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Samenvatting leren en ontwikkelen deel 2
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Samenvatting vak leren en ontwikkeling deel 2
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Lynn Devos Leren en ontwikkelen 2Deel 4: hoe leert een adolescent?........................................................................................................... 3
1. Wat is leren?................................................................................................................................ 3
1.1 Probleemstelling.................................................................................................................. 3
1.2 naar een beter begrip van leren .......................................................................................... 3
1.3 leren versus presteren......................................................................................................... 3
1.4 waarom leren niet vanzelf gaat ........................................................................................... 4
1.5 belang van kennis ................................................................................................................ 4
1.6 leren is context gebonden ................................................................................................... 5
2. Onze cognitieve architectuur ...................................................................................................... 5
2.1 soorten geheugen................................................................................................................ 5
2.1.1 het zintuiglijk of sensorisch geheugen ........................................................................ 6
2.1.2 het werkgeheugen....................................................................................................... 6
2.1.3 het lange termijn geheugen ........................................................................................ 7
2.2 cognitieve belasting ............................................................................................................. 7
2.2.1 De cognitieve belastingstheorie of Cognitive Load Theory (CLT) ............................... 7
2.2.2 wat betekent de CLT voor de onderwijspraktijk?........................................................ 7
2.2.3 beginners vs experten ................................................................................................. 8
3. Hoe onthoudt ons brein? ............................................................................................................ 9
3.1 Hermann Ebbinghaus – de vergeetcurve ............................................................................ 9
3.2 Edward Thorndike – The law of exercise............................................................................. 9
3.3 Robert Björk – the new theory of disuse........................................................................... 10
4. Hoe we leren versus hoe we denken dat we leren ................................................................... 11
4.1 ondersteunen en/of markeren .......................................................................................... 11
4.2 herlezen ............................................................................................................................. 11
4.3 nog 3 twijfelachtige methoden ......................................................................................... 11
5. 6 leerstrategieën die écht werken ............................................................................................ 12
5.1 werken met voorbeelden .................................................................................................. 12
5.1.1 wat is werken met voorbeelden en waarom is het effectief .................................... 12
5.1.2 wanneer werkt het? ......................................................................................................... 12
5.2 Elaboration ........................................................................................................................ 13
5.2.1 wat is elaboration en waarom is het effectief............................................................... 13
5.2.2 wanneer werkt het? .................................................................................................. 13
5.3 interleaving ........................................................................................................................ 14
5.3.1 wat is interleaving en waarom is het effectief? ........................................................ 14
5.3.2 wanneer werkt het? .................................................................................................. 14
5.4 retrieval practice ............................................................................................................... 14
1
,Lynn Devos Leren en ontwikkelen 2
5.4.1 wat is retrieval practice en waarom is het effectief? .................................................... 14
5.4.2 wanneer werkt het? .................................................................................................. 14
5.5 spaced practice .................................................................................................................. 15
5.5.1 wat is spaced practice en waarom is het effectief? .................................................. 15
5.5.2 wanneer werkt het? .................................................................................................. 15
5.6 dual coding ........................................................................................................................ 15
5.6.1 wat is dual coding en waarom is het effectief? ......................................................... 15
5.6.1 wanneer werkt het? ......................................................................................................... 15
6. Executieve functies .................................................................................................................... 16
6.1 probleemstelling................................................................................................................ 16
6.2 omschrijving executieve functies ...................................................................................... 16
6.3 de ontwikkeling van de executieve functies ..................................................................... 16
6.4 uitdieping executieve functies .......................................................................................... 17
6.4.1 inhibitie ...................................................................................................................... 17
6.4.2 Werkgeheugen .......................................................................................................... 18
6.4.3 Flexibiliteit ................................................................................................................. 18
6.4.4 Planning ..................................................................................................................... 19
6.5 Samengevat ....................................................................................................................... 19
2
, Lynn Devos Leren en ontwikkelen 2
Deel 4: hoe leert een adolescent?
1. Wat is leren?
1.1 Probleemstelling
1.2 naar een beter begrip van leren
• leren: vaak gezien als cognitieve activiteit
o niet waar: hersenen info verwerven, verwerken en integreren met bestaande
informatieschema’s(voorkennis) of nieuwe informatieschema’s maken.
• Leren is ook sociale gebeurtenis
o Vb lawaai in de klas, rustige klas
• Leerlingen leren overal, sociaal en onbewust
o Vb dropping scouts
Niet-intentioneel
*sociaal karakter
Intentioneel
* groepswerk
* op school
* doelstelling voor ogen
1.3 leren versus presteren
• definitie leren
o blijvend
▪ na enkele weken, het nog
steeds kunne
beantwoorden
o transfereerbaar
▪ flexibel toepasbaar, vb
fietsen
o creëert een verandering
▪ iets nieuws
• presteren
o dit kan waargenomen worden, door een toets bv
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