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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.

 

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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 for Communication

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Study and practice English listening, speaking, reading, and writing skills with a focus on listening and speaking for basic communication. regarding everyday-life situations, feeling and opinion expressions, role-play performance as well as basic grammatical structures and usage.

Learn how to talk about everyday-life situations, feeling and opinion expressions, role-play performance.Understand basic grammatical structures and the usage.

The course is for Elementary to Intermediate Levels.

English Course

Course Objectives

After completing through this course, students can be able to:

  1. introduce themselves and someone else to others;
  2. ask for and give directions accurately;
  3. describe the features of things, places, and people;
  4. ask for clarifications appropriately;
  5. make and respond to invitations and suggestions appropriately;
  6. express feelings as well as opinions towards the given situations;
  7. apply knowledge to advanced English courses or further study;
  8. use language expressions to deal with everyday situations;
  9. have positive attitudes towards learning English.

Teaching Methods are based on Teaching with Technology Approach

  1. PPT with introduction to the topic/ Lecture
  2. Group /pair/individual tasks
  3. Presentation and discussion
  4. Additional assignments and supplementary worksheets

Evaluation

1.1 Attendance and participation

1.2 Speaking test

1.3 Worksheets and assignments

1.4 Role-play

Final Interview / Spoken  Examination

Most of all, I want my students to experience some immediate success in conversation in English. Small, speedy success helps learners to communicate in their foreign language and also motivates the student to keep studying.

It is necessary because language learning is a long, difficult task that requires persistence.

Meadowlark students Skype nationally

Teaching with Technology has been used for some time now.

 

Source: Meadowlark students Skype nationally

Meadowlark Third Grade Teacher Brendan Finley’s class have been participating in a program called “Mystery Skype.” Students are able to connect online through video chat and ask each other questions.

“Using Skype is a great experience for them to learn about other states and students around the country,” Finley said.

Finley’s class has had seven Mystery Skypes, Wednesday’s chat was an improvement in comparison to the past.

“This is the best one yet,” Finley said. “The class did a good job and had fun.”

A projector showed the other class and the students were able to communicate through a laptop webcam.

IATEFL Online Conference in Glasgow, 2017

Tune in for live coverage from Glasgow on Monday 3rd April

 

 

Following my previous year experience, I am willing to write a few blog posts about the video content (streamed or recorded interviews or video sessions) published on the IATEFL Online site during the 2017 IATEFL Conference.
Watch the 2017 IATEFL Conference live online
51st Annual International IATEFL Conference and Exhibition
SEC, Glasgow, UK
4th-7th April 2017
Pre-Conference Events and Associates’ Day, 3rd April 2017

 

The Lack of Correlation among University Teaching, Secondary School Teaching and Primary School Teaching

There is a lack of connection between secondary school textbooks and college teaching materials, which is a barrier to English learners. In the teaching material of university, middle-school and primary school in our country, there are many unnecessary repetitive content (Tian, Jiu, Xu, & Wang, 2011). And there are different emphases in different stages of teaching. In primary and secondary schools, English learning is mainly based on a few textbooks, which mainly focuses on the teaching of grammar. Therefore, the students’ vocabulary is relatively poor, and the ability of language application is poor. College English is focused on to grasp the usage of vocabulary and a variety of expression, not to teach grammar systematically. This is detrimental to the cultivation of students’ practical ability, and can lead to negative consequences.

