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CONVERSATION WITH TEACHERS OF ITALIAN: GOALS, TRENDS AND ADVOCACY CTCOLT CONFERENCE OCT. 21, 2013 PROF. CARMELA PESCA, CCSU.

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Presentazione sul tema: "CONVERSATION WITH TEACHERS OF ITALIAN: GOALS, TRENDS AND ADVOCACY CTCOLT CONFERENCE OCT. 21, 2013 PROF. CARMELA PESCA, CCSU."— Transcript della presentazione:

1 CONVERSATION WITH TEACHERS OF ITALIAN: GOALS, TRENDS AND ADVOCACY CTCOLT CONFERENCE OCT. 21, 2013 PROF. CARMELA PESCA, CCSU

2 ITALIAN PROGRAMS IN CONNECTICUT CURRENT CONDITIONS Italian is considered one of the most beautiful languages to learn Italy is considered one of the most attractive travel destination Italian culture is considered one of the richest and most interesting to explore … but … The number of programs of Italian is limited The number of certified teachers of Italian is limited School districts are resistant to open new Italian programs Few schools offer Italian beyond the intermediate level Teachers of Italian are not in the best conditions in schools Budget cuts to education/language education affect Italian programs

3 GOALS Appropriate place of Italian language and culture within language education and within educational framework in general Adequate number of Italian programs, teachers and students Satisfactory work conditions Support for teacher qualification Support for functional delivery of instruction and new class format, including flipped classroom Ongoing professional development on updated methodologies and educational technology Fair distribution of resources

4 ADVOCACY Only Teachers of Italian can advocate for Italian teaching! Promoting Italian language and culture, being visible Coordinating class work together with other teachers of Italian Connecting with teachers of other languages and disciplines Sharing successes and challenges Joining professional organizations/associations (CITA, CTCOLT, ACTFL, NECTFL) Organizing and participating in events and conferences Showing leadership initiative to build and renew organizations Reaching out to institutions Reaching out to the community Applying for existing grants (IACE, NIAF)

5 NEW TRENDS IN LANGUAGE INSTRUCTION Technology continuously changes teaching style and learners expectations Digital textbooks; e-learning Open textbooks where teachers add their own resources Blended/Hybrid instruction Flipped classroom Online language learning communities Mobile courses Alternative learning realities Interaction with virtual (and real) peers and tutors Self-reflection as critical thinking competence

6 THE FLIPPED LANGUAGE CLASSROOM Goals and expectations are always pre-defined Learning activities are pre-assembled Homework may involve readings from textbooks or e-books, videos, online materials, podcast, video-recorded lectures Educational technology plays a main role Assessment is part of the learning process and class activities Classroom dynamic changes Class time is totally student-centered

7 TEACHERS … Prepare lesson content and lectures in advance Create videos, recordings, podcast, documents, webpages Select existing videos, texts and websites Put all resources online using technics allowed by their school Can also include traditional textbooks Answer student questions individually and as a group in class Guide students through their working on problems Revisit difficult topics of assigned lesson Explain complex concepts Facilitate student work and learning

8 AT HOME, STUDENTS… Read assigned texts Watch required videos at their own pace Visit provided websites Study both book and internet materials Take notes on what they understand Prepare questions on what they dont understand

9 IN CLASS, STUDENTS… Work on practical applications of lesson individually, in pairs, or in groups Learn through activities Understand deeper aspects of lessons content Infer concepts and connections Receive immediate feedback from teacher Receive individualized support Solve problems with teachers help

10 ESEMPIO Lezione su Raffaello Sanzio e La Scuola di Atene A casa: leggere, osservare, studiare, capire, preparare domande In classe: fare ricerca, raccogliere materiale, scrivere un rapporto Risultato: Ogni studente contribuisce a creare un opuscolo sulla storia e i personaggi raffigurati da Raffaello nellaffresco

11 LA SCUOLA DI ATENE DI RAFFAELLO SANZIO

12 LAVORO DA FARE A CASA: LETTURE E SITI Lettura sul libro di testo a pagina Biografia di Raffaello Sanzio Musei Vaticani, Stanze di Raffaello Stanza della Segnatura Scuola di Atene, affresco di Raffaello Sanzio

13 VIDEO DA GUARDARE A CASA Video La Scuola di Atene Storia dellopera I personaggi raffigurati Video Le stanze di Raffaello Storia delle Stanze Ingrandimento dei personaggi della Scuola dAtene

14 LAVORO DA FARE IN CLASSE Dovè Raffaello nella Scuola di Atene? Confrontare con gli altri autoritratti Documentazione Polo museale fiorentinohttp://www.polomuseale.firenze.it/catalogo/scheda.asp?nctn= &value=1#http://www.polomuseale.firenze.it/catalogo/scheda.asp?nctn= &value=1#

15 ANCORA IN CLASSE Ricerca su un periodo della vita di Raffaello Ricerca su un personaggio raffigurato nella Scuola di Atene Creazione di un opuscolo a cui contribuiscono tutti gli studenti Materiale a disposizione per scrivere il proprio contributo: Libri Immagini Siti web Risposte dellinsegnante


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