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TEACHING with TECHNOLOGY

TEACHING AND TECHNOLOGY

By Halina Ostankowicz- Bazan

What does teaching with technology mean to me?

To me, teaching with technology involves the development of my approaches that includes four primary modules: the course content, the coach, the students, and the technology implements.

After over thirty years of teaching, I felt bored with my traditional technics and wanted to find some inspiration, as well as improvement.

My motivation, to search for the updated coaching methods, was an eagerness to make my classes more challenging and more exciting.

Learning how to teach with technology has helped me to make progress as a teacher and a learner. Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning. 

 In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more. The newest technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are trying to accomplish.

I like this model;

According to Gregory and Denby Associates significant implications for teaching with technology state that instruction should attempt to build upon each student’s experiential base.

What a teacher / student learns from education is, in no small extent, a function of prior knowledge.

One role of technology, therefore, is to bridge personal experiences and formal in traction. Technology should also be sufficiently flexible to adapt to teachers’ / students’ on-going instructional needs. One of the symbols of a master teacher is the ability to recognize and repair student’s misunderstandings and misconceptions.

What do I expect students to learn from the online course?

I would like to make my students interested in learning, improving the general understanding of the need to ask questions as well as to search for answers.

I expect my learners to change their studying habits so that can grow an appropriate background education and become more open to new ways of getting knowledge.

Image result for 21 century skills

Image result for 21 century skills

 What skills and knowledge do I want them to acquire by the end of the course?

By the end of the course, students should improve their speaking and listening skills as well as become more confident in communication in English.

Students / participants will have a strong understanding of what the communicative approach to language teaching is and how it relates to them.

Learners will practice updated, efficient studying methods and will make implausible progress through self-study.

Finally, course participants will achieve a high fluency level of conversational English.

Also, to enhancing their pronunciation, improving speaking skills and language fluency students will be prepared for a variety of English-speaking module exams.

After my https://www.wiziq.com/course/64625-halina-s-conversational-english

Halina’s Conversational English online course I would like my students to;

Image result for teaching with technology

  • Improve speaking competence and English fluency
  • Increase communication efficiency
  • Use strategies for making Small Talk effectively
  • Get ready for a variety of English-speaking environments
  • Prepare for different Spoken English, Exams, and Interviews

 

What teaching strategies (lecture, discussion, group work, case studies, etc.) will best help students achieve these goals?

The best teaching approaches for my learners are speaking as well as listening strategies. Apparently we run-through presentations, discussions, conversations, dialogues, teamwork and case studies. I would like to point out that I just use actual, real texts from the books, newspapers, the song’s lyrics, movies. We often take advantage of different kinds of listening comprehension such as listening to the news, interviews presentations, et cetera.

In my view, the most imperative teaching method is encouraging students and motivating them to be active learners.

Generally speaking, in my course I will take advantage of both synchronous lessons and asynchronous communication supported with PowerPoint presentations, reading as well as listening assignments, discussions, and variety of tasks such as running or giving interviews, making English speaking videos, creating classes.

Being creative is a must in the language classroom.

In one of the TED talks, Sir Ken Robinson said that creativity is as important as literacy and as such must be promoted in any classroom. Nowadays, however, most Foreign Language syllabuses follow the testing-oriented approach to allow for more objective assessment of the students.

For recognizable reasons, the testing-oriented approach does not generate a context for learners being creative. Therefore, creativity is not promoted or is even excluded in total.

 In my course, I will argue that in the context of Foreign Language Learning and Teaching creativeness is essential. It leads to better and faster assimilation of language material, and it generates a more productive language environment. Moreover, inventiveness unpredictably enough may produce better test results, no matter the learners’ level is.

Halina Ostańkowicz- Bazan

Online publications, virtual communities, and more blogs

Videos

Resources from other teaching and learning centers

Engaging students in learning

Teaching with technology

Service learning

Face-to-face

Learn to Blend and Flip with Technology

Teaching with Technology

Micro Teaching in Pairs

Are we happy in 2019?

https://moodle4teachers.org/course/view.php?id=240

I am taking the course Getting Online as a Teacherpreneur

We have to answer some questions…..

