conversation with teachers of italian: goals, trends and advocacy
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Conversation with teachers of Italian: goals, trends and advocacy. Ctcolt conference oct. 21, 2013 Prof. Carmela pesca , ccsu. Italian programs in Connecticut Current conditions. Italian is considered one of the most beautiful languages to learn - PowerPoint PPT PresentationTRANSCRIPT
CONVERSATI
ON WITH
TEACHERS OF IT
ALIAN:
GOALS, TREN
DS AND
ADVOCACY
C T C O LT CO N F E R E N C E O
C T . 21 , 2
0 1 3
P R O F. CA R M E L A P
E S C A , CC S U
ITALIAN PROGRAMS IN CONNECTICUTCURRENT 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
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
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)
NEW TRENDS IN LANGUAGE INSTRUCTION
Technology continuously changes teaching style and learner’s 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
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
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
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 don’t understand
IN CLASS, STUDENTS…
Work on practical applications of lesson individually, in pairs, or in groups
Learn through activities Understand deeper aspects of lesson’s content Infer concepts and connections Receive immediate feedback from teacher Receive individualized support Solve problems with teacher’s help
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 nell’affresco
LA SCUOLA DI ATENE DI RAFFAELLO SANZIO
LAVORO DA FARE A CASA: LETTURE E SITI Lettura sul libro di testo a pagina 67-69 Biografia di Raffaello Sanzio
http://www.italica.rai.it/argomenti/storia_arte/raffaello/biografia.htm
Musei Vaticani, Stanze di Raffaello http://mv.vatican.va/2_IT/pages/SDR/SDR_00_Main.html
Stanza della Segnatura http://mv.vatican.va/2_IT/pages/SDR/SDR_03_SalaSegn.html
Scuola di Atene, affresco di Raffaello Sanzio 1509-11 http://mv.vatican.va/2_IT/pages/x-Schede/SDRs/SDRs_03_02_020.html
VIDEO DA GUARDARE A CASA Video http://www.youtube.com/watch?v=PNai10SmDJI
La Scuola di AteneStoria dell’operaI personaggi raffigurati
Video http://www.studenti.it/video-lezioni/storia/la-scuola-di-atene.htmlLe stanze di RaffaelloStoria delle StanzeIngrandimento dei personaggi della Scuola d’Atene
LAVORO DA FARE IN CLASSE Dov’è Raffaello nella Scuola di Atene? Confrontare con gli altri
autoritratti
Documentazione Polo museale fiorentinohttp://www.polomuseale.firenze.it/catalogo/scheda.asp?nctn=00287210&value=1#
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:LibriImmaginiSiti web Risposte dell’insegnante