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Samenvatting owmD: het leren stimuleren
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dit is een volledige samenvatting van het olod owmD. De samenvatting bevat de verschillen met de oude cursus. Ik haalde een 16/20 met deze samenvatting
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OWMD: HET LEREN STIMULERENINHOUDSOPGAVE
WAT IS LEREN? ................................................................................................................................................. 5
vormen van leren ................................................................................................................................................ 6
enkele visies op leren........................................................................................................................................... 7
behavioristische visie op leren ........................................................................................................................ 7
cognitivisme ( leren als informatieverwerking)............................................................................................... 7
constructivisme ............................................................................................................................................... 8
connectivistische visie ..................................................................................................................................... 9
kenmerken van leren ........................................................................................................................................... 9
hoe komt leren tot stand? ................................................................................................................................... 9
klassieke conditionering .................................................................................................................................. 9
operante conditionering ............................................................................................................................... 10
leren door imiteren, modelleren of sociaal leren ......................................................................................... 10
inzichtelijk leren ............................................................................................................................................ 10
het geheugen ................................................................................................................................................. 11
wat weten we al over het geheugen ................................................................................................................. 11
de structuur van het geheugen ......................................................................................................................... 11
het sensoritsch of zintuigelijk geheugen ....................................................................................................... 12
het werkgeheugen ........................................................................................................................................ 13
het langetermijngeheugen ............................................................................................................................ 14
samenvatting de werking van het geheugen .................................................................................................... 14
van waarneming naar opslag van informatie: codeerproces. ....................................................................... 14
factoren die bepalend zijn voor onthouden of vergeten ................................................................................... 15
onze fysieke toestand ................................................................................................................................... 15
tijd ................................................................................................................................................................. 15
structuur........................................................................................................................................................ 15
emotie ........................................................................................................................................................... 15
koppelen aan de voorkennis en infoefenen .................................................................................................. 15
intellligentie ................................................................................................................................................... 16
definitie van intelligentie ................................................................................................................................... 16
de inteligentieverdeling ..................................................................................................................................... 16
diversiteit en intelligentie .................................................................................................................................. 16
evidentie voor een milieucomponent in de iq-score .................................................................................... 16
de zin en onzin van intelligentietests................................................................................................................. 16
mens en maatschappijbeeld ........................................................................................................................... 17
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,begripsbepaling .............................................................................................................................................. 18
wat is zelfstandig leren? .................................................................................................................................... 18
wat is zelfregulatie ............................................................................................................................................ 18
leerstrategieën .................................................................................................................................................. 19
de drie soorten leerstrategieën ...................................................................................................................... 20
cognitieve leerstrategieën ................................................................................................................................. 20
misvattingen over de effectiviteit van bepaalde leerstrategieën ................................................................. 20
metacognitieve leerstrategieeën ...................................................................................................................... 21
Metacognitieve kennis .................................................................................................................................. 22
metacognitieve vaardigheden....................................................................................................................... 22
motivationele of affectieve leerstrategieën ...................................................................................................... 23
zelfvertrouwen hebben ................................................................................................................................. 23
het nut zien ................................................................................................................................................... 24
jezelf motiveren ............................................................................................................................................ 24
executieve functies. ....................................................................................................................................... 24
doelgericht aan zelfregulering werken ........................................................................................................... 25
doelen eindtermen: ........................................................................................................................................... 25
kerngedachten .............................................................................................................................................. 25
domeinen ...................................................................................................................................................... 26
leer je leerlingen effectief leren ..................................................................................................................... 26
schoolniveau...................................................................................................................................................... 26
klasniveau ......................................................................................................................................................... 27
lesdoelen ........................................................................................................................................................... 27
instructie ........................................................................................................................................................... 27
zelfregulatie stimuleren..................................................................................................................................... 28
doe aan modeling en scaffolding .................................................................................................................. 28
voorzie een krachtige leeromgeving met betekenisvollen en complexe taken ............................................ 28
vergroot de zelfstandigheid .......................................................................................................................... 28
zet coöperatief leren in ................................................................................................................................. 28
aandacht voor reflectie ................................................................................................................................. 28
valkuilen bij het begeleiden .......................................................................................................................... 29
werkvormen en leermiddelen ........................................................................................................................ 29
reflectiegesprek ................................................................................................................................................. 29
beertjes van MEichenbaum .......................................................................................................................... 29
de cirkel om te leren .......................................................................................................................................... 30
vooruitgang van het leerproces in beeld brengen ............................................................................................. 31
contractwerk ..................................................................................................................................................... 31
