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samenvatting de lat hoog
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samenvatting van het olod op weg naar meesterschap c: de lat hoog voor iedereen
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Samenvatting de lat hoogInhoud
Table of Contents
Deel 1: doelgericht werken....................................................................................................................3
Het didactisch model.........................................................................................................................3
Doelstellingen: leren, geen vrijblijvende aangelegenheid.................................................................3
Begripsomschrijving.......................................................................................................................3
Taxonomie van Bloom: algemeen..................................................................................................3
Inhoudsniveaus in de taxonomie van Bloom.................................................................................3
Gedragsniveaus binnen de taxonomie van Bloom.........................................................................3
Betekenis van de taxonomie i.f.v. doelgerichtheid........................................................................4
Hoofdstuk 1: didactische werkvormen..................................................................................................4
Een scala aan didactische werkvormen.............................................................................................4
Wat zijn didactische werkvormen..................................................................................................4
Indeling didactische werkvormen..................................................................................................5
Aanbiedende werkvorm....................................................................................................................5
uitleggen........................................................................................................................................5
Vertellen........................................................................................................................................5
Demonstreren:...............................................................................................................................6
Film- en/of audiofragment:...........................................................................................................6
Gespreksvorm....................................................................................................................................6
Valkuilen bij gesprekvormen..........................................................................................................6
Onderwijsleergesprek....................................................................................................................7
Kringgesprek..................................................................................................................................8
Reflectiegesprek............................................................................................................................8
Doelgerichte vragen stellen...........................................................................................................9
Vragen indelen...............................................................................................................................9
Aandachtspunten bij vragen stellen............................................................................................10
Opdrachtvormen.............................................................................................................................11
Opdrachten: (individuele) werkmomenten.................................................................................11
spelvormen..................................................................................................................................12
complexe werkvormen....................................................................................................................13
contractwerk................................................................................................................................13
Hoekenwerk.................................................................................................................................13
Besluit..............................................................................................................................................14
1
, Verband doelstelling – didactische werkvorm.............................................................................14
variëren is belangrijk....................................................................................................................14
hoofdstuk 2: leermiddelen..................................................................................................................14
het bord...........................................................................................................................................14
wat moet er op mijn (digitaal) bord komen?...............................................................................14
Waar zal ik wat noteren?.............................................................................................................15
Wanneer breng ik bepaalde gegevens op het bord aan?.............................................................15
Hoe noteer ik mijn inhoud?.........................................................................................................15
Methodes........................................................................................................................................15
Digitale media..................................................................................................................................15
Synthese doelgerichtheid....................................................................................................................16
Deel 2: differentiatie............................................................................................................................16
Diversiteit als norm..........................................................................................................................16
Diversiteit.....................................................................................................................................16
Gelijke onderwijskansen..............................................................................................................17
Differentiatie....................................................................................................................................17
Model..........................................................................................................................................17
Definitie...........................................................................................................................................17
Hoe differentiatie aanpakken......................................................................................................18
Welk effect differentiatie heeft op verschillen tussen lln.............................................................18
Wat doet differentiatie met de persoon van de leerling?............................................................18
Groeperen van lln........................................................................................................................18
Meesterschap..................................................................................................................................19
Ondersteunen..............................................................................................................................19
Uitdagen......................................................................................................................................20
Het vertrekpunt...............................................................................................................................20
De leerling als startpunt...............................................................................................................20
De leerling in relatie tot de doelen..............................................................................................20
Strategieën......................................................................................................................................21
Tempdifferentiatie.......................................................................................................................21
Het BHV-model............................................................................................................................21
Contractwerk...............................................................................................................................23
Steigerleren of scaffolding...........................................................................................................23
2
, Deel 1: doelgericht werken
Het didactisch model
- Verschillende elementen
- In relatie tot de beginsituatie en doelstellingen
Doelstellingen: leren, geen vrijblijvende aangelegenheid
Begripsomschrijving
- Taxis = ordening
- Nomos = wet
- Taxonomie = wetmatige ordening
o Structurering gebaseerd op een theoretische basis
Taxonomie van Bloom: algemeen
- Bepalen van leerniveaus binnen de cognitieve ontwikkeling
- Bloom -> 3 taxonomieën
o Gedragsniveau en inhoudsniveau
Inhoudsniveaus in de taxonomie van Bloom
- 4 soorten inhoudelijke kennis
o Feitelijke kennis
Te kennen basiselementen om problemen op te lossen
o Conceptuele kennis
Relaties tussen de basiselementen die de leerling moet weten om
verbanden te zien
o Procedures of procedurele kennis
Hoe je iets doet, manieren van onderzoeken
o Metacognitieve kennis
Kennis over kennis/leren in het algemeen
Gedragsniveaus binnen de taxonomie van Bloom
- 6 cognitieve processen of denkniveaus
o Herinneren
o Begrijpen
o Toepassen
Lage denkvaardigheden
o Analyseren
o Evalueren
o Creëren
Hoge denkvaardigheden
Herinneren
- Ophalen van adequate informatie uit het
lange termijn geheugen
Begrijpen
- Eerder verworven kennis uit je langetermijngeheugen ophalen en er betekenis aan geven
3
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