samenvatting met verplichte literatuur bij de hoofdstukken erin verwerkt
volledig met alles erin verwerkt
zeer handig om alles in 1 document samen te hebben voor te leren
Leer- en motivationele ontwikkeling ...................................................................................................................... 1
Introductie van het onderwerp ........................................................................................................................... 9
College 1: leermotivatie .................................................................................................................................... 14
1.1 definities .......................................................................................................................................... 14
Motivatie ................................................................................................................................................... 14
Leermotivatie (achievement motivation): definitie .................................................................................. 14
1.2 leermotivatie theorieën .......................................................................................................................... 15
1.Expectancy x Value Theory (EVT: waarde-verwachtingstheorie) (Eccles e.a.) ....................................... 15
Expectancy (E): “Kan ik dit?” ................................................................................................................. 16
Value (V): “Wil ik dit?” ........................................................................................................................... 17
2.Attribution theory (AT) (Weiner) ........................................................................................................... 17
3.Implicit Theories of Intelligence (ITI) (Dweck) ........................................................................................ 20
4.Social-Cognitive Theory (SCT) (Bandura e.a.): Self-efficacy/zelfeffectiviteit .......................................... 22
5.Goal Orientation Theory (GOT) of Achievement Goal Theory (Ames, Elliot, e.a.): Prestatiedoeltheorie
(PDT) .......................................................................................................................................................... 23
6.Self-worth Theory of Achievement (Covington) .................................................................................... 25
7.Self-Determination Theory (SDT) (Deci, Ryan) ....................................................................................... 25
Integratie van de theorieën .......................................................................................................................... 27
Zelfstudiedoelen ........................................................................................................................................... 29
Bouwstenen academische competentie ....................................................................................................... 29
Literatuur ...................................................................................................................................................... 30
les over executieve functies .............................................................................................................................. 30
Deel 1: Executieve functies: omschrijving, modellen & ontwikkeling........................................................... 30
Executieve functies: omschrijving ............................................................................................................. 30
Voorbeelden .......................................................................................................................................... 30
Definities ............................................................................................................................................... 31
Kernaspecten ........................................................................................................................................ 31
Link met karakter .................................................................................................................................. 33
link met intelligentie ............................................................................................................................. 33
neurologische basis ............................................................................................................................... 33
'cool EF' vs. 'hot EF' ............................................................................................................................... 34
Ze zijn heel belangrijk (Diamond, 2013) ................................................................................................ 35
Executieve functies: modellen .................................................................................................................. 35
Anderson: executieve controle ............................................................................................................. 36
1
, Ander populair, meer dynamisch model (Diamond, 2013) ................................................................... 38
Baddeley & Hitch’s werkgeheugenmodel ............................................................................................. 38
Ontwikkeling deelfuncties: executieve functies ........................................................................................ 47
Conceptueel kader - Anderson .............................................................................................................. 47
STUDIE BIJ LAGERESCHOOLKINDEREN .................................................................................................. 47
STUDIE BIJ KLEUTERS ............................................................................................................................. 50
Ontwikkeling van WM ............................................................................................................................... 56
ONTWIKKELING VAN HET WERKGEHEUGEN ......................................................................................... 56
College 3: werkgeheugen in de klas .................................................................................................................. 64
1)Cijfers over leren, presteren op school en WM ......................................................................................... 64
1)Methode ................................................................................................................................................ 64
2)Methode ................................................................................................................................................ 65
3)methode................................................................................................................................................. 66
4)Methode ................................................................................................................................................ 68
2)Working memory in the classroom: werkgeheugen in de klas .................................................................. 69
2.1 Observing WM in classroom/observaties werkgeheugen in de klas .......................................... 69
2.1.1Profielen ........................................................................................................................................ 70
2.1.2. Observaties van geheugen falen ................................................................................................. 72
2.1.3. Andere observaties ..................................................................................................................... 76
2.2. Leren is gebaseerd op succes ............................................................................................................. 77
2.3. Implicaties voor de praktijk in de klas ................................................................................................ 78
2.4. Kans op WM-falen verminderen ........................................................................................................ 79
2.4.1. Herinneren van taak/instructies verzekeren ............................................................................... 80
2.4.2. Gebruik van externe hulpmiddelen ............................................................................................. 80
2.4.3. Beperk verwerkingsbelasting ...................................................................................................... 80
College 4: werkgeheugen bij… .......................................................................................................................... 84
Down Syndroom............................................................................................................................................ 84
Kunnen we deze problemen omzeilen? .................................................................................................... 85
Expliciet plaatsen binnen model Baddeley ............................................................................................... 85
Doven en slechthorenden ............................................................................................................................. 86
The Organization of Working Memory Networks is Shaped by Early Sensory Experience (Cardin et al.,
2018) ......................................................................................................................................................... 86
Misschien niet zo veel ............................................................................................................................... 87
Misschien toch veel ................................................................................................................................... 88
Specific Language Impairment (SLI) .............................................................................................................. 88
Joel ............................................................................................................................................................ 89
Algemeen .................................................................................................................................................. 89
2
, Enkele kenmerken ..................................................................................................................................... 89