probleemgestuurd denken ................................................................................................................................ 33
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, wat is (g)een probleem ................................................................................................................................. 33
didactische eisen voor het selecteren/formuleren van problemen ............................................................. 33
coöperatief leren............................................................................................................................................ 35
het begrip .......................................................................................................................................................... 35
de vijf basiskenmerken van coöperatief leren ................................................................................................... 35
positieve wedezerzijdse afhankelijkheid ....................................................................................................... 36
individuele verantwoordelijkheid of aanspreekbaarheid ............................................................................. 36
directe interactie ........................................................................................................................................... 36
samenwerkingsvaardigheden ....................................................................................................................... 37
evaluatie van het groepsproces. ................................................................................................................... 37
vijf basiskenmerken ........................................................................................................................................... 37
coöperatief leren in de praktijk: coöperatieve werkvormen .......................................................................... 38
wat zijn coöperatieve werkvormen? ................................................................................................................. 38
soorten coöperatieve werkvormen ................................................................................................................... 38
aanleren van coöperatieve werkvormen ........................................................................................................ 42
management binnen coöperatieve werkvormen ........................................................................................... 42
geroezemoes in de klas ..................................................................................................................................... 42
indeling van de klas ........................................................................................................................................... 42
organisatie van het materiaal ........................................................................................................................... 43
organiseren van de tijd...................................................................................................................................... 43
teamproblemen aanpakken .............................................................................................................................. 43
samenwerken uitgediept ............................................................................................................................... 44
aanleren van samenwerkingsvaardigheden. .................................................................................................... 44
gesprek .......................................................................................................................................................... 44
t-kaarten........................................................................................................................................................ 44
demonstratie ................................................................................................................................................. 45
toepassen in een coöperatieve werkvorm .................................................................................................... 45
soorten samenwerkingsvaardigheden .............................................................................................................. 45
basisvaardigheden ........................................................................................................................................ 45
voortgezette vaardigheden ........................................................................................................................... 46
gevorderde groepen...................................................................................................................................... 46
rollen ................................................................................................................................................................. 46
soorten rollen ................................................................................................................................................ 47
aanleren van rollen. ...................................................................................................................................... 47
demonstratie door rollenspel ....................................................................................................................... 48
toepassen in coöperatieve werkvormen. ...................................................................................................... 48
implementeren van coöperatief leren ............................................................................................................ 49
leren samenwerken vs coöperatief leren ....................................................................................................... 49
3
, wat is geïntegreerd werken? .......................................................................................................................... 50
duiding bij de begripsomgschrijving van geïntegreerd werken ....................................................................... 50
leergebieden ...................................................................................................................................................... 50
doelgericht ........................................................................................................................................................ 50
expliciet ............................................................................................................................................................. 51
reflectief ............................................................................................................................................................ 51
waarom geïntegreerd werken ........................................................................................................................ 51
argumenten voor geïntegreerd werken. ........................................................................................................... 51
argumenten tegen geïntegreerd werken .......................................................................................................... 51
wanneer geïntegreerd werken? ..................................................................................................................... 51
geïntegreerd werken: de integratieladder ...................................................................................................... 52
geen integratie .................................................................................................................................................. 52
over het muurtje................................................................................................................................................ 52
wat?............................................................................................................................................................... 53
meerwaarde .................................................................................................................................................. 53
valkuilen ........................................................................................................................................................ 53
multidisciplinaire aanpak .................................................................................................................................. 53
WAT? ............................................................................................................................................................. 53
een geïntegreerde lessenreeks op basis van de interdisciplinaire aanpak. ....................................................... 54
wat?............................................................................................................................................................... 54
meerwaarde .................................................................................................................................................. 54
belemmeringen en valkuilen ......................................................................................................................... 54
een geïntegreerde les op basis van de interdisciplinaire aanpak ...................................................................... 55
wat?............................................................................................................................................................... 55
meerwaarde .................................................................................................................................................. 55
belemmeringenen valkuilen .......................................................................................................................... 56
betekenisonderhandeling .............................................................................................................................. 56
wat is evalueren? ........................................................................................................................................... 59
oorsprong .......................................................................................................................................................... 59
begrip ................................................................................................................................................................ 59
niveaus waarop evaluatie wordt uitgevoerd .................................................................................................. 59
macroniveau...................................................................................................................................................... 59
mesoniveau ....................................................................................................................................................... 59
microniveau ....................................................................................................................................................... 59
soorten evaluaties op microniveau ................................................................................................................ 60
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