a tower,
each step is clearly defined and open to questioning. With an inductive tower, there’s
no chance of jumping to conclusions without justifying your reasoning.
G. Flow Chart

A flowchart is a graphical representation of a process or system that uses various shapes

and arrows to illustrate the flow of information, materials, or activities. It represents a
workflow or process. It shows the steps as boxes of various kinds, and their order by
connecting the boxes with arrows.
Four most commonly-used symbols in this standard are as follows:
H. Story Map

A story map is a visual tool that helps individuals or teams plan, organize, and
communicate narratives or stories. It typically consists of a graphical representation of a
story's structure, with elements such as characters, settings, events, and relationships
depicted visually in a sequential or spatial manner.
I. 5Ws Chart

A 5 W’s chart is a type of graphic organizer that will help students to visualize asking
questions that start with who, what, where, when, and why. When students want to gain
knowledge on a topic or get a deeper understanding of a story, it’s a great tool to gain
information.
Step 4: Using Presentation in Teaching Language Skills

A. Using Presentations in Teaching Language Skills

Language teachers can use computers to create visually and audibly appealing
presentations that utilize a variety of media tools. Students can also develop their
project outputs and reports to be able to share in the class. It can be used as
presentation tool in a innovative skill integration task, and other as a novel writing
tool.

Specifically, the integration of presentation software applications to language

teaching and learning is very beneficial in developing the students’ four language
skills. In their study, Schcolnik and Kol (1999) were able to present how
presentation software activates the four macro skills:
1. Reading

In our courses, students first read some academic articles on a topic of their choice,
knowing that they will have to present their conclusion in class. They analyze the
articles critically, compare and contrast the ideas presented, synthesize and evaluate.
Finally, they select highlights for inclusion in their presentation.

The integration of presentation software applications in language teaching and

learning can be highly beneficial in developing students' reading skills due to several
reasons:

Visual Engagement: This visual engagement can capture students' attention and
interest, making the reading materials more engaging and motivating. Interactive
presentations can also facilitate active participation and interaction, which can
enhance students' comprehension and retention of the reading content.
Authenticity: Presentation software allows teachers to use authentic reading
materials, such as articles, news, or real-world texts, in their presentations.
Flexibility: Presentation software provides flexibility in designing reading activities
that cater to students' diverse learning needs and styles. Teachers can create
presentations with varying levels of difficulty, adjust font size, incorporate audio or
visual aids, and provide scaffolding or hints to support students' reading
comprehension.

2. Writing

The integration of presentation software applications into language teaching and

learning can be highly beneficial in developing students' writing skills by providing
visual aids, promoting organization and structure, encouraging collaborative writing,
facilitating multimedia integration, fostering technological skills, and enhancing
audience awareness. These benefits can contribute to the overall improvement of
students' writing abilities and prepare them for success in their academic and
professional endeavors.
3. Speaking
The integration of presentation software applications into language teaching and
learning can be highly beneficial in developing students' speaking skills by
providing opportunities for speaking practice, visual support, organization and
coherence, authentic communication, feedback and peer evaluation, and
technological skills. These benefits can contribute to the overall improvement of
students' speaking abilities and help them become effective and confident speakers
of the language they are learning.
4. Listening

The integration of presentation software applications into language teaching and

learning can be highly beneficial in developing students' speaking skills by
providing opportunities for speaking practice, visual support, organization and
coherence, authentic communication, feedback and peer evaluation, and
technological skills. These benefits can contribute to the overall improvement of
students' speaking abilities and help them become effective and confident speakers
of the language they are learning.
THANK YOU
FOR
LISTENING!