@What is the difference between wordpress.com and wordpress.org?

  1. What is database and why is it important.
  2. Overview of wordpress dashboard
  3. How to deal with cyber bullying among young adults

I am very excited because studying is a big adventure for me as a lifelong learner.

True Learning

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Authentic Learning

 

I give English one to one tutoring classes as well as ONLINE English Courses.

I realize what YOU need to succeed in English. I know the essential skills you need to grow to suit an active communicator in English.

My classes are for students who want to use a most proficient approach to get fluent in English fast by practicing English Skills. Training is a subconscious process and is faster than conscious learning.

Being capable of putting across effectively is the most important of all life skills.

Communication is merely the act of transferring information from one place to another, whether this is vocal,  written, visually or non-verbally (using body language, gestures and the tone and pitch of the voice).

How well this information can be transmitted and received is a measure of how good our communication skills are.

Training your English communication skills can facilitate all aspects of your life, from your professional spirit to social gatherings and everything in between.

 

Conventional methods of learning English exemplify passive learning with a limited success rate. I firmly trust in Active Learning of English Skills which is much more efficient than passive learning.

These are the primary disadvantages of passive English learning

  1. The major weakness of passive education is that it splits the language into different components – reading, writing, listening, grammar, and pronunciation – which you try to learn separately.
  2. When learners are not actively involved in the class, they continue to think in their native language. Whatever the instructor explains to them, they try to interpret it in their mother tongue. It becomes nearly impossible to process the information intuitively or spontaneously.
  3. Because learners aren’t taught to think in English, they are unable to communicate in English.

Active learning helps students start speaking English confidently in less than a year.
Active learning is more than just listening: it involves the active participation of students. They must use the language all the time and be emotionally involved in the process.

We call for the conversion from Passive Learning to Active Training English Skills

As a language teacher, I use all kinds of tricks just because making students speak and building their self-confidence in keeping the conversation going is the most essential for me.
When I teach Polish, my foreigners and I have to speak only Polish, and also my English classes are run entirely in English. I train without a bridge language.
This signifies they are required to forget about native language and start speaking as well as intending in a foreign linguistic communication. Thinking in a foreign language, this is just what I want my learners to achieve.
My students learn the words in different contexts, mostly singing phrases, expressions, collocations, idiomatic expressions, phrasal verbs also telling tales. Moreover, I inspire them to talk to everybody, even to themselves in a foreign language. Consequently, they can communicate as well as discuss a variety of beautiful narrations.
Many teachers spend most of their time altering each other’s errors.

Nevertheless, I correct only fundamental errors, as I don’t want students to stop talking. I also encourage my learners to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.

Moodle_Experience_2_Jun_2013_de7d827bHalina's Course

 

  1. The most important is to deliver comprehensible input. We improve the language when we understand it.

I am very much against the support in the native language.

  1. Learners spend more time dynamically speaking English when we convince them, for working students.
    I also develop an environment for gaining all language skills – reading, listening, speaking, writing, and pronunciation at the same time. Learners experience everyday situations again entirely in English.
  2. The mobile is an obvious choice for delivering information. It affords pupils access to reading material both in the course of educational activity and after the class of a written report. It covers support for sharing sessions with friends or teachers, which is essential for digital learners.using-digital-tools-

The lessons added by a teacher allow building an active connection between everyone.

As a result, I as an English teacher achieve a perpetual change from passive learning to the active, improving English skills.

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Thank you for reading and watching.

