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Samenvatting - Op weg naar meesterschap C
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In dit document vind je elk hoofdstuk van het vak Op weg naar meesterschap C.
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InhoudsopgaveDEEL 1: Doelgericht werken....................................................................................................................5
1. Het didactisch model..........................................................................................................................6
2. Doelstellingen: leren, geen vrijblijvende aangelegenheid!.................................................................6
2.1. Begripsomschrijving....................................................................................................................6
2.2. Taxonomie van Bloom: algemeen................................................................................................6
2.3. INHOUDsniveau in de taxonomie van Bloom...............................................................................7
2.4. GEDRAGsniveaus binnen de taxonomie van Bloom.....................................................................7
2.4.1. Herinneren............................................................................................................................7
2.4.2. Begrijpen...............................................................................................................................8
2.4.3. Toepassen.............................................................................................................................8
2.4.4. Analyseren............................................................................................................................9
2.4.5. Evalueren..............................................................................................................................9
2.4.6. Creëren...............................................................................................................................10
2.5. Betekenis van de taxonomie ifv doelgerichtheid.......................................................................10
2.5.1. Bewust nadenken over het gedragsniveau.........................................................................10
2.5.2. Uitdagen van de leerlingen.................................................................................................10
2.5.3. Keuze van didactische werkvormen....................................................................................10
2.5.4. Geleidelijkheidsprincipe......................................................................................................10
2.5.5. Evaluatie.............................................................................................................................11
2.5.6. Vragen stellen.....................................................................................................................11
2.6. Doelgericht werken aan leergebied overschrijdende eindtermen en leerplandoelen...............11
Hoofdstuk 1: Didactische werkvormen.............................................................................................12
1. Een scala aan didactische werkvormen...........................................................................................12
1.1. Wat zijn didactische werkvormen?...........................................................................................12
1.2. Indeling van didactische werkvormen.......................................................................................12
2. Aanbiedende werkvorm...................................................................................................................13
2.1. Uitleggen...................................................................................................................................13
2.2. Vertellen....................................................................................................................................13
2.3. Demonstreren............................................................................................................................14
2.4. Film- en/of audiofragmenten.....................................................................................................14
3. Gespreksvormen...............................................................................................................................14
3.1. Valkuilen bij gespreksvormen....................................................................................................14
3.2. Het onderwijsleergesprek..........................................................................................................15
3.2.1. omschrijving........................................................................................................................15
3.2.2. Verloop...............................................................................................................................15
3.3. Het kringgesprek........................................................................................................................16
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Fran De Braeckeleer
, 3.3.1. Omschrijving.......................................................................................................................16
3.3.2. Verloop...............................................................................................................................17
3.4. Het reflectiegesprek...................................................................................................................17
3.4.1. Omschrijving.......................................................................................................................17
3.4.2. Verloop...............................................................................................................................18
3.5. Doelgerichte vragen stellen.......................................................................................................18
3.6. Vragen indelen...........................................................................................................................19
3.6.1. De taxonomie van Bloom....................................................................................................19
3.6.2. Open en gesloten vragen....................................................................................................21
3.6.3. Product- en procesgerichte vragen.....................................................................................21
3.7. aandachtspunten bij vragen stellen...........................................................................................22
3.7.1. Formulering van vragen......................................................................................................22
3.7.2. Reageren op inbreng van de leerlingen..............................................................................23
3.7.3. Actieve deelname van alle leerlingen.................................................................................23
4. Opdrachtvormen..............................................................................................................................24
4.1. Opdrachten: (individuele) oefenmomenten..............................................................................24
4.1.1. Behoefte aan duidelijkheid.................................................................................................24
4.1.2. Hoe een duidelijke instructie geven?..................................................................................24
4.1.3. Aandachtspunten bij het geven van instructie....................................................................25
4.1.4. Goede instructie vraagt goede voorbereiding.....................................................................26
4.2. Spelvormen................................................................................................................................26
4.2.1. Rollenspel...........................................................................................................................26
4.2.2. Simulatiespel.......................................................................................................................26
4.2.3. Dramatiseren......................................................................................................................27
4.2.4. Leerspelen..........................................................................................................................27
5. Complexe werkvormen.....................................................................................................................28
