Samenvatting Concepten der Lichamelijke Opvoeding jaar 2
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Course
Concepten der Lichamelijke Opvoeding
Institution
Hogeschool Van Amsterdam (HvA)
In dit document staan de lessen van CLO uitgebreid uitgewerkt.
1. management
2. sprookje vs. de realiteit
2. do the math
3. dag dag vrolijke lach
4. de rijdende rechter
5. boom boom boom
Concepten der Lichamelijke
Opvoeding
Hoorcolleges door Fabian Broers
Studiejaar
2021 – 2022
Thema’s
1. Klassenmanagement (deel A&B)
2. Instructi e
3. Didacti ek vs. methodiek
4. Evalueren
5. Ethiek
1
,Inhoudsopgave
Hoorcollege 1: Klassenmanagement A......................................................................................4
Ethische ontwikkelgangen van Kohlberg...............................................................................4
Management is niet hetzelfde als orde handhaven!................................................................4
Maak van een puistje geen steenpuist....................................................................................5
Behets (2013): 2 vectoren.......................................................................................................5
Management en de les LO......................................................................................................5
Gedragingen van de docent LO in de gymles........................................................................6
Hoorcollege 2: Klassenmanagement B......................................................................................7
Observeren als beginner, of expert?.......................................................................................7
AMI-protocol.........................................................................................................................7
Managen van de tijd...............................................................................................................7
Management van de ruimte....................................................................................................7
Klassenmanagement in relatie tot de school..........................................................................8
Hoorcollege 3: “Sprookje vs. de realiteit”..................................................................................8
De droge feiten, de persuasie, constructivistisch onderwijs...................................................8
Oriëntatiefase..........................................................................................................................9
Aandacht vragen en onderhouden..........................................................................................9
Aanbieden van informatie......................................................................................................9
Constructive allignment.......................................................................................................10
Instructie...............................................................................................................................10
Kennis en leren.....................................................................................................................10
Kennis en motivatie & Corbin trapmodel............................................................................11
Instructie en werkvormen.....................................................................................................11
Hoorcollege 4: “Do the math”..................................................................................................11
6 effectieve didactieken........................................................................................................11
Non-linear leren + theorema’s..............................................................................................12
Kolb en “non-lineare pedagogiek”.......................................................................................13
Newell (1985).......................................................................................................................13
Didactische werkvormen......................................................................................................14
Didactiek van Mosston.........................................................................................................14
Hoorcollege 5: “Dag dag vrolijke lach”...................................................................................15
2
, Techniek based training........................................................................................................15
TGFU...................................................................................................................................15
Dynamic systems..................................................................................................................16
Constraind Led Approach (CLO).........................................................................................16
Didactiek..............................................................................................................................17
Het werkgeheugen heeft een beperkte capaciteit (inzicht 1)................................................18
Cognitive load theory (John Sweller, 1980).........................................................................18
De expert denkt anders dan de beginner (inzicht 2).............................................................19
Generieke vaardigheden aanleren: het doel is niet altijd het middel (inzicht 3)..................19
Leren is niet helemaal hetzelfde als presteren (inzicht 4)....................................................20
Wat de effectiefste leraren doen is… gewoon goed les geven (inzicht 5)...........................20
Hoorcollege 6: De rijdende rechter..........................................................................................21
Kerndoelen en eindtermen....................................................................................................21
Evaluatie...............................................................................................................................21
De vier D’s van Brouwer (1993; in Behets, 2011)...............................................................22
Voorthuijzen beoordelingsmodel.........................................................................................22
Beoordelingsspectrum van Gertjan van Dokkum................................................................23
Veel voorkomende toetsvormen...........................................................................................23
Constructive Allignment (Biggs).........................................................................................23
Formatief vs. summatief toetsen..........................................................................................24
Alternatieve evaluatie (Lund, 1997).....................................................................................24
Feedback...............................................................................................................................25
Hoorcollege 7: Boom boom boom...........................................................................................27
Desciptieve en normatieve ethiek.........................................................................................27
Gangbare normatieve ethiek.................................................................................................27
Juridische bijlagen................................................................................................................28
3
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