samenvatting : limbo: modules 3, 4 , 5 , 8 , 10, 11 alsook vragen en oplossingen van de zelftesten, alsook een inleiding tot, alsook enkele aangehaalde begrippen toegelicht
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Course
Leren In Maatschappelijk Betrokken Onderwijs
Institution
Katholieke Universiteit Leuven (KU Leuven)
Book
Leren in maatschappelijk betrokken onderwijs
dit document bevat de samenvattingen van de 6 modules: 3-4-5-8-10-11.
maatschappelijke rol, gelijkheid en vrijheid, leren, taal, organisatie en communicatie
totaal aantal blz = 91
Table of Contents
Situering......................................................................................................................................4
Context....................................................................................................................................5
Digitalisering............................................................................................................................5
Globalisering...........................................................................................................................5
Module 3 maatschappelijke rol en betekenis van onderwijs: benaderingen en toetsstenen...7
Inleiding...................................................................................................................................7
Functioneel sociologische benadering....................................................................................9
cultureel sociologische benadering......................................................................................10
conflict sociologische benadering.........................................................................................12
sociaal economische benadering.........................................................................................15
School pedagogische benadering........................................................................................17
Algemene achtergrond.....................................................................................................17
Schools leren: uitgangspunten en toetsstenen................................................................20
Sociaal-pedagogische toetsstenen:..................................................................................24
besluit....................................................................................................................................25
Module 4 gelijkheid en vrijheid................................................................................................26
Inleiding.................................................................................................................................26
Gelijkheid..............................................................................................................................26
De WAT vraag wat willen we gelijk verdelen?..................................................................26
De WIE vraag : tussen wie?...............................................................................................27
De WANNEER vraag : gelijk starten of gelijk eindigen?....................................................27
De WAAROM vraag : Waarom is er in het onderwijs ongelijkheid...................................29
De HOE vraag : = welke beleidsmaatregelen te nemen...................................................33
Vrijheid..................................................................................................................................33
Actief OV: de vrijheid van scholen....................................................................................34
Passieve vrijheid: ouders...................................................................................................34
2 rollen van de Overheid...................................................................................................35
Actieve vrijheid van onderwijs: implicaties voor de leeruitkomsten................................36
Passieve vrijheid van onderwijs (= keuzevrijheid) : implicaties voor de leeruitkomsten. 36
Besluit....................................................................................................................................37
Module 5 leren..........................................................................................................................38
Inleiding.................................................................................................................................38
Leren = ACTIEF en CONSTRUCTIEF........................................................................................39
,2
Limbo 1
Leren = CUMULATIEF............................................................................................................40
Leren = integratie van SOORTEN kennis...............................................................................41
Domeinspecifieke kennis = EXPERTISE..............................................................................42
Cognitieve STRATEGIEEN..................................................................................................44
META Cognitie...................................................................................................................46
Interactie: (Meta) Cognitieve-Affectie-Motivatie.................................................................48
Attituden...........................................................................................................................49
Motivatie...........................................................................................................................51
Optimaal leren: kennis beklijft en is transferabel.................................................................53
Retentie = beklijven..........................................................................................................53
transfer..............................................................................................................................55
Beperking informatie-verwerken/neurofysiologie...............................................................57
Inleiding.............................................................................................................................57
Prefrontale cortex.............................................................................................................57
Executieve functies: werkgeheugen, inhibitie, flexibiliteit...............................................58
De rol van strategieen en expertise..................................................................................59
Interventies ter stimulans van executieve functies..........................................................60
Tot slot: niet alleen cognitie..............................................................................................60
De lerende: ontwikkelingen tijdens adolescentie.................................................................60
Emoties en risicogedrag bij adolescenten........................................................................61
Module 8 taalbeleid op school..................................................................................................66
Inleiding.................................................................................................................................68
Taal op school = schooltaal = cognitief academisch.............................................................68
Verschillen tussen leerlingen................................................................................................68
Taalbeleid als oplossing?.......................................................................................................68
Pijlers van het talenbeleid.....................................................................................................69
Taalvaardigheidsonderwijs...............................................................................................69
Nederlands als instructietaal - Omgaan met complexe onderwijstaal: taalgericht
vakonderwijs.....................................................................................................................69
Vreemdetalenonderwijs...................................................................................................69
Nederlands (Taal) als communicatiemiddel op school.....................................................69
Processen van taalbeleid......................................................................................................70
Onderzoek naar implementatie van talenbeleid..................................................................71
besluit....................................................................................................................................71
Vraag 1..............................................................................................................................73
,3
Limbo 1
Vraag 2..............................................................................................................................73
Vraag 3..............................................................................................................................73
Vraag 4..............................................................................................................................73
Vraag 5..............................................................................................................................74
Module 10 school als organisatie.............................................................................................75
Inleiding.................................................................................................................................75
organisatie.............................................................................................................................75
Bureaucratie en professionaliteit: zoneringstheorie van Hanson........................................76
Betekenisgeving....................................................................................................................77
Individuele betekenisgeving: persoonlijk interpretatiekader...........................................77
Collectieve betekenisgeving: schoolcultuur.....................................................................77
Schoolleiderschap.................................................................................................................77
Begrip................................................................................................................................77
Schoolleiderschap en directie...........................................................................................78
Conceptualisering in onderwijsonderzoek.......................................................................78
Profesionele relaties: autonomie en samenwerking............................................................78
Autonomie, samenwerking en collegialiteit.....................................................................78
Verschillende vormen van samenwerking en autonomie................................................79
Voorwaarden, kosten en baten........................................................................................79
Micropolitiek.........................................................................................................................79
De school als organisatie door een micropolitieke bril....................................................79
Wenselijk geachte werkcondities als profesionele belangen...........................................79
Micropolitiek vanuit profesionele belangen.....................................................................79
besluit....................................................................................................................................79
Vraag 2..............................................................................................................................81
Vraag 3..............................................................................................................................82
Vraag 4..............................................................................................................................82
Vraag 5..............................................................................................................................83
Module 11 communicatie in de onderwijspraktijk...................................................................84
inleiding.................................................................................................................................84
Communicatie afgebakend binnen de klascontext..............................................................84
algemeen...........................................................................................................................84
klascommunicatie.............................................................................................................84
klasC heeft steeds 2 componenten...................................................................................85
C. MODEL..........................................................................................................................85
, 4
Limbo 1
5 axiomas..............................................................................................................................86
Men kan niet niet communiceren.....................................................................................86
Communicatie als patroon................................................................................................86
Metacommunicatie...........................................................................................................86
Digitale en analoge C.........................................................................................................87
Communicatieve interactie – on/gelijkwaardigheid (symmetrische en complementaire)
C.........................................................................................................................................87
Toepassingen van C in de klaspraktijk..................................................................................88
Actief luisteren – Laff dont cry..........................................................................................88
Slecht nieuws – MUM dont cry.........................................................................................88
Besluit....................................................................................................................................89
begrippen..................................................................................................................................90
1. Situering
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