P. P. P
↓
PROGRAMMAZIONE PROGETTAZIONE PERCORSO
DIDATTICO
The module I am going to develop and that covers 20 hours of lesson,
according to what I have been asked by Mrs. Anna Pia De Luca is meant to
support you in the production of your final extended essay.
The material I have been given is essentially the one that, as far as I
know, has been given to you, too and namely:
MATERIALI E
INDICAZIONI PER L’ESAME DI STATO
Area: LINGUISTICA-LETTERARIA
Disciplina: INGLESE
1.
Riferimenti di legge: D.M. 4 giugno 2001, n. 268
2.
Indicazioni per la stesura della relazione finale d’esame
3.
Indicazioni per la prova scritta finale
Settembre 2003
I have read the material and analysed it in detail highlighting the parts that I consider the
most useful to the aim of the present module to arrange a possibile development
of our lessons.
Here are the points that I jdge the most relevant ones from the formal
point-of.view:
Ø
si
deve scrivere una diversa relazione per ogni classe di concorso
Ø
contenuti
della relazione: ogni relazione deve
collegare tirocinio e laboratorio: almeno due
esperienze di tirocinio collegate a due esperienze di laboratorio presentate
criticamente e supportate dai riferimenti alla letteratura didattica recente
che avete letto (vedi Guidelines, qui sotto)
Under the heading STRUCTURE suggestions are given acording to the
following order:
- The main principle that must
be respected is that the final
report is a research report which links theory and practice (SSIS
lectures and seminars, your own reading and teaching practice):
pedagogical and educational issues will be discussed as critical
reflection of practice training and theoretical issues related to the
topic you choose. Theory and practice must be discussed clearly and
concisely and your ideas should be
argumented in a critical way.
(I have written the most significant parts in
bold letters so that we can discuss them together in order to decide how to organize our work
in view of effective, consistent results. Key words are therefore research and report the which thing implies that what you
are expected to do is to report the results of a personal research you are supposed to have carried out
during your practice training. The
attitude suggested is that of critical
reflection of practice training and theoretical issues related to the topic
chosen. Personal ideas are of course to be argumented critically.)
- Remember to
state very clearly at the beginning
of your introduction the precise
aims of your report and the research questions you are going to explore: give the reader clear points of reference outlining
the type of work you intend to carry out and how it will
be articulated and presented in
your report.
(This
implies that you are supposed to have in mind the clear objective of your work
and that it is esentially meant to answer the questions you have been exploring
at the beginning of your practice training as far as the ground you are going
to discuss.Also a clear plan of the organization of your work
is required so that the reader can feel at ease and understand your
points better))
- Remember to
define clearly and in a critical way the main pedagogical and educational
terms you use and the concepts you want to explore. Basically, you need to define very clearly the
ground you are going to cover
and explain why you use the chosen definitions for the concepts you are
discussing. Specify whether the main terms
you are using derive from a publication (acknowledge the source), or it is your
own use in your report
(and therefore you should explain your choice of terms).
(Here
you are invited to think about the microlanguage - the
pedagogical terms - you are going to use
and make clear if it referes to specific literature on the topic or ground you
are examining and the reasons why you have chosen that specific language oer if
differently the terms used are your personal ones and again make your choice
clear)
- Do not forget to
acknowledge theories, ideas, terms and quotations that derive from the
literature you read.
(You
are invited to refer to the literature you may have studied or used to support
your argumentations and of course suggestions ion how to quote have been
provided)
- Be extremely careful
with the structure of the whole report and the information structure of your text: bear in mind that your readers might not share entirely the SSIS
context and therefore you must construct a
clear written itinerary with clear textual landmarks for them. As mentioned before the introduction must clearly
present your research questions and outline the structure of your report,
each chapter and section must refer to what comes before and prepare the
reader for what will follow, theory and practice must be complementary and
clearly linked, your argumentation clearly and concisely developed and the
final chapter must present the reader with your own conclusions and a
critical reflection on them.
(Suggestions
are given so that the reader may be facilitated in following the argumentation
that is being developed. Of course an extended essay implies the ability to
produce an argumentative text where some thesis, ideas, experiences must be
quoted, illustrated and supported both with quantity and quality data.)
- The guidelines should give you a general idea of
how to structure your report, but remember to choose the titles of your own
sub-headings bearing in mind you have to guide the reader through your
textual organisation. Choose clear and explanatory headings for
chapters, sections and sub-sections.
(All the advice provided keeps in mind
the position of the reader that should be progressively guided to follow the
development of the argumentation and therefore particular attention should be
given to the organization of the text)
- Communication needs clarity,
concision, precision and sense of audience. The heuristic function of writing is most powerful when the
writer discovers and creates texts which are meaningful to people other
than him/herself.
(Again
the point made is like the previous one; [ heuristic
function of the language=])
- The sections referring to more
theoretical and to more practical
aspects do not need to be separated (as it appears in the guidelines): they can be presented in a
parallel way, separately or interwoven.
