DIDACTICS OF MODERN LANGUAGES II
DIDATTICA DELLE LINGUE MODERNE II
The flipped class
La classe rovesciata - The flipped classroom
| A.Y. | Credits |
|---|---|
| 2015/2016 | 8 |
| Lecturer | Office hours for students | |
|---|---|---|
| Flora Sisti |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
Learning Objectives
The course aims to improve students'capacity of reflection on their own teaching praxis through the analysis of observation and evaluation methods of classes studying foreign languages. The main goal is to find effective teaching strategies to promote foreign language learning and to experiment new teaching techniques like "the flipped classroom".
Program
- Planning a syllabus, a module, a learning unit and a lesson
- Foreign language learning unit observation and evaluation methods;
- Group reflection and corrective actions.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Teaching, Attendance, Course Books and Assessment
- Teaching
Lectures and workshops
- Course books
1.Harmer J., (2007), The practice of English Language Teaching, (4th edition), Pearson Longman: Harlow UK; (parti 3/5/9/10)
2.Carmel Mary Coonan, (2000), La ricerca azione.
(http://venus.unive.it/aliasve/moduli/didattica_intercultura/ricerca_azione.pdf)
3. Bergman J., Sams A. (2012). How the flipped classroom is radically transforming learning. In The Daily Riff. (http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php)
4.Cecchinato G.(2014). Flipped classroom: innovare la scuola con le tecnologie digitali. In TD Tecnologie Didattiche, 22 (1), pp. 11-20
(http://www.tdjournal.itd.cnr.it/files/pdfarticles/PDF61/FlippedClassroom.pdf)Further readings:
1.Crouch C. H., Mazur E. (2001). Peer instruction: ten years of experience and results. In American Journal of Physics, 69, pp. 970-977.
(http://mazur.harvard.edu/publications.php?function=display&rowid=113)
2. Mazur E. (1996). Peer Instruction: A User's Manual. Upper Saddle River, NJ, USA: Prentice Hall.(http://mazur.harvard.edu/education/pi_manual.php)
- Assessment
Oral exam and teaching practice
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Lectures and workshops
- Course books
1.Harmer J., (2007), The practice of English Language Teaching, (4th edition), Pearson Longman: Harlow UK; (parti 3/5/9/10)
2.Carmel Mary Coonan, (2000), La ricerca azione.
(http://venus.unive.it/aliasve/moduli/didattica_intercultura/ricerca_azione.pdf)
3. Bergman J., Sams A. (2012). How the flipped classroom is radically transforming learning. In The Daily Riff. (http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php)
4.Cecchinato G.(2014). Flipped classroom: innovare la scuola con le tecnologie digitali. In TD Tecnologie Didattiche, 22 (1), pp. 11-20
(http://www.tdjournal.itd.cnr.it/files/pdfarticles/PDF61/FlippedClassroom.pdf)
5.Crouch C. H., Mazur E. (2001). Peer instruction: ten years of experience and results. In American Journal of Physics, 69, pp. 970-977.
(http://mazur.harvard.edu/publications.php?function=display&rowid=113)
6. Mazur E. (1996). Peer Instruction: A User's Manual. Upper Saddle River, NJ, USA: Prentice Hall.(http://mazur.harvard.edu/education/pi_manual.php)
- Assessment
Oral exam
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Notes
The student can request to sit the final exam in English with an alternative bibliography.
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