Summary
Samenvatting "de lat hoog voor iedereen"
- Course
- Institution
Samenvatting van "Op weg naar meesterschap C: de lat hoog voor iedereen"
[Show more]
Seller
Follow
anblondeel
Content preview
OWNM C: De lat hoog voor iedereen1 De onderwijsbehoeften van de leerlingen staan centraal .............................................................. 6
1.1 Pedagogisch en didactisch handelen....................................................................................... 6
1.2 Doelgericht werken en differentiatie ...................................................................................... 7
1.2.1 Doelgericht werken ......................................................................................................... 7
1.2.2 Differentiatie ................................................................................................................... 7
1 Het didactisch model ....................................................................................................................... 8
2 Doelstellingen: leren, geen vrijblijvende aangelegenheid .............................................................. 8
2.1 Begripsomschrijving ................................................................................................................ 8
2.2 Taxonomie van Bloom: algemeen ........................................................................................... 8
2.3 Inhoudsniveaus in de taxonomie van Bloom .......................................................................... 9
2.4 Gedragsniveaus binnen de taxonomie van Bloom .................................................................. 9
2.4.1 Herinneren....................................................................................................................... 9
2.4.2 Begrijpen ....................................................................................................................... 10
2.4.3 Toepassen ...................................................................................................................... 10
2.4.4 Analyseren ..................................................................................................................... 10
2.4.5 Evalueren ....................................................................................................................... 10
2.4.6 Creëren .......................................................................................................................... 11
2.5 Betekenis van de taxonomie i.f.v. doelgerichtheid ............................................................... 11
2.5.1 Bewust nadenken over het gedragsniveau ................................................................... 11
2.5.2 Uitdagen van de leerlingen ........................................................................................... 11
2.5.3 Keuze van didactische werkvormen .............................................................................. 11
2.5.4 Geleidelijkheidsprincipe ................................................................................................ 12
2.5.5 Evaluatie ........................................................................................................................ 12
2.6 Doelgericht werken aan leergebied overschrijdende eindtermen en leerplandoelen ......... 12
1 Een scala aan didactische werkvormen......................................................................................... 13
1.1 Wat zijn didactische werkvormen? ....................................................................................... 13
1.2 Indeling van didactische werkvormen................................................................................... 13
2 Aanbiedende werkvorm ................................................................................................................ 14
2.1 Uitleggen ............................................................................................................................... 14
2.1.1.1 Timing ........................................................................................................................ 14
2.1.1.2 Non-verbaal gedrag ................................................................................................... 14
, 2.2 Vertellen ................................................................................................................................ 14
2.2.1.1 De juiste sfeer ............................................................................................................ 15
2.2.1.2 Val met de deur in huis.............................................................................................. 15
2.2.1.3 Creëer een klankdecor .............................................................................................. 15
2.2.1.4 Een topverhaal........................................................................................................... 15
2.3 Demonstreren ....................................................................................................................... 15
2.4 Film- en/of audiofragment .................................................................................................... 15
3 Gespreksvormen ........................................................................................................................... 15
3.1 Valkuilen bij gespreksvormen ............................................................................................... 15
3.2 Het onderwijsleergesprek ..................................................................................................... 16
3.2.1 Omschrijving .................................................................................................................. 16
3.2.2 Verloop .......................................................................................................................... 16
3.2.2.1 Voorbereiding ............................................................................................................ 16
3.2.2.2 Opbouw ..................................................................................................................... 16
3.2.2.3 Reageren op antwoorden.......................................................................................... 17
3.2.2.4 Timing ........................................................................................................................ 17
3.3 Het kringgesprek ................................................................................................................... 17
3.3.1 Omschrijving .................................................................................................................. 17
3.3.2 Verloop .......................................................................................................................... 17
3.3.2.1 Onderwerpen ............................................................................................................ 17
3.3.2.2 Rol leerkracht ............................................................................................................ 18
3.3.2.3 Afronding ................................................................................................................... 18
3.3.2.4 Sociale vaardigheden................................................................................................. 18
3.4 Het reflectiegesprek .............................................................................................................. 18
3.4.1 Omschrijving .................................................................................................................. 18
3.4.2 Verloop .......................................................................................................................... 18
3.5 Doelgerichte vragen stellen................................................................................................... 19
3.6 Vragen indelen ...................................................................................................................... 19
3.6.1 De taxonomie van Bloom .............................................................................................. 19
3.6.2 Open en gesloten vragen .............................................................................................. 20
3.6.2.1 Gesloten vragen......................................................................................................... 20
3.6.2.2 Open vragen .............................................................................................................. 20
3.6.3 Product- en procesgerichte vragen ............................................................................... 20
3.6.3.1 Productgerichte vragen ............................................................................................. 20
3.6.3.2 Procesgerichte vragen ............................................................................................... 20
, 3.7 Aandachtspunten bij vragen stellen ...................................................................................... 20