5.1. Contractwerk.............................................................................................................................28
5.1.1. Wat is contractwerk............................................................................................................28
5.1.2. Waarom contractwerk?......................................................................................................28
5.1.3. Elementen van een goed contractwerk..............................................................................29
5.2. Hoekenwerk...............................................................................................................................29
5.2.1. Begrip..................................................................................................................................29
5.2.2. Verschillende vormen van hoekenwerk..............................................................................30
5.2.3. Een klas vol hoeken en banken: praktische tips..................................................................30
6. Besluit...............................................................................................................................................30
6.1. Verband doelstelling – didactische werkvorm...........................................................................30
6.2. Variëren is belangrijk.................................................................................................................30
Hoofdstuk 2: leermiddelen...............................................................................................................31
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Fran De Braeckeleer
,1. Het bord............................................................................................................................................31
1.1. Wat moet er op mijn (digitaal bord komen?..............................................................................31
1.1.1. Inhoudelijke elementen......................................................................................................31
1.1.2. Organisatorische elementen...............................................................................................32
1.2. Waar zal ik wat noteren?...........................................................................................................32
1.3. Wanneer breng ik bepaalde gegevens op het bord aan?...........................................................32
1.4. Hoe noteer ik mijn inhoud?.......................................................................................................32
2. Methodes.........................................................................................................................................33
3. Digitale media...................................................................................................................................33
SYNTHESE DOELGERICHTHEID..............................................................................................................34
DEEL 2: Differentiatie............................................................................................................................35
1. Diversiteit als norm...........................................................................................................................35
1.1. Diversiteit...................................................................................................................................35
1.2. Gelijke onderwijskansen............................................................................................................35
2. Differentiatie.....................................................................................................................................35
2.1. Model........................................................................................................................................35
2.2. Definitie.....................................................................................................................................36
2.2.1. Hoe differentiatie aanpakken?............................................................................................36
2.2.2. Welk effect heeft differentiatie op de verschillen tussen leerlingen?.................................36
2.2.3. Wat doet differentiatie met de persoon van de leerling?...................................................36
2.3. Groeperen van leerlingen..........................................................................................................37
2.3.1. Homogeen of heterogene groepen.....................................................................................37
2.3.2. Realisaties op schoolniveau................................................................................................37
3. Meesterschap...................................................................................................................................37
3.1. Ondersteunen............................................................................................................................38
3.1.1. Duidelijke instructies...........................................................................................................38
3.1.2. Klasinrichting......................................................................................................................38
3.1.3. Overzicht houden................................................................................................................38
3.2. Uitdagen....................................................................................................................................38
4. Het vertrekpunt................................................................................................................................39
4.1. De leerling als startpunt.............................................................................................................39
4.2. De leerling in relatie tot de doelen............................................................................................39
5. Strategieën.......................................................................................................................................40
5.1. Tempodifferentiatie...................................................................................................................40
5.2. Het BHV-model..........................................................................................................................40
5.2.1. Basisstof..............................................................................................................................42
5.2.2. Diagnostische toets.............................................................................................................42
5.2.3. Verlengde instructie............................................................................................................42
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Fran De Braeckeleer
, 5.2.4. Basisoefeningen..................................................................................................................42
5.2.5. Herhalingsstof.....................................................................................................................42
5.2.6. Verrijkingsstof.....................................................................................................................42
5.2.7. Eindtoets.............................................................................................................................42
5.2.8. Het BHV-model in de praktijk: het viersporenbeleid...........................................................42
5.3. Contractwerk.............................................................................................................................43
5.3.1. Contractwerk en differentiatie naar niveau........................................................................43
5.3.2. Contractwerk en differentiatie naar leerprofiel..................................................................43
5.3.3. Contractwerk en differentiatie naar interesse....................................................................44
5.4. Steigerleren of scaffolding.........................................................................................................44
5.4.1. Ondersteuning in de vorm van extra hulp...........................................................................44
5.4.2. Ondersteuning in de vorm van extra hulpmiddelen of ondersteuningsmiddelen...............44
5.4.3. Ondersteuning in de vorm van aangepaste leerstof...........................................................44
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Fran De Braeckeleer
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