workshops and seminars
Workshop series - 2018
Teaching Italian Language and Culture in
K-12 Schools in the Commonwealth of Massachusetts
The Italian Program at the University of Massachusetts Amherst, in collaboration with the Massachusetts Italian Teachers Association (MITA), the New England Chapter of the American Association of Teachers of Italian (AATI), the Massachusetts Department of Education, and the General Consulate of Italy in Boston present an informational forum that will get you up to date on how to enter the teaching profession in the Public School System of the Commonwealth of Massachusetts. Special attention will be given to the four types of teaching licenses (temporary, provisional, initial, and professional) and the importance of the MTEL (Massachusetts Tests for Educator Licensure) exam. The event is free and open to the public, but registration is highly recommended.
Program of the forum:
Prof. Andrea Malaguti (University of Massachusetts Amherst): Welcome and introduction
Prof. Carmen Petrucci (Education Office, General Consulate of Italy in Boston): Introductory remarks.
Prof. Gina Maiellaro (Northeastern University, AATI-MITA): “Teaching Italian in K-12 Public Schools: Latest Data.”
Dr. Katherine Lopez Natale: "The Multi-Step Teacher Licensure Process in Massachusetts".
Prof. Michael Papio (University of Massachusetts Amherst): “The Master of Arts in Teaching (M.A.T.) Program at UMass Amherst: Present and Future Perspectives.”
Q&A with the speakers, with representatives of the student body of the M.A.T. in Italian at UMass Amherst, and with representatives of the Office of Educator Preparation of the Massachusetts Dept. of Elementary & Secondary Education.
Light refreshments will be served.
For more background info on the licensure process, take a look at the DESE’s video series:
https://tinyurl.com/DOE-videos
Address: Mount Ida College, 777 Dedham St. Newton, MA 02459. Oak Hill Room is located on the lower level of the Campus Center (92 Carlson Ave.)
Visitor Parking: To the left just after the Gate House (90 Carlson Ave.)
K-12 Schools in the Commonwealth of Massachusetts
The Italian Program at the University of Massachusetts Amherst, in collaboration with the Massachusetts Italian Teachers Association (MITA), the New England Chapter of the American Association of Teachers of Italian (AATI), the Massachusetts Department of Education, and the General Consulate of Italy in Boston present an informational forum that will get you up to date on how to enter the teaching profession in the Public School System of the Commonwealth of Massachusetts. Special attention will be given to the four types of teaching licenses (temporary, provisional, initial, and professional) and the importance of the MTEL (Massachusetts Tests for Educator Licensure) exam. The event is free and open to the public, but registration is highly recommended.
Program of the forum:
Prof. Andrea Malaguti (University of Massachusetts Amherst): Welcome and introduction
Prof. Carmen Petrucci (Education Office, General Consulate of Italy in Boston): Introductory remarks.
Prof. Gina Maiellaro (Northeastern University, AATI-MITA): “Teaching Italian in K-12 Public Schools: Latest Data.”
Dr. Katherine Lopez Natale: "The Multi-Step Teacher Licensure Process in Massachusetts".
Prof. Michael Papio (University of Massachusetts Amherst): “The Master of Arts in Teaching (M.A.T.) Program at UMass Amherst: Present and Future Perspectives.”
Q&A with the speakers, with representatives of the student body of the M.A.T. in Italian at UMass Amherst, and with representatives of the Office of Educator Preparation of the Massachusetts Dept. of Elementary & Secondary Education.
Light refreshments will be served.
For more background info on the licensure process, take a look at the DESE’s video series:
https://tinyurl.com/DOE-videos
Address: Mount Ida College, 777 Dedham St. Newton, MA 02459. Oak Hill Room is located on the lower level of the Campus Center (92 Carlson Ave.)
Visitor Parking: To the left just after the Gate House (90 Carlson Ave.)
Back-to-School Apericena with MITA
September 21
Winchester High School, Winchester (MA)
Dear colleagues,
MITA cordially invites all the members to attend our Back-to-school Apericena.
During the event MITA will present its program of activities for the school/academic year 2018-2019 providing an excellent opportunity to colleagues of all levels to participate in organizational decisions of the association. MITA's mission to support members' needs and continued learning will also be discussed seeking to elicit strategies for recruiting and retaining Italian language educators.
All MITA/AATI members and prospective members are welcome and strongly encouraged to attend.