3.7.1 Formulering van vragen................................................................................................. 20
3.7.2 Reageren op inbreng van de leerlingen ........................................................................ 21
3.7.3 Actieve deelname van alle leerlingen............................................................................ 21
4 Opdrachtsvormen.......................................................................................................................... 21
4.1 Opdrachten: (individuele) oefenmomenten ......................................................................... 21
4.1.1 Behoefte aan duidelijkheid............................................................................................ 22
4.1.2 Hoe een duidelijke instructie geven? ............................................................................ 22
4.1.3 Aandachtspunten bij het geven van een instructie....................................................... 22
4.1.3.1 Zorg voor een goede start: je hebt alleen succes bij een ontvankelijk publiek ........ 22
4.1.3.2 Zorg dat je instructie kort maar volledig is ................................................................ 22
4.1.3.3 Geef geen te algemene of dubbelzinnige instructies ................................................ 23
4.1.3.4 Betrek je publiek op een actieve manier ................................................................... 23
4.1.3.5 Ga steeds na of alles goed begrepen is ..................................................................... 23
4.1.4 Een goede instructie vraagt een grondige voorbereiding ............................................. 23
4.2 Spelvormen............................................................................................................................ 23
4.2.1 Rollenspel ...................................................................................................................... 23
4.2.2 Simulatiespel ................................................................................................................. 23
4.2.3 Dramatiseren ................................................................................................................. 24
4.2.4 Leerspelen ..................................................................................................................... 24
5 Complexe werkvormen ................................................................................................................. 24
5.1 Contractwerk ......................................................................................................................... 24
5.1.1 Wat is contractwerk? .................................................................................................... 24
5.1.2 Waarom contractwerk?................................................................................................. 24
5.1.3 Elementen van een goed contractwerk ........................................................................ 25
5.2 Hoekenwerk .......................................................................................................................... 25
5.2.1 Begrip............................................................................................................................. 25
5.2.2 Verschillende vormen van hoekenwerk ........................................................................ 25
5.2.3 Een klas vol hoeken en banken: enkele praktische tips ................................................ 25
6 Besluit ............................................................................................................................................ 25
6.1 Verband doelstellingen – didactische werkvormen .............................................................. 25
1 Het bord......................................................................................................................................... 26
1.1 Wat moet er op mijn digitaal bord komen? .......................................................................... 26
1.1.1 Inhoudelijke elementen ................................................................................................ 26
, 1.1.2 Organisatorische elementen ......................................................................................... 26
1.2 Waar zal ik wat noteren?....................................................................................................... 26
1.3 Wanneer breng ik bepaalde gegevens op het bord aan? ..................................................... 26
1.4 Hoe noteer ik mijn inhoud? ................................................................................................... 26
2 Methodes ...................................................................................................................................... 27
3 Digitale media................................................................................................................................ 27
4 Synthese doelgerichtheid .............................................................................................................. 27
4.1 Wisselwerking doelen en beginsituatie................................................................................. 27
4.2 Verband doelstellingen – leerinhoud en leerstof.................................................................. 27
4.3 Verband doelstellingen – didactische principes .................................................................... 27
4.4 Doelgericht evalueren ........................................................................................................... 27
1 Diversiteit als norm ....................................................................................................................... 28
1.1 Diversiteit .............................................................................................................................. 28
1.2 Gelijke onderwijskansen........................................................................................................ 28
2 Differentiatie ................................................................................................................................. 28
2.1 Model .................................................................................................................................... 29
2.2 Definitie ................................................................................................................................. 29
2.2.1 Hoe differentiatie aanpakken? ...................................................................................... 29
2.2.2 Welk effect heeft differentiatie op de verschillen?....................................................... 29
2.2.3 Wat doet differentiatie met de persoon van de leerling? ............................................ 30
2.2.3.1 Verkleinen, gelijk blijven of vergroten van verschillen tussen leerlingen ................. 30
2.3 Groeperen van leerlingen...................................................................................................... 30
2.3.1 Homogeen of heterogeen groeperen ........................................................................... 30
2.3.2 Realisaties op schoolniveau........................................................................................... 31
2.3.2.1 Leerstofjaarklassensysteem ...................................................................................... 31
2.3.2.2 Multileeftijdsklassen.................................................................................................. 31
3 Meesterschap ................................................................................................................................ 31
3.1 Ondersteunen........................................................................................................................ 32
3.1.1 Duidelijke instructies ..................................................................................................... 32
3.1.2 Klasinrichting ................................................................................................................. 32
3.1.3 Overzicht houden .......................................................................................................... 33
3.2 Uitdagen ................................................................................................................................ 33
4 Het vertrekpunt ............................................................................................................................. 33
4.1 De leerling als startpunt ........................................................................................................ 33
The benefits of buying summaries with Stuvia:
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
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
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 anblondeel. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $5.35. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
53022 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now