100% satisfaction guarantee Immediately available after payment Both online and in PDF No strings attached
logo-home
Samenvatting 'diverse en krachtige leeromgevingen' $8.06   Add to cart

Summary

Samenvatting 'diverse en krachtige leeromgevingen'

 38 views  0 purchase
  • Course
  • Institution

samenvatting van het vak 'diverse en krachtige leeromgevingen'. Geslaagd voor dit vak.

Preview 4 out of 58  pages

  • February 15, 2022
  • 58
  • 2021/2022
  • Summary
avatar-seller
Diverse en krachtige leeromgevingen
1. Krachtig leren ........................................................................................................................................ 4
1.1 Leerstrategieën..................................................................................................................................... 4
1.1.1 Dual Coding ..................................................................................................................................... 5
1.1.2 Verwerking ...................................................................................................................................... 6
1.1.3 Concrete voorbeelden ..................................................................................................................... 6
1.1.4 Retrieval practice ............................................................................................................................. 6
1.1.5 Spaced practice ............................................................................................................................... 7
1.1.6 Interleaving ...................................................................................................................................... 8
1.2 Executieve functies ............................................................................................................................... 8
1.3 Krachtig leren ..................................................................................................................................... 10

2. Diversiteit ............................................................................................................................................ 12
2.1 Kennismaking ..................................................................................................................................... 12
2.2 Visie op diversiteit .............................................................................................................................. 12
2.3 Leren VOOR diversiteit ....................................................................................................................... 13
2.3.1 Multiperspectiviteit ....................................................................................................................... 14
2.3.2 Leren-van-elkaar ............................................................................................................................ 14
2.3.3 Dialoog en samenwerking ............................................................................................................. 14
2.3.4 Normaliteit .................................................................................................................................... 14
2.3.5 Onbevooroordeeldheid en non-discriminatie ............................................................................... 14
2.3.6 Flexibiliteit ..................................................................................................................................... 14
2.4 Leren IN diversiteit.............................................................................................................................. 14
2.4.1 Veelzijdig en gevarieerde aanpak .................................................................................................. 15
2.4.2 Breed observeren .......................................................................................................................... 15
2.4.3 Leeromgeving verbreden .............................................................................................................. 15
2.4.4 Samenwerkend leren..................................................................................................................... 15
2.4.5 Heterogene groepsvorming........................................................................................................... 16

3. Doelgericht werken ............................................................................................................................. 16
3.1 Modernisering SO ............................................................................................................................... 16
3.2 Nieuwe eindtermen ............................................................................................................................ 16
3.2.1 Sleutelcompetenties ...................................................................................................................... 16
3.2.2 Onderwijsdoelen per sleutelcompetentie ..................................................................................... 17
3.2.3 Soorten onderwijsdoelen .............................................................................................................. 18
3.2.4 Eerste graad SO ............................................................................................................................. 19
3.2.5 2e en 3e graad SO ........................................................................................................................... 19
3.2.6 Soorten onderwijsdoelen .............................................................................................................. 19
3.3 Format onderwijsdoelen..................................................................................................................... 19
3.4 Leerplannen SO................................................................................................................................... 21
3.4.1 Opbouw leerplan openbaar onderwijs .......................................................................................... 21
3.5 Lesvoorbereiding ................................................................................................................................ 21
3.5.1 Selecteren van ET .......................................................................................................................... 22
3.5.2 Selecteren van leerplandoelen ...................................................................................................... 23

4. Leren leren en leercompetenties ......................................................................................................... 23



1

, 4.1 Leerlingen beter doen leren via scaffolding........................................................................................ 23
4.2 Leren leren .......................................................................................................................................... 23
4.2.1 Wat is leren leren? ........................................................................................................................ 23
4.2.2 Doelen: wat moeten leerlingen op het vlak van leren leren bereiken? ........................................ 23
4.2.3 Executieve functies (vervolg) ......................................................................................................... 24
4.2.4 Hoe kunnen leerkrachten LR LR stimuleren? ................................................................................ 25
4.2.5 Onderwijsaanpak bij elk onderdeel van leren leren ...................................................................... 25

5. Breed observeren ................................................................................................................................ 26
5.1 Beginsituatie....................................................................................................................................... 27
5.1.1 Pedagogische beginsituatie ........................................................................................................... 27
5.1.2 Didactische beginsituatie............................................................................................................... 27
5.1.3 Observatiegegevens ...................................................................................................................... 27
5.2 Specifieke beginsituaties (voor BSO-leerlingen) ................................................................................. 28

6. Samenwerkend leren en activerende werkvormen .............................................................................. 29
6.1 Samenwerkend / coöperatief leren .................................................................................................... 29
6.2 Activerende werkvormen.................................................................................................................... 31

7. Feedback ............................................................................................................................................. 32
7.1 Niveau 1: taakgerichte feedback ........................................................................................................ 33
7.2 Niveau 2: procesgerichte feedback .................................................................................................... 33
7.3 Niveau 3: zelfregulerende feedback ................................................................................................... 33
7.4 Niveau 4: persoonsgerichte feedback................................................................................................. 33
7.5 Mindset .............................................................................................................................................. 34