Life-Related Teaching Method Life-related teaching method refers to integrate English teaching into life, learn English in life, master the basic skills of English in practice. Life-related teaching is an English teaching which is based on life. It is different from the traditional teaching methods in the selection of teaching materials, teaching process and teaching effect. life-related teaching is to let students learn English out of class, and to learn English in practice. Life-related teaching method breaks the traditional English teaching mode, and the students are liberated from the shackles of the traditional English teaching, which makes the students actively integrate into the teaching. Life-related teaching puts forward higher requirements to English teachers’ teaching level and teaching theory (Xu, 2010). In the teaching level, it requires teachers to have a deep understanding of the teaching content, select the appropriate teaching material from life, and introduce the life material into the practical English teaching. In the aspect of teaching theory, the traditional English teaching pays attention to the training of students’ vocabulary, grammar and sentence pattern, and the English teachers only need to master the theoretical knowledge of vocabulary, grammar, sentence patterns and so on. The life-related teaching attaches great importance to cultivate the students’ comprehensive ability in our daily life, which requires the English teachers to master rich English teaching theory. Therefore, in the process of implementing English teaching, the college can refer to the life-related teaching method. 3.3. Task-Based Teaching Method Task-based teaching method is to cultivate students’ confidence in learning English through the gradual accumulation of the task. Task-based English teaching method is based on the task of the basic module, in the process of English teaching, to complete a series of tasks. In this process, English teachers and students can get along very well, and English teachers and students will be able to speak English in a real environment, to improve students’ ability of English communication. Task-based teaching method compares with the traditional English teaching has the following advantages: first, task-based English teaching method has a very clear teaching goal; Second, the task-based teaching method is a kind of student-centered English teaching methods; Third, task-based teaching method is carried out around the students, each student has a certain task, prompting students to actively participate in the teaching of English. Task-based English teaching method not only put forward higher requirements to the English teachers in colleges and universities, but also put forward higher requirements to the students. In the aspect of English teachers, task-based teaching method requires English teachers to have a high comprehensive quality and strong professional knowledge, in the process of task allocation, to pay attention to the difficulty of the task. In the aspect of students, the task-based English teaching method requires that each student has a certain task, and everyone can’t be lazy. Therefore, in the process of implementing English teaching, the college can refer to the task-based teaching method. 3.4. Group-Divided and Cooperative Teaching Method Group-divided and cooperative teaching method is according to the interests and the English levels, divide students into groups. Each group as a small team, English teachers’ teaching according to the actual situation of each team, at the same time, the requirement between team members, learn from each other, communicate with each other. According to the English teachers’ teaching method, choose the appropriate method of learning English. On the one hand, group-divided and cooperative learning can enhance students’ sense of team cooperation. On the other hand, it can improve students’ ability to communicate in English quickly.

Group-divided and cooperative teaching method is based on students’ autonomous learning. In the process of English teaching, through the communication between the team members, stimulate students’ interest in learning English.

In the process of group-divided and cooperative teaching, not only can strengthen students’ team cooperation consciousness and responsibility, but also can achieve a comprehensive and sustainable development of students’ learning English. Therefore, in the process of implementing English teaching, the college can refer to the group-divided and cooperative teaching method.

  Conclusion

With the pace of the globalization and internationalization of the world economy accelerating, English, as a communication tool, is becoming more and more important. The goal of English Teaching in colleges and universities is to cultivate students’ English practical ability and intercultural communicative competence through the use of effective English teaching methods. In order to improve the present situation of the current college English teaching methods, promote the reform of English teaching methods, improve teaching quality, colleges and universities should attach importance to reform of college English teaching, and actively promote the implementation of university teaching methods, to provide a good external environment for the reform of College English teaching.

References

AAMC (2005). Report VII Contemporary Issues in Medicine: Musculoskeletal Medicine Education, Medical School Objectives Project No. VII. Washington DC: Association of American Medical Colleges. Abou-Raya, A., & Abou-Raya, S. (2010). The Inadequacies of Musculoskeletal Education. Clinical Rheumatology, 29, 1121-1126. http://dx.doi.org/10.1007/s10067-010-1527-y Akesson, K., Dreinhofer, K. E., & Woolf, A. D. (2003). Improved Education in Musculoskeletal Conditions Is Necessary for All Doctors. Bulletin of the World Health Organization, 81, 677-683. Almoallim, H., Bukhari, E., Amasaib, W., & Zaini, R. (2012). How to Avoid Delay in SLE Diagnosis and Management. In H. Almoallim (Ed.), Systemic Lupus Erythematosus (pp. 219-242). Croatia: InTech. http://dx.doi.org/10.5772/26498 Al-Nammari, S. S., James, B. K., & Ramachandran, M. (2009). The Inadequacy of Musculoskeletal Knowledge after Foundation Training in the United Kingdom. The Bone and Joint Journal, 19, 1413-1418. http://dx.doi.org/10.1302/0301-620x.91b11.22445 Tian, Y., Jiu, W. H., Xu, F. F., & Wang, X. D. (2011). Investigation and Analysis of Female Teachers’ Burnout at Hainan Colleges and Universities. Northwest Medical Education, 19, 378-380. Wang, X. J. (2010). Investigation and Analysis of the Burnout Status of College Female English Teachers. Journal of Jinan Vocational College, 1, 37-38, 41. Xu, H. Y. (2010). A Study of University English Teachers’ Prof

 http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.79129

Invitation to my English Classes

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