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Showing posts with label methods. Show all posts
Showing posts with label methods. Show all posts

Thursday, September 15, 2016

Growing Up as a Teacher in the 'Web 2.0' Era

Growing Up as a Teacher in the 'Web 2.0' Era:
Teacher Stephanie Pinkin says the evolution of web-based technologies has changed teaching more than educators often realize.
I must say that I am proud of myself for trying out new technology as it becomes available. This pride is yet another encouraging factor that keeps me loving my job and looking forward to how it continues to change under Web 2.0.
Please understand this raving about online tools doesn’t mean I never get overwhelmed by them. When I attend a tech-heavy professional development session, I still leave with my head in a cloud and experience the same amount of panic all of us feel when something new is put on our plates. What I have learned about the benefits of embracing these tools is that I just need to always be on the hunt for technology that will make me a more effective and more efficient teacher. “Doing technology” just for a check-mark on my summative evaluation is not going to achieve anything substantial.

Friday, August 5, 2016

Blended Learning vs. Flipping Learning


According to Horn and Staker, blended learning is:

Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.

Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.

The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.

Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.

Flipped Classrooms provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.

This is the perfect way to “invert” doings in the class with activities outside the teaching space.

Flipping is not just about video and technology.

Moreover, technology does not replace good teaching. It enhances good teaching.

Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.


Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we can concentrate on the debate, as well as interpretation of the problem.

In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.

I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.


Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.

During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.

Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.


 



http://www.christenseninstitute.org/blended-learning/


 

Blended Learning vs. Flipping Learning


According to Horn and Staker, blended learning is:

Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.

Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.

The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.

Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.

Flipped Classrooms provides pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that classroom time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.

This is the perfect way to “invert” doings in the class with activities outside the teaching space.

Flipping is not just about video and technology.

Moreover, technology does not replace good teaching. It enhances good teaching.

Flipping helps us to get the best use of class time. It is a methodology that permits the instructor to involve students intensely in the collaborative community and produce a shared problem-solving workshop.


Sometimes, instead of giving lectures, I call for scholars to watch chosen PPT, videos or podcasts at home, so when we gather in the course of work, we can concentrate on the debate, as well as interpretation of the problem.

In my point of view, there are some significant ways to involve students during a lecture such as short demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.

I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further learning, or else to mature students' thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.


Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.

During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.

Wolff, Lutz-Christian, and Jenny Chan. "Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.


 



http://www.christenseninstitute.org/blended-learning/


 

Monday, March 7, 2016

Technology and the teacher’s personality



Teacher extraordinaire Mr Keating appears as the epitome of the charismatic teacher – one that his students are sure to remember long after their school years are over. Way over the top as this might be (though I am sure that, whatever we may say, many of us would love to feel we are a little bit like Mr Keating) it is only natural to ask ourselves: does the personality of the teacher matter in this Brave New World of technology and on-line courses?
As teachers we are in the business of influencing people. How can we do that? It helps if we imagine each individual as a big elephant with a rider sitting on top of it (a metaphor first used by J. Haidt 2006). The elephant is our emotional side; it is big, strong, somewhat impulsive and not as predictable as we would like it to be. The rider is our rational side; it can guide the elephant and the latter usually allows itself to be directed by the former (but if there is a disagreement, we all know who we should bet on! J )
So how can we influence people? There are 3 ways: a) We can motivate the elephant; this is what charismatic teachers do – they inspire their students, and this clearly works best in a f2f context. b) We can direct the rider – appealing to the logical part of our students and telling them what to do. This can work equally well in a f2f and an online context. c) We can shape the path down which the elephant and the rider will walk (an idea first proposed by Heath & Heath 2011 – click here to watch a 2-min clip). By careful use of choice architecture (see Thaler & Sunstein 2008), we can ‘nudge’ the duo in the direction we would like them to go. * An on-line environment is ideal for such an approach. However….
References:
  • Bloom, P. (2008) Introduction to Psychology. Yale Courses, You Tube
  • Haidt, J. (2006) The Happiness Hypothesis. London: Arrow Books
  • Heath, C. & Heath, D. (2011) Switch. London: Random House
  • Lieberman, M. (2013) Social. Oxford: Oxford University Press
  • Thaler, R. & Sunstein, C. (2008) Nudge. Michigan: Yale University Press

Saturday, August 15, 2015

Future of Education Halina MMVC15



My Hopes for the Future Education
"Education is simply the soul of a society as it passes from one generation to another." - G.K. Chesterton
My hope is that teachers will make learning personalized rather than standardized for everyone.
My hope allows to improve students’ creativity and teachers increase that natural curiosity with learners. Curiosity is the basis of innovation. Curiosity will power our world to progress.
My hope is that you charge the power of technology in thoughtful and incredible ways. Applied science can connect everyone, everywhere, at whatever time. We should use it to our advantage.
I hope for everyone to be able to discover the things you are passionate about.
I also hope that you have remarkable, encouraging educators and mentors who try groundbreaking and wild teaching techniques to help you grow as a learner.
My hope is you are ready for the challenges as well as the failure.
Making mistakes is a way to learn. It’s not about the disaster; it’s how you respond to the failure.
And finally my hope is that your school is different from most of the current transactional learning models, where the students are consumers of education.
Lastly, I hope for people to be just educational learners fitted in transformational learning approach with opportunity for active, creative and profound personal development. Education can take place anywhere and at anytime. It is not only about reading, writing, and learning mathematical practices.
Knowledge is wide-ranging. It’s breathing. Learning is the future.
“I am not a teacher, but an awakener.”
― Robert Frost
Halina OstaÅ„kowicz – Bazan
July 2015




Monday, July 20, 2015

Well, computers can't really think, they don't emote, they don't understand poetry, we don't really understand how they work. So what? Computers right now can do the things that humans spend most of their time being paid to do, so now's the time to start thinking about how we're going to adjust our social structures and economic structures to be aware of this new reality.


RSA Animate - Changing Education Paradigms


This is about how the current educational delivery approach, which has been used in education since the industrial revolution, is failing students, in this, the most exciting and dynamic time in human history.
Ken Robinson clearly identifies how the currently used old world model fails to solve the problems of the current and future world.
The MUST watch video.

Saturday, July 11, 2015

Assessing Creativity in Today’s Classroom

http://edex.adobe.com/professional-development/workshop/creativity-assess/


Creativity — it’s our future.
Essential Question:
How can assessment foster student creativity?
What is creativity, and why is it vital for success in school and beyond?

Thursday, March 26, 2015

What Are My Needs As An English Language Teacher?





 Students guided through learning module that asks and collects questions.
 Instructor prepares lecture. Instructor prepares learning opportunities.
Beginning of Class Students have limited information about what to expect. Students have specific questions in mind to guide their learning.
  Instructor makes general assumption about what is helpful. Instructor can anticipate where students need the most help.
During Class Students try to follow along. Students practice performing the skills they are expected to learn. 
 Instructor tries to get through all the material. Instructor guides the process with feedback and mini-lectures. 
After Class Students attempt the homework, usually with delayed feedback. Students continue applying their knowledge skills after clarificationa and feedback.
 Instructor grades past work. Instructor posts any additional explanations and resources as necessary and grades higher quality work.
Office Hours Students want confirmation about what to study. Students are equipped to seek help where they know they need it.
 Instructor often repeats what was in lecture. Instructor continues guiding students toward deeper understanding.


http://ctl.utexas.edu/teaching/flipping-a-class/different