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Professional development module
- 1. Professional Development Module Eva Kilar Magdziarz
- 2. Education BA In Teaching English as a Second Language and Translation and Interpreting ( 2004) - full time daily MA in English Philology (2007) – part time
- 3. Further Training ACELS/ NQAI ( currently QQI) training workshops Teaching students with Learning Disabilities (2011) Methodology Conferences organised by Publishers (2004- 2013) IATEFL Conference on BYOD ( 2013)
- 4. Teaching Experience Full time secondary school teacher Part time primary school teacher Private tutor Teacher Trainer
- 5. Other Roles Director of Studies Assessor and examiner ( Leaving Cert/ FETAC L.5, L6) Manual Handing trainer and examiner Interpreter and translator Course Coordinator VLE administrator
- 6. MY ARTEFACTS
- 10. I learnt how to plan for assessment, organise the quizzes and make them interesting for students
- 11. Chosen Article Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education , 54, 722–732.
- 12. Main influences on my PD Common European Framework of Reference for Languages
- 13. How to Teach English with Technology Gavin Dudeney and Nicky Hockly
- 14. My Aspirations I would like to expand my knowledge about ID and using ICT in the classroom. I would like to change my role to more of an instructional designer than a regular teacher and move more into online learning and teaching The programme gives me a lot of information to reflect on. Weekly diary I keep enables me to focus on the relevant issues connected with eLearning. Since I have some experience in blended learning I believe the programme will help me structure my courses in a better way.
Editor's Notes
- I graduated with a degree in TESOL and interpreting/ translation in 2004. Throughout the course we covered many modules apart from mastering our lg. competences we covered: phonology, linguistics, ELT methodology, pedagogy, philosophy, history/ literature/culture of GB and the USA. We also did a lot of TPs. In total I did 260 hours of TP in a primary and middle school ( public). The whole course of TP was spread among three years and was divided into pure observations as well are real teaching of students. During the third year of my BA course we were just teaching the students and were being observed by our tutors/ given feedback. This experience was highly beneficial for me as it provided me with a chance to put the theory into practice. My degree gave me full qualifications to teach in primary and middle schools. In order to teach in secondary and higher schools I had to start my post graduate course – so I applied and got the admission to the Silesian University. As I undertook my Master’s Degree as a part time course I started working in a state school full time ( i.e. 18 hours a week). I majored in Modern British Literature. My course covered Practical Use of English, didactics, methodology, translation and interpreting module, British literature, Philosophy. It gave me full qualifications to teach at all educational levels.
- Since my graduation I attended many ELT workshops, conferences and training days. I did one course on teaching students with disabilities which helped ma a lot to reflect on different students and the ways they work in a classroom. I focused while doing the course on students with dyslexia. That was the time I attended one of the ACELS. At this workshop the speaker Lindsay Clandfield introduced us to the concept of using technology in the ELT classroom. The workshop inspired me to start using ICT in the classroom. Having researched the matter, I decided to talk my boss into setting up an online platform using open source MOODLE. This was the first and the most significant influence in my professional path.
- I started my teaching career with teaching full time in a public secondary school. Simultaneously I was also employed in a private primary school. These two workplaces equipped me with the necessary skills for teaching. I learnt how to put the theory into practice, how to assess young learners as well as teenagers and adults, I held meetings with parents. My performance was assessed both in a private and public school, and I was always given a feedback on my lessons. I thoroughly enjoyed teaching in both places as they were so distant from each other and so great for my professional development. I gave also private tuition to students who needed help with the content of regular classes at school, prepared themselves for external international examinations in English, national leaving certification in English or just needed functional language as they wanted to emigrate.
- Then I moved in my career onto teaching purely adults and started to be involved in FETAC training ( teaching ESOL and Communication Modules). I started working in a language school and then I was offered the position of the Director of Studies. As a DOS I was responsible for Documented Curriculum Framework for the organisation, assessment of students, providing feedback to students, monitoring staff members etc. I have been doing it for four years and moved away from the position due to my personal situation. In the four years as a DOS I was also managing Grundtvig and Comenius courses founded by EU ( Methodology, TETT, Managing People). I was coordinating, managing the courses for EU teachers which I found really motivating. I am still in touch with some of the teachers who attended the courses at our institution. The main idea behind the courses was to exchange information and knowledge with people from all EU countries, all of the courses had the European/international dimension. To emphasise the dimension I had wanted to introduce a tool that would enable and enhance pre course and post course communication.
- When reflecting on my past I realised that the most important event in my professional development was the introduction to two pieces of software ie. Moodle leading to Hot Potatoes. Why is it important for me? It triggered my curiosity and made me think about alternative ways of teaching – moving into innovator who embraces the old with the new technologies, changing the process of learning ( not only introducing ICT) I remember hearing about Moodle from my colleague and people at a workshop so I was curious about it – started the research. At that time combining ELT with ICT was quite uncommon and the hype was for IWBs rather than any other software. I was trying to talk the executive director in my organisation into buying an IWB or installing Moodle. Since Moodle is an open source software – wed decided we would try to introduce it.
- I was working at the same time for two sister companies: BMI and IBC and we started with BMI as we were contracted trainers for FAS and wanted to experiment with blended learning. So we opened a platform for FAS FETAC level 5 and 6 students and our students. We used the platform also for TT for EU teachers.
- Then we started experimenting with ESOL students introducing them to Moodle gradually. This process is still ongoing and I use the platform as a supplementary resource.
- How I learnt? From a long manual, my method of trials and errors- experimenting and spending a lot of time on it. I became pretty proficient with the vle at this stage and feel really confident when using it.
- One of the ways I learnt to create fast and efficient quizzes are HOT POTATOES – an old version but still fully compatible with Moodle. I started using it and again by self – study managed to achieve a lot.
- 1. Why did you decide to apply for this Masters? 2. How do you see this masters programme assisting in your professional and / or career development? 3. How do you see this masters programme helping you become a more effective professional in the future?