Conversation with teachers of Italian: goals, trends and advocacy

1. Conversation with teachers of Italian: goals, trends and advocacy Ctcolt conference oct. 21, 2013 Prof. Carmela pesca, ccsu

2. 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

3. goals • Appropriate place of Italian language and culture within language education and within educational framework in general • Adequate number of Italian programs, teachersand 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 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

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 don’t understand

9. 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

10. esempio • LezionesuRaffaelloSanzio • e La Scuola di Atene • A casa: leggere, osservare, studiare, capire, prepararedomande • In classe: fare ricerca, raccoglieremateriale, scrivere un rapporto • Risultato: Ognistudentecontribuisce a creare un opuscolosullastoria e ipersonaggiraffigurati da Raffaellonell’affresco

11. La Scuola di Atene di raffaellosanzio

12. Lavoro da fare a casa: letture e siti • Letturasullibro di testo a pagina 67-69 • Biografia di RaffaelloSanziohttp://www.italica.rai.it/argomenti/storia_arte/raffaello/biografia.htm • MuseiVaticani, Stanze di Raffaellohttp://mv.vatican.va/2_IT/pages/SDR/SDR_00_Main.html • Stanza dellaSegnaturahttp://mv.vatican.va/2_IT/pages/SDR/SDR_03_SalaSegn.html • Scuola di Atene, affresco di RaffaelloSanzio 1509-11 http://mv.vatican.va/2_IT/pages/x-Schede/SDRs/SDRs_03_02_020.html

13. Video da guardare a casa • Video http://www.youtube.com/watch?v=PNai10SmDJI • La Scuola di Atene • Storiadell’opera • I personaggiraffigurati • Video http://www.studenti.it/video-lezioni/storia/la-scuola-di-atene.html • Le stanze di Raffaello • StoriadelleStanze • IngrandimentodeipersonaggidellaScuolad’Atene

14. Lavoro da fare In classe • Dov’èRaffaellonellaScuola di Atene? Confrontare con glialtriautoritratti • Documentazione Polo musealefiorentinohttp://www.polomuseale.firenze.it/catalogo/scheda.asp?nctn=00287210&value=1#

15. Ancora in classe • Ricercasu un periododella vita di Raffaello • Ricercasu un personaggioraffiguratonellaScuola di Atene • Creazione di un opuscolo a cui contribuisconotuttiglistudenti • Materiale a disposizione per scrivereilpropriocontributo: • Libri • Immagini • Siti web • Rispostedell’insegnante