Please reserve you seat by September 14 using the link below.
September 21
Winchester High School, Winchester (MA)
Dear colleagues,
MITA cordially invites all the members to attend our Back-to-school Apericena.
During the event MITA will present its program of activities for the school/academic year 2018-2019 providing an excellent opportunity to colleagues of all levels to participate in organizational decisions of the association. MITA's mission to support members' needs and continued learning will also be discussed seeking to elicit strategies for recruiting and retaining Italian language educators.
All MITA/AATI members and prospective members are welcome and strongly encouraged to attend.
Please reserve you seat by September 14 using the link below.
Towards proficiency: Unit Planning for World Languages
Verso un approccio di "proficiency" per l'italiano: la pianificazione delle unità didattiche
by Karen Nerpouni
Sabato, 24 marzo, 2018
8:30 - 16:00 - Medford High School, Medford
-----------------
A major goal of many school districts is to document curriculum. The Understanding by Design (UbD) template is one of the most frequently adopted frameworks to do so. Although the concept of backward planning is useful, the UbD template is complex and many not be well suited for world language programs. In this workshop, you will get an overview of a template designed for language teachers. Participants will examine a model unit and then work as a group to outline a unit in Italian.
Il corso è organizzato da AATI New England/ MITA ed è reso possibile grazie al contributo del Consolato Italiano di Boston e dal MAE (Ministero Affari Esteri).
La partecipazione ai seminari è gratuita, ma è necessario registrarsi usando i link nei riquadri inferiori.
Verso un approccio di "proficiency" per l'italiano: la pianificazione delle unità didattiche
by Karen Nerpouni
Sabato, 24 marzo, 2018
8:30 - 16:00 - Medford High School, Medford
-----------------
A major goal of many school districts is to document curriculum. The Understanding by Design (UbD) template is one of the most frequently adopted frameworks to do so. Although the concept of backward planning is useful, the UbD template is complex and many not be well suited for world language programs. In this workshop, you will get an overview of a template designed for language teachers. Participants will examine a model unit and then work as a group to outline a unit in Italian.
Il corso è organizzato da AATI New England/ MITA ed è reso possibile grazie al contributo del Consolato Italiano di Boston e dal MAE (Ministero Affari Esteri).
La partecipazione ai seminari è gratuita, ma è necessario registrarsi usando i link nei riquadri inferiori.
Integrated Performance Assessments
Building Proficiency Through Practiced Performance
Saturday, April 7, 2018
8:30 - 16:00
presented by Nicole Sherf, Salem State University
Winchester High School, Winchester
__________
Don't miss this unique free professional opportunity for both school and college instructors! The proficiency movement is changing the focus of language programs across the nation. Proficiency is all about what language learners can do with the language in various contexts. The paradigm shift that this represents encourages language teachers and programs to plan for proficiency outcomes rather than being guided solely by vocabulary and grammatical concepts in our textbooks. It also requires a new lens for assessment. This workshop will overview supports for proficiency shift and offer a performance-based lens for assessment in the Integrated Performance Assessments (IPAs).
Participation is free, but registration is necessary as seating is limited. Registration deadline is April 5th.
Teachers can receive up to 10 PDPs for participating to this workshop.
Lunch will be served to all participants. The workshop is organized by AATI New England/ MITA and has been sponsored by the Italian Consulate of Boston and the MAE (Ministero Affari Esteri).
Building Proficiency Through Practiced Performance
Saturday, April 7, 2018
8:30 - 16:00
presented by Nicole Sherf, Salem State University
Winchester High School, Winchester
__________
Don't miss this unique free professional opportunity for both school and college instructors! The proficiency movement is changing the focus of language programs across the nation. Proficiency is all about what language learners can do with the language in various contexts. The paradigm shift that this represents encourages language teachers and programs to plan for proficiency outcomes rather than being guided solely by vocabulary and grammatical concepts in our textbooks. It also requires a new lens for assessment. This workshop will overview supports for proficiency shift and offer a performance-based lens for assessment in the Integrated Performance Assessments (IPAs).
Participation is free, but registration is necessary as seating is limited. Registration deadline is April 5th.
Teachers can receive up to 10 PDPs for participating to this workshop.
Lunch will be served to all participants. The workshop is organized by AATI New England/ MITA and has been sponsored by the Italian Consulate of Boston and the MAE (Ministero Affari Esteri).