Wishing you all the best,

Halina Ostankowicz- Bazan

References

http://edglossary.org/authentic-learning/

https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf

https://www.ernweb.com/educational-research-articles/the-four-characteristics-of-authentic-learning/

https://youtu.be/XOupbmSx27A

https://clt.curtin.edu.au/teaching_learning_practice/student_centred/authentic.cfm

 

 

  1. Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field &
  2. Cisero, C. A. (2006). Does reflective journal writing improve course performance? College Teaching, 54, 231-236.
  3. Developing Language Objectives for English Language Learners in Physical Education Lessons. Clancy, M. & Hruska, B. (2005).
  4. Dewey, J. (1933). How we think (Revised). Boston: D.C. Heath.
  5. Duckett, H. (2002). Smoke and mirrors? Evaluating the use of reflective practice as a management learning technique.” Education-line database, December 23.
  6. Effective Instruction for English-Language Learners. Protheroe, N. (2011).
  7. English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English. NCTE. (2008).
  8. Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction. Moughamian et al. (2009).
  9. Shulruf, B. (2011). Do extra-curricular activities in school improve educational outcomes? A critical review and meta-analysis of the literature. International Review of Education, (56),591-612.

 

Enhanced Learning Experiences

To provide enhanced learning experiences, it is important to remember these points:

Communication must be regular and responsive to partners.BannerforNing6
Technology tools need to be tested and trialed first before students become frustrated – in this summit it was made clear teachers had set up the technology and supported student use throughout
Collaboration means being able to ‘get on’ with others – so although there may be disagreements between cross-school teams, the goal is to problem solve and come to a mutual understanding – we all need these skills in today’s world!
Student-centred, inquiry-based learning is key to successful sharing and the better understanding of global partners here.

Classroom Odyssey

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Quick announcement: I’ll be presenting, along with Susan Gay Hyatt, my Blue Planet co-director, at the 8th annual Global Education Conference, a worldwide online event for educators and others interested in the world of benefits that global education can provide to students.

Join us–for free!–on Wednesday, November 15 at 2pm EST to hear us answer the burning question:

What’s a Crankie??

We’ll be showcasing a Crankie project that Blue Planet carried out between a school in South Florida and one in Shanghai, China, and teaching you how you can create a similar project in your own classroom. The presentation will be great for

  • Language arts teachers
  • Fine arts teachers
  • Social studies teachers
  • World language teachers
  • Teaching Artists
  • Cultural Educators

Attendance, which is completely online, is free. Go to the Conference schedule page here for information on how to join us and the other presenters for this fantastic conference!

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English Lessons with Halina

https://files.acrobat.com/a/preview/393adc6c-d96e-437c-acd4-b0e4c4095b23

 

Active English Learning

Active learning helps students start speaking English confidently in less than a year.
Active learning is more than just listening: it involves the active participation of pupils. They must use the language all the time and be emotionally involved in the process.

We need the conversion from Passive Learning to Active Training English Skills

As a language teacher, I use all kinds of tricks just because making students speak and building their self-confidence in keeping the conversation going is the most essential for me.

 

 

English Conversation Seminar on Polish History and Culture

DSC_0141.jpgPolish Culture and History

The Course will concentrate attention on the crucial events in the history of Poland its victories and calamities.  Its economic and cultural development, the most important places of spiritual life (like Wawel Cathedral, Jasna Góra), most significant achievements of science, industry,  literature, music, and arts.  It aims to  bring  an acquaintance with life and works of outstanding polish  artists (Wyspiański, Nowosielski, Fangor), musicians (Chopin, Wieniawski, Lutosławski, Penderecki),  writers (Sienkiewicz, Gombrowicz, Miłosz, Szymborska), movie directories (Wajda, Kieślowski) and scientists (Copernicus, Hevelius, Staszic,  Skłodowska – Curie).People whose achievements deserve a worldwide promotion.

This course requires participants a bit of activity such as reading samples of works of polish Nobel prize winners in literature, confronting polish history and its heritage with the history of their own countries, looking for relations and connections.

