She is PolishLanguage Teacher as well as Teacher of English, English Literature, English Drama,
Business English and different English Exam Preparation (Cambridge FCE).
Education - University of Wroclaw Poland, Philology, Linguistics Jul 1969.
·1974 M.A.
thesis Efficiency of Polish Phonological
Systems, the work was written under the supervision of Prof. Dr. Hab. Jerzy
Woronczak. The effectiveness of Polish Phonological and Phonemic Structure:
evaluation of the Excellent.
·1979, she
started a Ph.D. thesis on; Theoretical Ground Rules of The Stages of
Effective Communication. She had
not finished her dissertation.
·July 1994 – Diploma
Proficiency
British Consul.
·June 1995 - Diploma of the Polish-American Postgraduate Study of Communication in The Organization
and Management, organized by
Wroclaw
Polytechnics, the University of Wroclaw and Central Connecticut State
University.
·1995 – 2000
Senior Lecturer at Polish-American Postgraduate Study of Communication in The Organization
and Management
·2011 Premium
Teacher on WizIQ
·October 2013
Freelance Senior Lecturer at Wroclaw University of Technology
She has been teaching Polish
as a foreign language and English, since 1976.
M.A. Halina Ostańkowicz-Bazan
also gives lectures in English on Polish History and Culture for students from
all over the world. She has been looking for some inspiration and learning how
to teach using new technologies, since 2010. WizIQ fascinated her since she found the Platform.
In addition to this, Halina is
extremely interested in Cultural
Diversity. Furthermore, she believes that teaching language using songs is
a powerful and enjoyable way of improving communication skills. Her educational
approach recommends singing a language, meaning that we don’t speak the
language, but we sing it.
Halina is a long-life learner,
so she has been working on improving her teaching/learning skills for a very
long time.
Additionally, she is for blended
learning as well as flipping classroom techniques. She also finds Virtual
Classes tremendously exciting and challenging, as they make attendees feel like
having a real meeting and discussion. In Halina’s view, Visual quality and
non-verbal communication tools, you can share with attendees are particularly
significant. Moreover, an opportunity to communicate online with people from
around the world is an overwhelming experience as well as an excellent chance
to connect for teaching and learning. An occasion to meet and connect with
people from the entire Globe is one of the reasons she appreciates online
communication, very much.
13 Free Teacher Downloads for Back to School:
All of Edutopia’s downloadable and printable back-to-school resources are collected here for easy classroom reference.
For my students.
There are a variety of teaching
strategies that instructors can use to improve student learning. The
links below will show you some ways to make your classes more engaging.
Active Learning
-
Active Learning is anything that students do in a classroom other than
merely passively listening to an instructor's lecture. Research shows
that active learning improves students' understanding and retention of
information and can be very effective in developing higher order
cognitive skills such as problem solving and critical thinking.
Clicker Use in Class-
Clickers enable instructors to rapidly collect and summarize student
responses to multiple-choice questions they ask of students in class.
Collaborative/Cooperative Learning
-
Cooperative and collaborative learning are instructional approaches in
which students work together in small groups to accomplish a common
learning goal.They need to be carefully planned and executed, but they
don't require permanently formed groups.
Critical Thinking
-
Critical thinking is a collection of mental activities that include the
ability to intuit, clarify, reflect, connect, infer, and judge. It
brings these activities together and enables the student to question
what knowledge exists.
Discussion Strategies
-
Engaging students in discussion deepens their learning and motivation
by propelling them to develop their own views and hear their own
voices. A good environment for interaction is the first step in
encouraging students to talk.
Experiential Learning
-
Experiential learning is an approach to education that focuses on
"learning by doing," on the participant's subjective experience. The
role of the educator is to design "direct experiences" that include
preparatory and reflective exercises.
Games/Experiments/Simulations
-
Games, experiments and simulations can be rich learning environments
for students. Students today have grown up playing games and using
interactive tools such as the Internet, phones, and other appliances.
Games and simulations enable students to solve real-world problems in a
safe environment and enjoy themselves while doing so.
Humor in the Classroom-
Using humor in the classroom can enhance student learning by improving understanding and retention.
Inquiry-Guided Learning
-
With the inquiry method of instruction, students arrive at an
understanding of concepts by themselves and the responsibility for
learning rests with them. This method encourages students to build
research skills that can be used throughout their educational
experiences.
Interdisciplinary Teaching
-
Interdisciplinary teaching involves combining two different topics into
one class. Instructors who participate in interdisciplinary teaching
find that students approach the material differently, while faculty
members also have a better appreciation of their own discipline
content.
Learner-Centered Teaching
-
Learner-Centered teaching means the student is at the center of
learning. The student assumes the responsibility for learning while
the instructor is responsible for facilitating the learning. Thus, the
power in the classroom shifts to the student.
Learning Communities -
Communities bring people together for shared learning, discovery, and
the generation of knowledge. Within a learning community, all
participants take responsibility for achieving the learning goals.
Most important, learning communities are the process by which individuals come together to achieve learning goals.
Lecture Strategies
-
Lectures are the way most instructors today learned in classes.
However, with today’s students, lecturing does not hold their attention
for very long, even though they are a means of conveying information
to students.
Mobile Learning-
Mobile Learning is any type of learning that happens when the learner is not at a fixed location.
Online/Hybrid Courses
-
Online and hybrid courses require careful planning and organization.
However, once the course is implemented, there are important
considerations that are different from traditional courses.
Communication with students becomes extremely important.
Problem-Based Learning
-
Problem-based Learning (PBL) is an instructional method that challenges
students to "learn to learn," working in groups to seek solutions to
real world problems. The process replicates the commonly used systemic
approach to resolving problems or meeting challenges that are
encountered in life, and will help prefer students for their careers.
Service Learning
-
Service learning is a type of teaching that combines academic content
with civic responsibility in some community project. The learning is
structured and supervised and enables the student to reflect on what
has taken place.
Social Networking Tools- Social networking tools enable faculty to engage students in new and different means of communication.
Teaching Diverse Students
-
Instructors today encounter a diverse population in their courses and
many times need assistance in knowing how to deal with them.
Teaching with Cases
-
Case studies present students with real-life problems and enable them
to apply what they have learned in the classroom to real life
situations. Cases also encourage students to develop logical problem
solving skills and, if used in teams, group interaction skills.
Students define problems, analyze possible alternative actions and
provide solutions with a rationale for their choices.
Team-Based Learning
- Team-based learning (TBL) is a fairly new approach to teaching in
which students rely on each other for their own learning and are held
accountable for coming to class prepared. Research has found that
students are more responsible and more engaged when team-based learning
is implemented. The major difference in TBL and normal group
activities is that the groups are permanent and most of the class time
is devoted to the group meeting.
Team Teaching
-
At its best, team teaching allows students and faculty to benefit from
the healthy exchange of ideas in a setting defined by mutual respect
and a shared interest in a topic. In most cases both faculty members
are present during each class and can provide different styles of
interaction as well as different viewpoints.
Writing Assignments -
Writing assignments for class can provide an opportunity for them to
apply critical thinking skills as well as help them to learn course
content.
“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 topersonalize 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.
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.
“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 topersonalize 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.
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.
