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DOELEN ALS VERTREKPUNT VOOR EEN KRACHTIGE LEEROMGEVING....................................................................................3
SOORTEN DOELEN....................................................................................................................................................4
Onderwijsdoelen................................................................................................................................................4
leerplandoelen...................................................................................................................................................4
leerdoelen..........................................................................................................................................................5
OP STAGE...............................................................................................................................................................5
DE BEGINSITUATIE VD LLN ALS VERTREKPUNT KRACHTIGE LEEROMGEVING...........................................................................5
beginsituatie van de doelgroep.........................................................................................................................6
beginsituatie van de individuele leerling...........................................................................................................6
OP STAGE...............................................................................................................................................................6
3. LEERINHOUD EN VRAGEN STELLEN............................................................................................................. 6
3.1 LEERINHOUD.....................................................................................................................................................6
3.2 VRAGEN STELLEN...............................................................................................................................................6
Waarom vragen stellen?..................................................................................................................................7
Cognitief conflict...............................................................................................................................................7
zone van naaste ontwikkeling – vygotsky........................................................................................................7
scaffolding........................................................................................................................................................7
Effectief vragen stellen.....................................................................................................................................7
kaders voor denkniveaus en soorten vragen....................................................................................................7
3. VRAAGKLIMAAT...................................................................................................................................................8
Het juiste klimaat..............................................................................................................................................8
4. SOORTEN VRAGEN: OPEN EN GESLOTEN....................................................................................................................8
5. VRAGEN FORMULEREN DO’S EN DON’TS...................................................................................................................9
Do’s....................................................................................................................................................................9
Don’ts................................................................................................................................................................9
6. REAGEREN OP VRAGEN.........................................................................................................................................9
verkeerde antwoorden – onvolledige antwoorden...........................................................................................9
4.1 WERKVORMEN IN JE VOORBEREIDING.....................................................................................................................9
5.2 EEN MIDDEL OM EEN DOEL TE BEREIKEN.................................................................................................................9
5.3 VARIËREN IN WERKVORMEN...............................................................................................................................10
5.4 WERKVORMEN KIEZEN......................................................................................................................................10
4.5 ENKELE WERKVORMEN OP EEN RIJ.......................................................................................................................10
Aanbiedende werkvormen..............................................................................................................................10
Gespreksvormen..............................................................................................................................................10
opdrachtsvormen............................................................................................................................................10
soorten groepswerk.........................................................................................................................................10
5.1 HET BELANG VAN VISUALISEREN..........................................................................................................................11
5.2 DOELGERICHT INZETTEN VAN LEERMIDDELEN.........................................................................................................11
5.2.1 het (digi)bord..........................................................................................................................................12
5.2.2 het gebruik van werkbladen, werkboeken of oefenbundels..................................................................12
5.2.3 digitale leermiddelen..............................................................................................................................13
5.3 OP STAGE.......................................................................................................................................................13
8.1 OPBOUW EDI.................................................................................................................................................17
8.2 INLEIDING...................................................................................................................................................... 17
8.2.1 voorkennis activeren..............................................................................................................................17
8.2.2 het leerdoel bespreken...........................................................................................................................18
8.3 KERN- OPBOUW VAN DE LEERSTOF......................................................................................................................18
8.3.1 instructie.................................................................................................................................................18
8.3.2 begeleide inoefening: wij doen samen-jullie doen het samen...............................................................18
8.3.3 afronding van het klassikale gedeelte....................................................................................................18
Emma Matten
, 8.4 KERN – INDIVIDUEEL INOEFENEN VAN DE LEERSTOF................................................................................................18
8.4.1 verlengde instructie of zelfstandige verwerking....................................................................................18
8.5 SLOT............................................................................................................................................................. 18
8.5.1 terugblik en vooruitblik..........................................................................................................................18
8.5.2 vb van een les volgens het EDI...............................................................................................................19
8.1 BEHOEFTE-ONDERSTEUNEND ONDERWIJS..............................................................................................................19
8.2 AUTONOMIE-ONDERSTEUNEND ONDERWIJS..........................................................................................................19
8.3 AUTONOMIE EN STRUCTUUR BIEDEN IN EEN DIVERSE KLAS.......................................................................................19
DOELEN............................................................................................................................................................ 20
BEGINSITUATIE.....................................................................................................................................................21
LEERINHOUD EN VRAGEN STELLEN.............................................................................................................................22
WERKVORMEN.....................................................................................................................................................23
EVALUEREN..........................................................................................................................................................24
DIDACTISCHE PRINCIPES..........................................................................................................................................26
EXPLICIETE DIRECTE INSTRUCTIEMODEL.......................................................................................................................27
AUTONOME MOTIVATIE..........................................................................................................................................28
INLEIDING
Doelen is het vertrekpunt van alles (leerinhoud, werkvormen, leermiddelen, evaluatie verbinden aan doelen)
1 DOELEN
DOELEN ALS VERTREKPUNT VOOR EEN KRACHTIGE LEEROMGEVING
Inleiding, kern, slot !!
Emma Matten
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