Poland in the 21st Century
Poland – basic facts.
How to avoid faux pas – how to use the presented expression correctly?
Polish legends. Piast dynasty.
Polish cuisine, rules connected with meals.
Jagiellonian dynasty.
Renaissance in Poland.
First elected monarchs. House of Vasa. Stefan Batory and Jan III Sobieski.
Polish holidays – part I
Wrocław today and yesterday.
History and culture of Wrocław.
The partitions of Poland. Uprising fights for the independence.
Polish romanticism.
I World War and the restoration of Poland’s sovereignty. The figure of Józef Piłsudski.
The time of Second Polish Republic.
Polish holidays – part II
II World War. German occupation. Holocaust and German Nazi concentration camps on the territory of Poland. Soviet occupation– prison camps on Soviet territories. Katyn massacre.
The post-war period – lack of freedom. Times of Stalinism.
The reign of Communists. Strikes and the birth of ‘Solidarity’ (Polish Trade Union). The figure of Lech Wałęsa. The Martial law in Poland. The fall of Communism, the Round Table, restoration of sovereignty.
John Paul II became a Pope in 1978. The role of his pontificate in the history of Poland, Europe, and the world.
Great Poles.
Most significant masterpieces of Polish arts – summary.
Cultural Diversity – discussion. ­
PRIMARY LITERATURE:

A PAINTED HISTORY OF POLAND, RED. E. OLCZAK, WSTĘP: J. TAZBIR, WYD. DEMART, WARSZAWA 2009.
BUBCZYK R., A HISTORY OF POLAND IN OUTLINE, WYD. 3 UZUPEŁNIONE, LUBLIN 2011.
NOWIŃSKI K., POLSKA. POLAND. OPOWIEŚĆ O LUDZIACH, ZABYTKACH I PRZYRODZIE. PEOPLE, NATURE AND HISTORIC TREASURES, WYD. 3, WARSZAWA 2011.
WÓJCIK T., POLAND. THE MOST BEAUTIFUL SITES, WARSZAWA 2008.
SECONDARY LITERATURE:

DAVIES N., GOD’S PLAYGROUND. A HISTORY OF POLAND, OXFORD 2010.
God’s Playground, A History of Poland: Volume 1: The Origins to 1795 (English) 19. April 2003
God’s Playground: 1795 to the Present-Day v.2: A History of Poland (English) January 1983 Norman Davies (Autor)
Poland: A History (English) – 20. July 2015 Adam Zamoyski
5.    Heart of Europe: The Past in Poland’s Present (English) – 23. August 2001 Norman Davies (Autor)

6.    Microcosm: Portrait of a Central European City. Book by Norman Davies and Roger Moorhouse

Recommended literature and teaching resources Polish Culture and History.

a.    Ford Charles, Hammond R; The Polish Film; McFarland ₰ Company, London 2005.

b.    N. Davies; Heart of Europe. A Short History of Poland, Oxford University Press 1986.

c.     J. Falkowska, S. Janicki; The New Polish Cinema, QuickBooks 2003.

d.    J. Falkowska; Andrzej Wajda. New York – Oxford, NerghamBooks 2008.

e.    Haltof Marek; Polish Film and Holocaust; BrghahnBooks 2011. M.Hennel – Bernasikowa;

f.      The Tapestries of Sigismund August, Zamek królewski na Wawelu, Kraków 1998. Janicki ;

g.    The Polish Film Yesterday and Today. Interpress, Warszawa 1985.

h.    Mangha – The History of the Design, Mangha, Kraków 2009. A. Mickiewicz; Forefathers,

i.      The Polish Cultural Foundation London 1968. J. K. Ostrowski; Cracow, Wyd. Artystyczne i Filmowe, Cracow – Warsaw, 1992.

j.      Polish Literature from the Middle Ages to the end of the Eighteenth Century. A Bilingual Anthology Selected and Translated by Michael J Mikoś, Constans, Warszawa 1999.

k.   M. Romanowska; Stanisław Wyspiański, BOSZ, Kraków 2009.

l.      Selected Poems by W. Szymborska, Cz. Miłosz, T Różewixcz, J. Hartwig , Kraków 1968-2013.

 

Zapraszam na korepetycje z języka angielskiego.

ID_mojeAngielski_Ulotka_New1

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