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Samenvatting - Diverse en krachtige leeromgeving
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Samenvatting DKL, syllabus gecombineerd met PPT's en uitleg docent, ook mogelijke examenvragen, academiejaar , 2de jaar lerarenopleiding secundair onderwijs
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InhoudsopgaveDiversiteit.......................................................................................................................................................... 4
Visie op diversiteit.....................................................................................................................................................4
Leren VOOR diversiteit..............................................................................................................................................4
Multiperspectiviteit..............................................................................................................................................4
Leren-van-elkaar...................................................................................................................................................4
Dialoog en samenwerking....................................................................................................................................4
Normaliteit...........................................................................................................................................................5
Onbevooroordeeldheid en non-discriminatie......................................................................................................5
Flexibiliteit............................................................................................................................................................5
Leren IN diversiteit....................................................................................................................................................5
Veelzijdige en gevarieerde aanpak.......................................................................................................................5
Breed observeren.................................................................................................................................................5
Leeromgeving verbreden.....................................................................................................................................6
Samenwerkend leren............................................................................................................................................6
Heterogene groepsvorming..................................................................................................................................6
Breed evalueren...................................................................................................................................................6
Leercompetenties – leren leren.......................................................................................................................... 7
Het geheugen............................................................................................................................................................7
Informatieverwerkende model van Atkinson en Shiffrin.....................................................................................7
Vergeetcurve van Hermann Ebbinghaus..............................................................................................................8
Effectieve leerstrategieën.........................................................................................................................................9
Dual coding...........................................................................................................................................................9
Actieve verwerking.............................................................................................................................................10
Concrete voorbeelden........................................................................................................................................10
Retrieval practice................................................................................................................................................11
Spaced practice..................................................................................................................................................12
Interleaving.........................................................................................................................................................13
Executieve functies..................................................................................................................................................14
Lagere orde EF....................................................................................................................................................14
Hogere orde EF...................................................................................................................................................15
Ontwikkeling van EF...........................................................................................................................................16
Hoe executieve functies ondersteunen en versterken?.....................................................................................16
Krachtig leren..........................................................................................................................................................17
Leren leren..............................................................................................................................................................18
Doelen................................................................................................................................................................18
Hoe kan lkr de leercompetenties van lln stimuleren?.............................................................................................18
Een taak voor elke leraar....................................................................................................................................18
De leraar als coach.............................................................................................................................................19
Werkvormen die leren leren stimuleren............................................................................................................19
Onderwijsaanpak bij elk onderdeel van leren leren..........................................................................................19
Zelfgestuurd leren = eindpunt van leren leren...................................................................................................21
Breed observeren i.f.v. binnenklasdifferentiatie................................................................................................ 22
Waarnemen............................................................................................................................................................22
Breed observeren....................................................................................................................................................22
Wat is breed observeren?..................................................................................................................................22
Waarom breed observeren?..............................................................................................................................22
Aandachtspunten...............................................................................................................................................23
Beginsituatie...........................................................................................................................................................23
, Breed observeren van een specifieke doelgroep: arbeidsmarktfinaliteit (FA)........................................................23
Activerende werkvormen................................................................................................................................. 26
Samenwerkend leren..............................................................................................................................................26
Positieve onderlinge afhankelijkheid.................................................................................................................26
Individuele aanspreekbaarheid..........................................................................................................................27
Gelijkwaardige bijdrage......................................................................................................................................27
Simultane interactie...........................................................................................................................................27
Sociale vaardigheden expliciet aangebracht......................................................................................................27
Aanpak, afspraken en middelen m.b.t. coöperatieve werkvormen........................................................................29
Nog meer activerende werkvormen.......................................................................................................................30
Breed evalueren............................................................................................................................................... 32
Wat? Waarom? Hoe?.............................................................................................................................................32
Kwaliteitsvolle evaluatie.........................................................................................................................................33
6 criteria voor kwaliteitsvolle evaluatie (VETBON)............................................................................................33
Assessment.............................................................................................................................................................36
5 kenmerken van assessment............................................................................................................................37
Formatief vs. summatief evalueren....................................................................................................................38
Waar ligt de lat?.................................................................................................................................................38
Evalueren van vaardigheden..................................................................................................................................39
