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

CONVERSATIO

N WIT

H

TEACHERS O

F ITA

LIAN:

GOALS, T

RENDS AND

ADVOCACY

CT C

OLT

CO

NF E

RE

NC

E O

CT .

21

, 2

01

3

PR

OF.

CA

RM

EL A

PE

SC

A,

CC

SU

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