8. Binnenklasdifferentiatie ...................................................................................................................... 34
8.1 Theoretisch kader ............................................................................................................................... 34
8.2 Definitie en voorbeelden .................................................................................................................... 35
8.3 Deel 1: Op basis waarvan kan je differentiëren? ................................................................................ 35
8.4 Deel 2: Welke elementen kan je bespelen? ........................................................................................ 36
8.5 Differentiatie naar leerdoelen ............................................................................................................ 36
8.6 Differentiatie naar methodische aanpak............................................................................................ 37
8.6.1 Groeperingsvormen....................................................................................................................... 37
8.6.2 Werkvormen .................................................................................................................................. 39
8.6.3 Instructies ...................................................................................................................................... 39
8.6.4 Tempo............................................................................................................................................ 40
8.7 Differentiatie naar evaluatie .............................................................................................................. 40
8.8 Differentiatie naar bijkomende ondersteuning door peers of collega’s ............................................. 40
8.9 Differentiatie naar feedback .............................................................................................................. 40
8.10 Differentiatie naar eindproduct.......................................................................................................... 41
8.11 Differentiatie naar leermaterialen en media ...................................................................................... 41
8.12 Toepassingen ...................................................................................................................................... 41

9. Zorg: goed omgaan met lln met specifieke onderwijsbehoeften .......................................................... 42
9.1 Visie en beeldvorming ........................................................................................................................ 42


2

, 9.2 VN-verdrag en decreten: kaders voor inclusief onderwijs .................................................................. 42
9.2.1 VN-Verdrag inzake de rechten van personen met een handicap .................................................. 42
9.2.2 Vlaams gelijkekansen- en gelijkbehandelingsdecreet ................................................................... 42
9.2.3 M-decreet ...................................................................................................................................... 43
9.3 Hoe kunnen we als school en als leerkracht goed omgaan met lln met specifieke
onderwijsbehoeften? ........................................................................................................................................ 44
9.3.1 Focus 1: Zorgvisie .......................................................................................................................... 44
9.3.2 Focus 2: Fasen binnen zorgcontinuüm .......................................................................................... 45
9.4 Onderwijsaanbod voor lln met SPON ................................................................................................. 47

10. Zorg: leer- en ontwikkelingsstoornissen in de klaspraktijk ............................................................... 48
10.1 Leerstoornissen................................................................................................................................... 48
10.1.1 Inleiding .................................................................................................................................... 48
10.1.2 Dyslexie en dysorthografie ....................................................................................................... 48
10.1.3 Dyscalculie ................................................................................................................................ 50
10.1.4 Dyspraxie .................................................................................................................................. 51
10.1.5 Conclusie ................................................................................................................................... 51
10.2 ADHD (Attention Deficit Hyperactivity Disorder) ................................................................................ 51
10.2.1 Omschrijving ............................................................................................................................. 51
10.2.2 Diagnose ................................................................................................................................... 52
10.2.3 Behandeling .............................................................................................................................. 53
10.2.4 Onderwijsaanbod...................................................................................................................... 54
10.2.5 Belangrijke aandachtspunten als leerkracht............................................................................. 55
10.2.6 STICORDI-maatregelen ............................................................................................................. 55
10.3 ASS (Autisme Spectrum Stoornis) ....................................................................................................... 55
10.3.1 Omschrijving ............................................................................................................................. 55
10.3.2 Diagnose ................................................................................................................................... 56
10.3.3 Belangrijke aandachtspunten ................................................................................................... 57
10.3.4 STICORDI-maatregelen ............................................................................................................. 57
10.3.5 Onderwijsaanbod...................................................................................................................... 58




3

, DKL
1. Krachtig leren
1.1 Leerstrategieën

Werkgeheugen is beperkt, je bent er bewust mee bezig, herhalen, koppelen aan iets dat je al
weet.
Iets blijft pas hangen als het in je lange termijngeheugen terecht komt, vergeten en terug
ophalen.
Wanneer je iets automatiseert, gaat het vanzelf. (maaltafels, alfabet)
Lange termijngeheugen is onbeperkt. Netwerk van allemaal verbindingen.

Hieronder informatieverwerkend model (Atkinson en Shiffrin)




Vergeetcurve (Hermann Ebbinghaus)




4

The benefits of buying summaries with Stuvia:

Guaranteed quality through customer reviews

Guaranteed quality through customer reviews

Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.

Quick and easy check-out

Quick and easy check-out

You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.

Focus on what matters

Focus on what matters

Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!

Frequently asked questions

What do I get when I buy this document?

You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.

Satisfaction guarantee: how does it work?

Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.

Who am I buying these notes from?

Stuvia is a marketplace, so you are not buying this document from us, but from seller yonijanssens80. Stuvia facilitates payment to the seller.

Will I be stuck with a subscription?

No, you only buy these notes for $8.06. You're not tied to anything after your purchase.

Can Stuvia be trusted?

4.6 stars on Google & Trustpilot (+1000 reviews)

82191 documents were sold in the last 30 days

Founded in 2010, the go-to place to buy study notes for 14 years now

Start selling
$8.06
  • (0)
  Add to cart