The " Grammaticando " activity, within the PTOF Project " LaRSAI " (Laboratories for the recovery and development of Italian learning), aimed at the first year of the course, is structured on a co-presence, in curricular time, between the discipline teacher and the teacher of the strengthening staff. The specific objective, within an overall framework in which the transversal educational objectives of communicating, accessing creative uses, acquiring and re-elaborating are highlighted, is to operate recovery/reinforcement interventions for students who present deficiencies and difficulties (also because they are not Italian speakers) of a grammatical and lexical type, which emerged in the Entrance test and in subsequent Verification tests.

Feedback procedures are implemented and appropriate tools and aids are used to create a constructivist teaching approach. Specifically, the material produced, in the form of files and digital folders, by the teachers of the staff of the enhancement in the academic year is used. s. 2017-2018, which consists of theoretical parts on Italian grammar and exercises.

The activity, which replaces the "Open Classes" initiative, the organization of which had caused particular difficulties, proposes a methodological path that is certainly more traditional, but more effective as it is less dispersive.

Ørberg Latin


The Ørberg Method: another way to teach Latin (Professor Letizia Messere)

Since 2008, a methodological-didactic research group has been active in our high school, made up of teachers who have adopted the 0rberg Method or "Nature Method " as their teaching methodology for Latin, in collaboration with the Accademia Vivarium Novum in Rome .

It is a different approach to Latin from the grammatical-translation one, because it is based on the assumption that the study of grammar is the means for understanding the Latin text and not the final goal.

The method followed is inductive: we start from the text and then, after having identified and analyzed the main morpho-syntactic structures with the help of the teacher, we go back to the general rule. The teacher and the students mainly, but not exclusively, use the Latin language for dialogue in class, which represents a didactic strategy and not the goal of teaching Latin. The study of the lexicon takes place "naturally": in fact, no lists of words to learn are proposed, but the new terms are proposed contextually with the reading of the text, so that, at the end of the first two years, the student has acquired sufficient lexical baggage to face more demanding readings.

Since the teaching of Latin is "vertical", the student has the possibility of continuing the study of language and literature with the same method also in the second two-year period and in the fifth year.


The PTOF Project " Geohistory in the cloud ", of which prof. Giovani Rizzi, represents the most innovative moment within the Boccaccio Department, since it proposes, in continuation with what was produced by the teacher and his students in the academic year. s. 2017-2018, to review and complete the drafting of a digital book of history and geography. The production of a digital book is configured as an active experience for the student, who not only participates, together with the entire class, in the creation of a multimedia text, continuously renewable and extendable, but who can expand it with his own autonomous contributions and reworkings. This didactic practice stimulates the students' curiosity, in order to facilitate their understanding and individual study, to ultimately support their personal learning style. The dynamism offered by the digital book also makes it possible to rethink, enrich and replace the contents in relation to the different needs, both of the teaching staff and of the students.

Furthermore, given the presence of various textual elements (video lessons, historical-political maps, self-assessment exercises, for example), it lends itself to use for teaching methodologies such as the flipped classroom or CLIL.

The introduction of digital support fully responds to the needs of users who are often disoriented, both because the tools adopted appear not always adequate to the personal reality of those who to all intents and purposes are "digital natives", and because the contents sometimes deviate or fail to refer to current reality. The discipline of geohistory, being based on the so-called citizenship competence, or rather on the key competences for the exercise of active citizenship, can concentrate, if faced through a dynamic approach such as the digital book, on the treatment of aspects related to current events, trying to increase the relationship with the territory.

Link to book.