Workshop series - 2016
High leverage practices in blended language courses
Fernando Rubio
Monday, September 16, 2016
Wellesley College
Research published over the past few years has shown that blended language courses, if carefully designed, can be as effective and sometimes more effective than traditional face-to-face instruction. This workshop helps participants understand and then practice the design of high-leverage teaching practices that are common in many blended language courses and take full advantage of the combination of an online and a face-to-face component.
The workshop focuses specifically on three core practices of language courses: interaction, formative assessment and feedback. After a brief discussion of the role that these practices play in second language acquisition and the best way to incorporate them into blended courses, participants will work in language groups to design contextualized tasks that incorporate these core practices. By the end of the workshop each group will share a series of theme-based activities that culminates in an assessment task.
Research talk: Teacher and student interaction in blended language courses
Much has been written about interaction in online courses from the perspective of the Community of Inquiry (CoI) framework. However, there is not much research looking at blended courses and how the combination of two delivery methods affects the approach of teachers and learners to the learning process and how the patterns of interaction may differ from those common in fully online or fully face-to-face courses. This talk describes a study that investigates interaction in a multi-section introductory language course taught in a 50/50 blended format. Following the CoI framework the study looks at teaching presence (the design, facilitation, and direction of collaborative inquiry) both online and face-to-face. To complement this measure, we also investigate patterns of student interaction with the course. The study has two main goals: a) to assess potential correlations between teaching presence and course success; and b) to look at how patterns of student interaction correlate with student success.
Fernando Rubio
Monday, September 16, 2016
Wellesley College
Research published over the past few years has shown that blended language courses, if carefully designed, can be as effective and sometimes more effective than traditional face-to-face instruction. This workshop helps participants understand and then practice the design of high-leverage teaching practices that are common in many blended language courses and take full advantage of the combination of an online and a face-to-face component.
The workshop focuses specifically on three core practices of language courses: interaction, formative assessment and feedback. After a brief discussion of the role that these practices play in second language acquisition and the best way to incorporate them into blended courses, participants will work in language groups to design contextualized tasks that incorporate these core practices. By the end of the workshop each group will share a series of theme-based activities that culminates in an assessment task.
Research talk: Teacher and student interaction in blended language courses
Much has been written about interaction in online courses from the perspective of the Community of Inquiry (CoI) framework. However, there is not much research looking at blended courses and how the combination of two delivery methods affects the approach of teachers and learners to the learning process and how the patterns of interaction may differ from those common in fully online or fully face-to-face courses. This talk describes a study that investigates interaction in a multi-section introductory language course taught in a 50/50 blended format. Following the CoI framework the study looks at teaching presence (the design, facilitation, and direction of collaborative inquiry) both online and face-to-face. To complement this measure, we also investigate patterns of student interaction with the course. The study has two main goals: a) to assess potential correlations between teaching presence and course success; and b) to look at how patterns of student interaction correlate with student success.
MaFLA DIVERSITY DAY
May 16
Winslow Academic Center
Lasell College
Newton
Each May MaFLA offers its Diversity Day. This professional development opportunity features high-quality presenters in a variety of languages. It is an intensive day that always proves to be enriching for participants.
Proposals for presentations and workshops are now open for this year’s program.
We strongly encourage our colleagues (from high school, colleges or universities) to submit proposals of presentations/workshops on Italian language and culture. Sessions are 2 or 3 hours long and can be about a wide range of subjects/topics. An honorarium is donated to presenters. Examples of past programs are available at the MaFLA website.
Please, consider presenting at MaFLA Diversity Day: the presence of Italian is crucial in these important regional events!
For more information and to submit your proposal, contact Anna Tirone atatirone@winchesterps.org
May 16
Winslow Academic Center
Lasell College
Newton
Each May MaFLA offers its Diversity Day. This professional development opportunity features high-quality presenters in a variety of languages. It is an intensive day that always proves to be enriching for participants.
Proposals for presentations and workshops are now open for this year’s program.
We strongly encourage our colleagues (from high school, colleges or universities) to submit proposals of presentations/workshops on Italian language and culture. Sessions are 2 or 3 hours long and can be about a wide range of subjects/topics. An honorarium is donated to presenters. Examples of past programs are available at the MaFLA website.
Please, consider presenting at MaFLA Diversity Day: the presence of Italian is crucial in these important regional events!
For more information and to submit your proposal, contact Anna Tirone atatirone@winchesterps.org