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Samenvatting KLC Krachtige Leeromgeving 1
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Krachtige Leren Creëren: krachtige leeromgeving, examenjuni
Deel 3: Het ontwerpen van lessen – de lesvoorbereiding......................................................................2
1. Inleiding..........................................................................................................................................2
2. Stappenplan lesplan ontwerpen – zonder bestaand materiaal......................................................3
2.1 STAP 1: Bewust worden van het onderwerp/kerndoel.............................................................5
2.2 STAP 2: het onderwerp verkennen (brainstorm)......................................................................6
2.3 STAP 3: de leerinhouden bepalen.............................................................................................6
2.4 STAP 4: Het lesplan maken.......................................................................................................7
2.5 Tussentijds resultaat: het lesplan.............................................................................................9
2.6 STAP 5: de gedetailleerde lesvoorbereiding.............................................................................9
2.7 Lesvoorbereiding......................................................................................................................9
3. Stappenplan les ontwerpen op basis van bestaand materiaal......................................................10
Deel 4: Didactische componenten........................................................................................................13
1. Inleiding........................................................................................................................................13
2. Component beginsituatie.............................................................................................................13
2.1 De leerlingspecifieke gegevens...............................................................................................13
2.2 Voorkennis..............................................................................................................................14
2.3 De organisatie.........................................................................................................................15
3. Component doelen.......................................................................................................................15
3.1 Welke doelen?........................................................................................................................15
3.2 Soorten doelen.......................................................................................................................15
3.3 Doelen formuleren.................................................................................................................18
4. Component leerinhouden.............................................................................................................18
4.1 Inleiding..................................................................................................................................18
4.2 Omschrijving van het begrip ‘leerinhoud’...............................................................................18
4.3 Soorten leerinhouden.............................................................................................................18
4.4 Analyse van leerinhouden......................................................................................................19
5. Component onderwijsleeractiviteiten..........................................................................................19
5.1 Drie ‘sub componenten’ binnen 1 component......................................................................19
5.2 Werkvormen, onderwijsactiviteiten en leeractiviteiten kiezen..............................................20
5.3 Hoekenwerk............................................................................................................................20
5.4 Contractwerk..........................................................................................................................22
6. Component onderwijsleermiddelen.............................................................................................24
6.1 Aan de slag met media............................................................................................................24
1
, 6.2 Digibord..................................................................................................................................24
6.3 Het bord en wandplaten.........................................................................................................24
6.4 Werken met methodes...........................................................................................................26
Deel 5: Klasmanagement......................................................................................................................27
1. Inleiding........................................................................................................................................27
2. Klasmanagement; wat, waarom en hoe?.....................................................................................27
2.1 Wat is ‘Kasmanagement’?......................................................................................................27
2.2 Voorwaarden voor een goed klasmanagement......................................................................27
2.3 Waarom (geen) klasmanagement?.........................................................................................27
2.4 Hoe een goed klasmanagement realiseren?...........................................................................27
3. Pedagogische, didactische en organisatorische vaardigheden.....................................................28
4. Regels, afspraken en routines.......................................................................................................29
4.1 Regels opstellen......................................................................................................................29
4.2 Soorten regels.........................................................................................................................30
4.3 Naleven van regels (duidelijk leiderschap)..............................................................................30
5. Organisatorische vaardigheden – tijd en ruimte...........................................................................31
5.1 Tijd..........................................................................................................................................31
5.2 Ruimte....................................................................................................................................31
6. Reageren op storend gedrag........................................................................................................32
6.1 4lademodel.............................................................................................................................32
6.2 De maatregelenladder............................................................................................................33
Extra: Behaviorisme (Deel 1 van de cursus)..........................................................................................39
1) Gedragsmodificatie: gestoeld op het behaviorisme.....................................................................39
1.1 Klassieke conditionering.........................................................................................................39
1.2 Operante conditionering........................................................................................................40
Deel 3: Het ontwerpen van lessen – de lesvoorbereiding
1. Inleiding
Het ontwerpen van een krachtige les is de basis voor een doelbewuste en krachtige aanpak en dat
leidt tot hoge betrokkenheid en een goed welbevinden in de klas.
Situeren in het model van de krachtige leeromgeving: Doelbewuste AANPAK.
Je zorgt er steeds voor dat de pijlers van een krachtige leeromgeving te vinden zijn in je lessen.
2
,2. Stappenplan lesplan ontwerpen – zonder bestaand materiaal
3
, 4
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