I was born a learner and have become a teacher along the way. Teaching English as a Foreign Language and English literature has always meant engaging learners so to make them independent and effective
I have enhanced and nurtured my broad-based linguistic knowledge and experience as a dedicated educator , material creator and learning innovator while teaching EFL/ESOL/ELT and English Literature. Italian secondary schools and a school of languages in the UK have given me the chance to really understand the importance of putting learners at the core by engaging, and motivating them by adapting teaching according to their needs.
I have recently started freelancing as a teacher of English for adults who need effective uposkilling for career change and teacher trainer
Due to the recent lockdown and resulting distant teaching, I have been actively engaged in training and supporting my colleagues at school together with newly recruited primary and secondary school teachers based in different areas. The purpose of my CPD which is also the distinguishing feature of my teaching style has been to keep learners at the core, to promote learner agency and engagement so to to make learning happen . More specifically, enhancing subject matter expertise in terms of visible thinking, formative assessment and feedback delivery but also by means of the most appropriate tools (Meet, Classroom, Google docs and Drive). As a result, I have planned and run online workshops for teachers , promoting the sharing of best practices ( emebedding the Global Goals into EFL lessons and building up interdisciplinary connections)
I have also become even more familiar with with blended learning and have been mentoring on a voluntary basis on ten runs of MOOC called “ Blended and Online Learning Design”, supplied by University College of London and delivered via FutureLearn . Dealing with teachers from all over the world who faced and are still facing multiple educational challenges, I have aimed at sharing materials , strategies to adapt the lesson flow to the needs of learners both live and online. Promoting peer-to-peer dynamics amongst learners and teachers have also proved crucial. I was also awarded a scholarship with four other colleagues and attended a four-week Micropraticum promoted by Harvard University and Project Zero in order to enhance my expertise in Making Thinking Visible and help students' enhance their own thinking moves .
I have attained QTS, hold a Cambridge CELTA , an MA in Modern Foreign Languages ( English and French), a Postgraduate Certificate in Education equivalent (English language and Literature). I have always been committed to providing students with a dynamic and interesting learning environment in which they can grow and develop towards lifelong learning. I have been teaching EFL/ESL ,English Literature and Business English for fifteen years and I am currently preparing students for Academic IELTS, after proper CPD held in London ( British Council) and Cambridge ( Anglia Ruskin University).
Being constantly committed and willing to increase my experience and skills also in terms of CPD, I have attended courses dealing with Visible Learning and Teaching ( see Project Zero launched by Harvard University) , applying it to ELT also during COVID remote delivery of lessons. Moreover, I have studied and applied different versions of the communicative approach (ESA, PBL, Flipped classroom, just to name some) and will be an asset to your team due to my first- hand experience and results achieved. Innovating learning has indeed been one of my guiding principles nurtured by means of CPD and principled eclecticism while teaching. I have also led the language department working as a headteacher of English in terms of coordinating my colleagues CPD but also creating a working environment based on support and encouraging initiative.
I completed a MicroMaster in Learning Design at University of Maryland, Global Campus in order to study adult learning theories and models to outline and create engaging courses suitable for online deliver.Why do you want to be a part of the HundrED Community?
Because innovation in education does not simply mean using tech tools. The learners should be kept at the core and helped become independent thinkers and effective learners too. The ongoing pandemic has fully unveiled the need for supporting and including students, not only in trems of providing devices or using tools but blending approaches, creating meaningful , deeper and transferable learning.How can education support students to flourish?
Education is a powerful tool to help the youngsters become independent thinkers and learners, ready to transfer their competence and knowledge beyond the school walls to thrive in life. Differentiating , including, engaging and boosting learner agency and active participation must be emebedded in teaching. The learners can then take ownership over their learning too.What role does innovation play in education change?
Innovation means keeping up with the the most diverse learners' needs, embedding tech tools but also embracing approaches as they emerge and prove effective, ( i. e visible thinking , learners agency, assessmemt for learning). Innovation comes from what learners needs and is a reminder of the fact that teachers are indeed students of their own students.Three HundrED innovations you love. (and Why?)
Education Cities as it goes beyond the school walls and turn a whole city into a learning environment, encouraging informal education and collaboration. Positive Education because of the central role played by well being which is widely enhanced. Wellbeing and education are indeed intertwined and pursued together. Blueprints i gives learners the chance to approach assessment purposefully.Three innovations you would love for HundrED to know about. (and Why?)
Visible Thinking to boost learners' thinking moves ( ask questions, make connections, get to the core..) also enabling them to thrive with tasks. Art Helpers for Kids, a project I planned and carried out with colleagues atschool. My learners used English for Art, problem solving and created educational activities for low-income students and make them enjoy a museum they did not know.