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Universit脿 Liedia de Bulsan

Selezion毛ia l lingaz. Lingaz atual: LLD

Pianificazione delle lezioni, insegnamento della lingua e della materia e Microteaching

Semester 1 路 87017 路 Corso di formazione per insegnanti di tedesco seconda lingua della scuola primaria in lingua italiana della Provincia di Bolzano 路 2CFU 路 DE


The lecture aims to develop (and reflect on) specific performative skills in the field of communication and didactic microplanning.

Dozenc: Michele Cagol, Marjan Asgari

Ores de ensegnament: 20 10 Stunden: Prof. Cagol Michele 10 Stunden: Dr. Asgari Marjan
Ores de laboratore: 0
Oblianza de frecuenza: In accordance with the regulation

Argomenc dl curs
Teaching skills Microteaching: Plan, Teach, Feedback, Re-Plan, Re-Teach, Re-Feedback Learning to teach & reflecting on teaching (e.g. through reflective journals)

Modalit茅 de ensegnament
Lecture (with multimedia support) and group work.

Obietifs formatifs
Specific educational objectives: - Analysis of teaching practices/methods; - Practice of an expanded range of didactic, communicative, and interpersonal skills/competencies; - Design of simple teaching units/lectures on a concept/topic; - Re-Teaching: second possibility for a presentation/teaching session after having integrated feedbacks and own reflections (e.g. through reflective journals); - Interaction analysis based on teaching transcripts and video excerpts. Expected learning outcomes: - Planning micro-lessons; - Analysing and reflecting on individual communicative and performative skills/abilities of the teacher in the classroom context (individually and in groups); - Providing collegial feedback.

Sort de ejam
The examination consists of a one-hour written test. Depending on current IT security recommendations (based on GenAI tools), this will either be taken on a computer or by hand. There are two open-ended questions to choose from, one of which must be selected and answered.

Criters de valutazion
Content (in line with seminar topics and required reading), structure, scientific language accuracy, and appropriateness.

Bibliografia obligatora

Excerpts:

Allen D.W. & Ryan K. (1969). Microteaching. Reading. MA: Addison-Wesley.

Cavanaugh, Shane. (2022). Microteaching: Theoretical Origins and Practice. Educational Practice and Theory. 44. 23-40. 10.7459/ept/44.1.03.

Cooper J.M. & Allen D.W. (1970). Microteaching: history and present status. ERIC Clearinghouse on Teacher Education.

Hattie J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. Londra: Routledge.



Bibliografia aconsieda

Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24鈥�40. https://doi.org/10.1016/j.linged.2007.01.002

Cagol, M. (2022). Il microteaching come strumento riflessivo-formativo per docenti di scuola secondaria. Pedagogia oggi, 20(1), 168鈥�173.

Cagol, M., Mastellotto, L., & Zanin, R. (2023). Il microteaching come strumento per sviluppare competenze multilinguistiche di docenti universitari. In: A. Lotti, F. Bracco, M. M. Carnasciali, G. Crea, S. Garbarino, M. Rossi, M. Rui & E. Scellato (Eds.), Faculty Development. La via italiana (pp. 93鈥�113). Genova: Genova University Press.

Lee, S.-M., & Wu, J. G. (2024). Preparing teachers for the future: Microteaching in the immersive VR environment. ReCALL, 36(3), 251鈥�269. doi:10.1017/S0958344024000089




Obietifs per n svilup sostenibel
Chesta ativit茅 didatica deida da arjunje chisc obietifs per n svilup sostenibel



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