Voorbeelden evalueren van vaardigheden........................................................................................................39
Evalueren van attitudes..........................................................................................................................................41
Voorbeelden evalueren van attitudes................................................................................................................41
Andere vormen van evalueren................................................................................................................................42
Toets...................................................................................................................................................................42
Portfolio..............................................................................................................................................................42
Feedback geven......................................................................................................................................................43
Doel van feedback..............................................................................................................................................43
Niveau 1: taak- of productgerichte feedback.....................................................................................................44
Mindset..............................................................................................................................................................46
Binnenklasdifferentiatie (BKD).......................................................................................................................... 47
8 mythes over differentiëren...................................................................................................................................47
Tandwielmodel........................................................................................................................................................47
De lerende..........................................................................................................................................................48
De leeromgeving................................................................................................................................................49
Leerbegeleiding, omgaan met leerlingen met specifieke onderwijsbehoeften (SPON).......................................55
Visie en beeldvorming t.a.v. lln met specifieke onderwijsbehoeften......................................................................55
VN-verdrag en decreten: wetgevende kaders voor inclusief onderwijs..................................................................55
VN-Verdrag inzake de rechten van personen met een handicap.......................................................................55
Vlaams gelijkekansen- en gelijkebehandelingsdecreet......................................................................................55
M-decreet...........................................................................................................................................................56
Decreet leersteun...............................................................................................................................................56
Redelijke aanpassing..........................................................................................................................................57
Hoe kunnen we als school en als lkr goed omgaan met lln met SPON?.................................................................57
Focus 2: fasen binnen het zorgcontinuüm.........................................................................................................57
Onderwijsaanbod voor lln met SPON.....................................................................................................................59
Omgaan met lln met leer- en ontwikkelingsstoornissen in de klaspraktijk.........................................................61
, Terminologie stoornissen........................................................................................................................................61
STICORDI-maatregelen...........................................................................................................................................62
Stimuleren..........................................................................................................................................................62
Compenseren.....................................................................................................................................................62
Remediëren........................................................................................................................................................63
Dispenseren........................................................................................................................................................63
Leerstoornissen.......................................................................................................................................................63
Dyslexie...............................................................................................................................................................63
Dysorthografie....................................................................................................................................................64
Comorbiditeit van dyslexie met andere problemen..........................................................................................64
Oorzaken............................................................................................................................................................64
Ervaren problemen.............................................................................................................................................64
Sterktes...............................................................................................................................................................65
Ervaren problemen.............................................................................................................................................65
Diagnose.............................................................................................................................................................66
Aandachtspunten...............................................................................................................................................66
Onderwijsaanbod...............................................................................................................................................67
Impact op het totale functioneren.....................................................................................................................67
Begeleiding in de praktijk...................................................................................................................................67
ADHD............................................................................................................................................................... 68
Oorzaak ADHD....................................................................................................................................................69
Diagnose.............................................................................................................................................................70
Behandeling........................................................................................................................................................73
Impact op het functioneren...............................................................................................................................74
Onderwijsaanbod...............................................................................................................................................76
Inspelen op behoeften.......................................................................................................................................77
STICORDI-maatregelen.......................................................................................................................................79
Autismespectrumstoornis (ASS)....................................................................................................................... 80
Oorzaken.................................................................................................................................................................80
Diagnose.................................................................................................................................................................80
STICORDI-maatregelen...........................................................................................................................................86
, Diversiteit
Visie op diversiteit
Verschillen op vlak van etnisch-culturele achtergrond, sociaal-economische situatie,
genderidentiteit en LGBTQIA+ (seksuele geaardheid), specifieke onderwijsbehoeften (talenten,
beperkingen…)
in beginsituatie rekening houden met leerlingenkenmerken
Elke klas en elke school is dus multicultureel: overal zijn er verschillen én gelijkenissen die een
rol kunnen spelen in de omgang met elkaar. Daarbij is het belangrijk stil te staan bij de wijze
waarop mensen deze verschillen en gelijkenissen beleven. Deze zijn niet steeds voor iedereen
in elke situatie even relevant en hun betekenis verandert voortdurend.
Leren VOOR diversiteit
Leren voor diversiteit = omgaan met diversiteit
DIVA (diversiteit in actie) wil leraren op interactieve manier professionaliseren en inspireren om
positief en actief aan de slag te gaan met diversiteit
6 sleutelcompetenties om als burger te functioneren in een pluriforme democratische
samenleving
Multiperspectiviteit
= vanuit verschillende invalshoeken bekijken
- Losmaken van het eigen perspectief en inleven in perspectief van de ander
- Aan elk verhaal zijn steeds verschillende kanten
- Bv. vragen hoe pester zich zou voelen als hij gepest zou worden
Leren-van-elkaar
= door interactie met anderen actief nieuwe referentiekaders creëren en de bestaande
voortdurend bijstellen voorwaarde: basishouding van reflectie en zelfkritiek
Referentiekader = geheel van persoonlijke waarden, normen, kennis en ervaring; bepaalt hoe je
naar iets kijkt, over iets denkt/oordeelt, hoe je je gedraagt in een bepaalde situatie
Dialoog en samenwerking
Dialoog
- = tijd nemen om actief naar elkaar te luisteren en op een evenwaardige manier tot
uitwisseling van betekenissen te komen
- Diversiteit komt het best tot haar recht
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