Contrast met ............................................................................................................................................. 90
Sommige nieuwe ideeën mbt diagnose .................................................................................................... 90
DLD en verbaal STM .................................................................................................................................. 91
DLD en visueel STM ................................................................................................................................... 92
DLD en CE/central executive ..................................................................................................................... 93
Dus ............................................................................................................................................................ 93
In de praktijk ............................................................................................................................................. 93
DLD en WM-training.................................................................................................................................. 94
Game-training “Brians-brain” Dovis, Van der Oord, Geurts, Ponsioen, Ten Brink, Prins (2012) .............. 94
Brain-training Brian ................................................................................................................................... 94
Werkgeheugen training............................................................................................................................. 95
Inhibitie training ........................................................................................................................................ 96
Set-shifting training ................................................................................................................................... 96
Resultaten Vugs et al (2017) ..................................................................................................................... 97
Discussie Vugs et al (2017) ........................................................................................................................ 97
SLI/DLD en EF ............................................................................................................................................ 98
dyscalculie ..................................................................................................................................................... 98
Dyscalculie of rekenstoornissen ................................................................................................................ 99
Dus ............................................................................................................................................................ 99
Oorzaak ..................................................................................................................................................... 99
Werkgeheugen en rekenen ..................................................................................................................... 100
Onderzoek Imbo (2009) .......................................................................................................................... 102
Resultaten ........................................................................................................................................... 103
Dus er zijn cultuurverschillen .............................................................................................................. 103
Wiskundeangst .................................................................................................................................... 103
Implicaties voor praktijk .......................................................................................................................... 104
Meer over angst ...................................................................................................................................... 105
Klein proefje ............................................................................................................................................ 106
Wanneer angststoornis? ......................................................................................................................... 106
Angst en laag WM ................................................................................................................................... 107
Implicaties voor de praktijk ..................................................................................................................... 107
College 5: zelfregulerend leren/zrl .................................................................................................................. 109
1. WAAROM IS ZRL VAN BELANG? .............................................................................................................. 109
RELEVANTIE ZRL ...................................................................................................................................... 109
RELEVANTIE ZRL IMPLEMENTATIE DOOR LERARENTEAMS ..................................................................... 111
RELEVANTIE PROFESSIONALISERING LERARENTEAMS IN ZRL................................................................. 111
3
, 2. WAT IS zelfregulerend leren/ZRL?........................................................................................................... 113
ZRL vanuit de fiets-metafoor ................................................................................................................... 113
ZRL: parallel met de fiets-metafoor ........................................................................................................ 113
ZRL: verschillende theoretische modellen/perspectieven ...................................................................... 113
1. Cognitieve component ........................................................................................................................ 115
PROFIELEN OP BASIS VAN COGNITIEVE LEERSTRATEGIEËN ................................................................ 116
2. Metacognitieve component ................................................................................................................ 118
METACOGNITIEVE COMPONENT ONDERSTEUNEN............................................................................. 118
3.MOTIVATIONELE COMPONENT ............................................................................................................ 119
PROFIELEN OP BASIS VAN LEERMOTIVATIE ............................................................................................ 119
AUTONOME MOTIVATIE BEVORDEREN .............................................................................................. 121
3. VANAF WNR ZRL? ................................................................................................................................ 122
4. HOE IN KAART BRENGEN? ................................................................................................................... 124
Vragenlijsten ....................................................................................................................................... 125
ONLINE MEASURES ............................................................................................................................. 126
THINK ALOUD PROTOCOL ................................................................................................................... 126
ALGEMENE BEVINDING ....................................................................................................................... 129
5. HOE KAN HET WORDEN BEVORDERD?................................................................................................ 129
EEN TRANSVERSALE LEERCOMPETENTIE ............................................................................................ 130
SAMEN STA JE STERK! ......................................................................................................................... 130
DIRECTE INSTRUCTIE VAN ZELFREGULATIESTRATEGIEËN ................................................................... 130
6. HOE IS HET GESTELD? .......................................................................................................................... 133
BEVORDERENDE FACTOREN ................................................................................................................ 135
College 6: Schools uitstelgedrag (academic procrastination) ......................................................................... 137
Deel 1: Inleiding .......................................................................................................................................... 137
Pro // crastinus ........................................................................................................................................ 137
Procrastination items/ uitstelgedrag voorbeelden ................................................................................. 137
Procrastination = ..................................................................................................................................... 138
Prevalentie (schattingen) ........................................................................................................................ 138
Negatieve coping ..................................................................................................................................... 139
Excuses en zelfrechtvaardiging ............................................................................................................... 140
Negatieve consequenties/negatieve gevolgen van uitstelgedrag .......................................................... 140
Deel 2: Waarom doen we het? Theoretische benaderingen ...................................................................... 141
Zelfstudie opdracht 1: Welke factoren hangen samen met uitstelgedrag? En welke niet of slechts
gering?..................................................................................................................................................... 141
Verschillende theoretische benaderingen .............................................................................................. 143
Falen van het zelfregulatieproces ........................................................................................................... 143
4
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 jolienvullers. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $18.03. You're not tied to anything after your purchase.