(This is practical information)
- Literature: books, articles, web-sites and documents that are the background
reading for your report and your writing. Review of the literature: an overview of the main literature in the field. Remember to acknowledge
all texts you refer to
(see bibliography below).
- Personal
opinions are welcome, but they should be supported by reference to the literature and/or teaching experience.
- When you want to add an
appendix at the end of the report, refer to it like this in your writing:
- The worksheet used for observation (Appendix 1) has being changed to
suit the contextual needs of the research questions (Appendix 2).
(The last three point have been arranged together
since they are mainly concerned with practical matters.)
CONTENTS
Report for
scuola media (A045): your topic and
case-studies from teaching practice must focus on language or language and culture.
The emphasis is on language competence.
Report for
scuola superiore (A046): choose your topic and case-studies from teaching practice
focusing either on language, language and literature or ESP.
If you write two
reports for two classi di concorso, choose and analyse
different topics: no section can be the same in both reports.
(here guidelines
as far as the content are given)
LANGUAGES OF THE REPORT AND
ABSTRACT
The
final report of approximately 10,000 (do not exceed the word-limit by any
means) must be written entirely in English (bibliography and appendixes are
excluded from the count). If there are quotations from the literature in
Italian, do not translate them into English.
Abstract:
500-word abstract in Italian.
We can now analyse the final guidelines together so that
if still some point is obscure we can discuss it together.
FINAL REPORT GUIDELINES
ü Title Page: see above copertina della
relazione finale
ü
Abstract: 500
words in Italian. It is the only section written in Italian and it is a summary
of the aims of your report, an overview of the instruments you use to carry out
your study and the conclusions you draw.
ü
Table of contents:
the contents and the page numbers of the various sections MUST be at the
beginning of the report. Number chapter, sections and subsections with numbers.
Here is an example of chapters in the middle of a report:
3.
Self correction
3.1.
A definition of self-correction
3.2.
The scope of the present analysis
3.2.1.
Other types of self-correction not analysed here
3.3.
Self-correction in practice: field-work in schools
4. Peer correction
4.1. Etc….
ü
Introduction
·
What is the perspective/focus of the report (e.g.
modular structure, approaches and strategies, multimedia, text types and
related functions and grammar, approaches to teaching literature, cultural
awareness, etc…)?
·
What are the main research questions you want to
broach?
·
What literature would you consider to base your
analysis on?
·
What modality would you choose to carry out your
analysis (self-observation, comparative analysis of different classes/schools,
different approaches, different research work, etc.)?
·
What is the perspective of your study? Specify the
language teaching and learning approaches, strategies and techniques. Explain the rationale behind these choices.
ü
Institutional issues
·
How do the main questions you are addressing in this
report relate to the curriculum and syllabus in a given school (refer to your
practice training)?
·
How do they refer to the Common European Framework of Reference?
ü
Experiences
·
Choose two or, if necessary, more experiences from
your practice training regarding the main issues covered in this paper, and
analyse them (constructive criticism) from the perspective of the SSIS lectures
and seminars (Aree A1, A2, A3).
ü
Developments
·
Are there recent research developments in this area? If so, discuss them.
·
What prospects lie ahead for future training and
personal development? Think of the consequences regarding teacher development:
in-service training, team-work, action research, participation to conferences
and seminars, etc.
ü
Bibliography: It must be at
the end, not in footnotes. t must be carefully written and complete of ALL the
literature you mention and/or quote. Use the system you prefer. These are some
examples of books, articles and chapters of books are chosen at random:
Articles from
journals:
FLOWER L. & HAYES J. 1980. 'The Cognition of Discovery: Defining a
Rhetorical Problem'. College Composition
and Communication. 31: 21-32.
Books:
GARDNER Bryan
and GARDNER Felicity. 2000. Classroom
English. Oxford: OUP.
GITSAKI
Christina and TAYLOR Richard P. 2000. Internet
English. Oxford: OUP.
LIGHTBOWN Patsy
M. and SPADA Nina. 1999 (2nd
ed). How Languages are Learned.
Oxford: OUP.
TUDOR Ian 1996. Learner-Centredness as language Education.
C.U.P.
WILLIAMS Marion,
BURDEN Robert L. 1997. Psychology for
Language Teachers.Cambridge: C.U.P.
Papers included
in books:
SCARDAMALIA M. and BEREITER
C.1987. 'Knowledge telling and Knowledge Transforming in Written Composition'
in ROSENBERG S. (ed.) Advances in Applied
Psycholinguistics, vol. 2: 142-173 Cambridge: C.U.P.
Webliography: it must contain Author, Date (of publication on web-site),
Title, URL.
ü
Appendixes
After considering all the above points I think the course could be
organised according to the following steps:
Introduction of
course and its objectives
Collection of
students’ needs and discussions about perspective works
How to write an
essay (resources ): group work
Writing an
academic critically reflective essay: a sample. Group work.
MINI and
timed presentations
Theories of
teaching and learning behind the essay: group work
Discourses in
schooling and critical discourse analysis ( Norman Fairclough)
Researching
classrooms
Being a
critically reflexive practitioner
Teacher beliefs
and values