Come affrontare le domande disciplinari: metodologie

• Total Physical Response (TPR)
  Definition: Language taught through physical movement.
  Goal: Develop listening comprehension and memory.
  Key Features: Commands, gestures, kinaesthetic learning.
  Strengths: Ideal for beginners and young learners.
  Weaknesses: Less effective for abstract concepts or advanced learners.
  Example: Teacher says, “Stand up, turn around, touch your nose,” and students follow the instructions. 

• Test-Teach-Test (TTT)
  Definition: Diagnostic method starting with a task to assess learners’ needs.
  Goal: Focus teaching on gaps revealed by a task.
  Key Features: Pre-task → teaching → post-task.
  Strengths: Learner-centred; responsive to needs.
  Weaknesses: Requires flexibility and diagnostic skills.
  Example: Students write an email; teacher identifies errors with formal expressions; short targeted lesson; students rewrite. 

• Bloom’s Taxonomy
  Definition: Cognitive framework classifying levels of learning.
  Goal: Promote higher-order thinking.
  Key Features: Remember – Understand – Apply – Analyse – Evaluate – Create.
  Strengths: Supports curriculum planning and assessment.
  Weaknesses: May require scaffolding for lower levels.
  Example: After reading a story, students summarise (understand), compare characters (analyse), and write an alternative ending (create). 

Total Physical Response, or TPR, is a language teaching method in which language is taught through physical movement. The core idea is simple: learners hear a command and respond to it with a physical action. This approach mirrors the natural way we acquire our first language, by listening and doing, long before we start speaking.
The goal of TPR is to develop listening comprehension and memory, especially in the early stages of language learning. It helps students associate meaning with action, reinforcing vocabulary and structures in a way that feels natural and engaging.
TPR is characterised by a few key features: the teacher gives commands, often accompanied by gestures, and students respond physically. This type of kinaesthetic learning activates both body and mind, creating strong mental associations with the language.
One of the main strengths of TPR is that it works particularly well for beginners and young learners. It reduces anxiety, increases participation, and keeps students active and focused.
However, it does have some limitations. TPR is less effective when dealing with abstract concepts or advanced grammar structures. It’s not a complete method for long-term language development, but it can serve as an excellent foundation or supplement.
A typical example of TPR in action might be: the teacher says, “Stand up, turn around, touch your nose,” and students simply follow the instructions. Through repetition and movement, the vocabulary becomes internalized without conscious memorization.
In conclusion, TPR is a dynamic and accessible method that makes early language learning both effective and fun.

Flipped Classroom – Summary sheet 

• Definition
  A teaching method where direct instruction is delivered outside of class (usually via videos), and class time is used for active learning activities, such as problem-solving, collaboration, and discussion.  
• Goal
  To maximise classroom interaction by moving passive learning (lectures) outside of class and dedicating in-class time to deeper learning processes. 
• Key features
  - Pre-class: students watch videos/read materials at home
  - In-class: apply concepts via tasks, discussions, projects
  - Teacher becomes a facilitator/coach during class
• Strengths
  - Encourages autonomy and preparation
  - Promotes active and student-centred learning
  - Frees up time for differentiated instruction 
• Weaknesses
  - Requires digital access and learner responsibility
  - Not all students may prepare in advance
  - Demands careful planning of both pre-class and in-class phases
• Lesson ideas (topic: conditionals, B1–B2 language level)
  - At home: students watch a short video explaining zero, first, and second conditionals (e.g., on YouTube or made by the teacher)
  - In class:
  Warm-up quiz to check understanding
  Group task: students create real-life "if-scenarios" and present them
  Speaking activity: “What would you do if…?” using second conditionals
  Teacher monitors and offers scaffolding as needed
• Theoretical references
  - bergmann & Sams (2012): pioneers of the flipped classroom model (main book: ‘Flip Your Classroom: Reach Every Student in Every Class Every Day, Washington DC: International Society for Technology in Education’)
  - Zachary Walker, Desiree Tan, Noi Keng Koh (2020): ‘Flipped Classrooms with Diverse Learners, International Perspectives, Springer’
  - Constructivist approaches (Piaget, Vygotsky): knowledge is built through active engagement
  - Bloom’s Taxonomy: flipped model supports moving from lower-order (remember/understand) to higher-order (apply/evaluate/create) thinking during class. 

The Flipped Classroom is a modern teaching method that turns traditional instruction on its head. Instead of delivering lectures during class and assigning exercises for homework, the flipped model does the reverse. Direct instruction happens outside of class, usually through videos or reading materials, and class time is dedicated to active learning, such as group work, discussions, problem-solving, and collaboration.
The goal is to maximise the value of face-to-face time by doing the easy learning at home and using class time for more challenging activities. It creates space for students to explore, ask questions, and apply what they’ve learned with the guidance of the teacher.
The method has several key features. Before class, at home students watch a video or go through a reading assignment. Then, during class, they work on tasks that help them apply and consolidate that knowledge: projects, discussions, or real-world problem-solving. In this model, the teacher doesn’t just lecture; they act as a facilitator or coach, guiding students, offering support, and encouraging interaction.
Among its strengths, the flipped classroom promotes student autonomy, as learners are responsible for coming to class prepared. It also supports student-centred learning and makes room for differentiated instruction during class, as the teacher can focus on students who need more help while others work independently or in groups.
However, there are some challenges. The model assumes that all students have access to digital tools and that they will take the responsibility to prepare in advance. If they don’t, the in-class activities may fall flat. Also, teachers need to invest time in carefully planning both the out-of-class content and the in-class experience.
I’d like to give a practical example, using conditionals for B1–B2 students. At home, students watch a video that explains the zero, first, and second conditionals, either a YouTube video or one made by me in advance, with the use of screen casting. Then, in class, they do a quick warm-up quiz to check understanding. This way, I can already tell who has watched the videos and who hasn’t.  After that, they work in groups to come up with real-life if-scenarios. For instance: “If I won the lottery, I would…”, and share them with the class. Finally, there’s a speaking activity like “What would you do if…?” where they practise the second conditional in conversation, while I’ll move around the room, offering scaffolding as needed.
The flipped classroom approach is supported by Bergmann and Sams, who are considered its pioneers, and it aligns well with constructivist theories by Piaget and Vygotsky, which emphasise learning through active engagement. It also ties into Bloom’s Taxonomy, as students move from lower-order thinking outside the classroom—like remembering and understanding—to higher-order thinking in class—applying, evaluating, and even creating.
Importantly, Zachary Walker, Desiree Tan, and Noi Keng Koh (2020) highlight in their book ‘Flipped Classrooms with Diverse Learners’ practical strategies needed to adapt this model to different contexts and learner needs. Their research reminds us that flipping the classroom isn’t just about using video, it’s about rethinking how and where learning happens to better support all students.
In short, the flipped classroom makes learning more interactive, personalised, and engaging, but it also calls for thoughtful design and shared responsibility between teachers and learners.

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