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Samenvatting ervaringsgericht werken
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samenvatting van het boek ervaringsgericht werken. alle hoofdstukken worden behandeld.
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Ervaringsgericht werkenInhoudsopgave
Inhoudsopgave.......................................................................................................................................1
1) Waar het ervaringsgericht onderwijs voor staat................................................................................4
1.1 De kern van ervaringsgericht werken...........................................................................................4
1.1.1 Ervaringsgericht werken is zoveel meer dan leren uit ervaring.............................................4
1.1.2 De ervaringsgerichte instelling van de leerkracht..................................................................4
1.1.3 Wat verstaan we hier onder ervaring en ervaringsstroom?..................................................4
1.1.4 Perspectief nemen is een kerncompetentie voor de ervaringsgerichte leerkracht...............4
1.1.5 Van oppervlakkig kijken naar ervaringsreconstructie............................................................5
1.1.6 Binnen ervaringsgericht onderwijs maken we voortdurend ervaringsreconstructies............5
1.2 Wat is een ervaringsgerichte praktijk?.........................................................................................5
1.2.1 Een ervaringsgerichte kijk op kwaliteit..................................................................................5
1.2.2 Aanpak-proces-effect.............................................................................................................5
1.2.3 Structuur................................................................................................................................7
2) Het belang van welbevinden en betrokkenheid.................................................................................7
2.1 Welbevinden................................................................................................................................7
2.1.1 Definitie.................................................................................................................................7
2.1.2 Signalen van welbevinden.....................................................................................................8
2.1.3 Welbevinden = bevrediging van basisbehoeften...................................................................8
2.1.4 Factoren in het kind die welbevinden bevorderen................................................................8
2.1.5 Welbevinden kun je meten....................................................................................................8
2.1.6 Waar welbevinden goed voor is............................................................................................9
2.2 Betrokkenheid..............................................................................................................................9
2.2.1 Definitie.................................................................................................................................9
2.2.2 Signalen van betrokkenheid.................................................................................................10
2.2.3 Betrokkenheid kun je meten...............................................................................................11
2.2.4 Factoren in het kind die betrokkenheid bevorderen...........................................................11
2.2.5 Waar betrokkenheid goed voor is........................................................................................11
2.3 Slot..............................................................................................................................................11
3) Zeven factoren die betrokkenheid verhogen...................................................................................12
3.1 Factor 1: werkelijkheidsnabijheid...............................................................................................12
3.1.1 Wat deze factor betekent....................................................................................................12
3.1.2 Werk maken van werkelijkheidsnabijheid...........................................................................13
3.2 Factor 2: activiteit.......................................................................................................................14
, 3.2.1 Wat deze factor betekent....................................................................................................14
3.2.2 Werk maken van activiteit...................................................................................................14
3.3 Factor 3: ruimte voor initiatief van kinderen..............................................................................15
3.3.1 Wat deze factor betekent....................................................................................................15
3.3.2 Werk maken van ruimte voor initiatief van kinderen..........................................................16
3.4 Besluit: drie autonomieversterkende factoren...........................................................................17
3.5 Factor 4: werken aan sfeer en relaties........................................................................................17
3.5.1 Wat deze factor betekent....................................................................................................17
3.5.2 Werk maken van een positief klasklimaat...........................................................................18
3.6 Factor 5: samen leren.................................................................................................................19
3.6.1 Wat deze factor betekent....................................................................................................19
3.6.2 Werk maken van samen leren.............................................................................................19
3.7 Besluit: twee verbindende factoren...........................................................................................19
3.8 Factor 6: aanpassing aan de mogelijkheden van elk kind...........................................................20
3.8.1 Wat deze factor betekent....................................................................................................20
3.8.2 Werk maken van ‘aansluiten bij de mogelijkheden’............................................................20
3.9 Factor 7: expressie......................................................................................................................21
3.9.1 Wat deze factor betekent....................................................................................................21
3.9.2 Werk maken van expressie..................................................................................................22
3.10 Besluit: twee competentieversterkende factoren....................................................................23
4) Een krachtige leeromgeving via zeven flexibele organisatievormen (niet nu)..................................23
4.1 Organisatievorm 1: de kring.......................................................................................................23
4.1.1 Wat de kring betekent.........................................................................................................23
4.1.2 Werk maken van de kring....................................................................................................23
4.2 Organisatievorm 2: het forum....................................................................................................23
4.2.1 Wat het forum betekent......................................................................................................23
4.2.2 Werk maken van het forum.................................................................................................23
4.3 Organisatievorm 3: hoekenwerk................................................................................................23
4.3.1 Wat hoekenwerk betekent..................................................................................................23
4.3.2 Werk maken van hoekenwerk.............................................................................................23
4.4 Organisatievorm 4: contractwerk...............................................................................................23
4.4.1 Wat contractwerk betekent.................................................................................................23
4.4.2 Werk maken van contractwerk............................................................................................23
4.5 Organisatievorm 5: projectwerk.................................................................................................23
4.5.1 Wat projectwerk betekent...................................................................................................23
4.5.2 Werk maken van projectwerk..............................................................................................23
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, 4.6 Organisatievorm 6: ateliers........................................................................................................23
4.6.1 Wat ateliers betekent..........................................................................................................23
4.6.2 Werk maken van ateliers.....................................................................................................23
4.7 Organisatievorm 7: vrije activiteit...............................................................................................23
4.7.1 Wat vrije activiteit betekent................................................................................................23
4.7.2 Werk maken van vrije activiteit...........................................................................................23
5) De leerkracht maakt het verschil......................................................................................................23
5.1 Drie principes in een ervaringsgerichte basishouding................................................................23
5.1.1 Aanvaarding.........................................................................................................................24
5.1.2 Echtheid...............................................................................................................................24
5.1.3 Empathie..............................................................................................................................24
5.2 Drie vormen van perspectief nemen..........................................................................................24
5.2.1 Affectief perspectief nemen................................................................................................24
5.2.2 Cognitief perspectief nemen................................................................................................25
5.2.3 Conatief perspectief nemen................................................................................................25
5.3 Drie dimensies in leerkrachtstijl..................................................................................................25
5.3.1 De dimensie ‘gevoeligheid voor beleving’...........................................................................25
5.3.2 De dimensie ‘stimulerend tussenkomen’.............................................................................26
5.3.3 De dimensie ‘autonomie verlenen’......................................................................................27
5.4 Slot..............................................................................................................................................28
5.5 Extra: omgangsstijlen..................................................................................................................28
6) Wat moet ervaringsgericht werken opleveren? (niet nu)................................................................29
6.1 Verantwoording voor de vier hoofddoelen vanuit een maatschappelijk engagement...............29
6.2 Vier hoofdoelen voor het onderwijs...........................................................................................29
6.2.1 Een gezonde emotionele basis............................................................................................29
6.2.2 Exploratiedrang....................................................................................................................29
6.2.3 Basiscompetenties...............................................................................................................29
6.2.4 De basisattitude van verbondenheid....................................................................................29
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