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Samenvatting Algemene Didactiek
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Complete samenvatting van de cursus didactiek en praktijk 1!
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1Didactiek en Praktijk 1
1. DIDACTISCHE BOUWSTENEN ........................................................................................................... 3
2. DIDACTISCH MODEL EN LESFICHE ................................................................................................... 7
2.1. WAT IS EEN DIDACTISCH MODEL? .......................................................................................................... 7
2.1.1. DIDACTISCH MODEL ......................................................................................................................... 7
2.2. LINK-MODEL.................................................................................................................................... 7
2.2.1. OPBOUW & COMPONENTEN ............................................................................................................... 7
2.2.2. LINKEN BINNEN 1 VAK ....................................................................................................................... 9
2.2.3. LINKEN MET ANDERE VAKKEN .............................................................................................................. 9
2.2.4. LINK-MODEL IN TOTALITEIT ................................................................................................................. 9
2.3. LESFICHE ........................................................................................................................................ 9
3. BEGINSITUATIE .............................................................................................................................. 10
3.1. IN HET LINK-MODEL ........................................................................................................................ 10
3.2. BELANG ........................................................................................................................................ 10
3.3. DE VERSCHILLENDE CATEGORIEËN ...................................................................................................... 10
3.3.1. LEERLING .................................................................................................................................... 10
3.3.2. KLASGROEP ................................................................................................................................. 10
3.3.3. LEERKRACHT ................................................................................................................................ 10
3.3.4. SCHOOL ..................................................................................................................................... 11
3.3.5. SITUATIONELE GEGEVENS ................................................................................................................ 11
4. DOELEN ......................................................................................................................................... 11
4.1. IN HET LINK-MODEL ........................................................................................................................ 11
4.2. ALGEMEEN DOEL NAAR LESDOEL ......................................................................................................... 11
4.3. 3 PERSOONLIJKHEIDSDOMEINEN ......................................................................................................... 11
4.3.1. COGNITIEVE DOMEIN ...................................................................................................................... 12
4.3.2. AFFECTIEVE DOMEIN....................................................................................................................... 12
4.3.3. PSYCHOMOTORISCHE DOMEIN .......................................................................................................... 12
4.4. CLASSIFICEREN VAN DOELEN VOLGENS DE TAXONOMIE VAN BLOOM ............................................................ 12
4.4.1. MEERWAARDE TAXONOMIE ............................................................................................................... 12
4.4.2. TAXONOMIE V BLOOM ..................................................................................................................... 12
4.5. EINDTERMEN .................................................................................................................................. 15
4.5.1. 16 SLEUTELCOMPETENTIES............................................................................................................... 15
4.5.2. INHOUDELIJKE OF TRANSVERSALE EINDTERMEN ...................................................................................... 15
4.5.3. 1STE GRAAD ................................................................................................................................... 16
4.5.4. 2DE EN 3DE GRAAD ........................................................................................................................... 16
4.6. LEERPLANDOELEN ........................................................................................................................... 16
4.6.1. WAT IS EEN LEERPLAN? ................................................................................................................... 16
4.6.2. VERSCHILLENDE LEERPLANNEN IN VLAANDEREN .................................................................................... 16
4.7. LESDOELEN.................................................................................................................................... 17
4.7.1. BELANG VAN DOELGERICHT LESGEVEN ................................................................................................ 17
4.7.2. OPBOUW LESDOEL......................................................................................................................... 17
4.7.3. FORMULERINGSCRITERIA BIJ FORMULEREN LESDOEL ............................................................................... 17
5. DIDACTISCH WERK- EN GROEPERINGSVORMEN & BINNENKLASDIFFERENTIATIE ............................ 18
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5.1. IN HET LINK-MODEL ........................................................................................................................ 18
5.2. DIDACTISCH WERK- EN GROEPERINGSVORMEN ...................................................................................... 18
5.2.1. WAT IS EEN DIDACTISCHE WERKVORM? ................................................................................................ 18
5.2.2. WAT IS EEN GROEPERINGSVORM? ...................................................................................................... 18
5.2.3. KLASSCHIKKING ............................................................................................................................ 18
5.3. BINNENKLASDIFFERENTIATIE .............................................................................................................. 19
5.3.1. WAT IS HET? ................................................................................................................................. 19
5.3.2. BKD EN DIDACTISCHE WERKVORMEN .................................................................................................. 19
5.4. VRAGEN STELLEN BINNEN EEN DIDACTISCHE WERKVORM .......................................................................... 19
5.4.1. ‘GOEDE’ VRAGEN STELLEN ................................................................................................................ 19
5.4.2. VERSCHILLENDE SOORTEN VRAGEN .................................................................................................... 19
5.4.3. AANDACHTSPUNTEN BIJ STELLEN V VRAGEN .......................................................................................... 20
5.4.4. HOE OMGAAN MET LLN-ANTWOORDEN? .............................................................................................. 20
5.5. INSTRUCTIES BIJ WERKVORM .............................................................................................................. 20
5.5.1. OPBOUW INSTRUCTIE ..................................................................................................................... 20
5.5.2. AANDACHTSPUNTEN BIJ FORMULEREN HELDERE INSTRUCTIE ...................................................................... 20
5.6. WERKVORMEN – 5 CATEGORIEËN ........................................................................................................ 21
5.6.1. INSTRUCTIEVORMEN ....................................................................................................................... 21
5.6.2. INTERACTIEVORMEN ....................................................................................................................... 21
5.6.3. OPDRACHTVORMEN ....................................................................................................................... 22
5.6.4. SAMENWERKINGSVORMEN ............................................................................................................... 24
5.6.5. SPELVORMEN ............................................................................................................................... 24
5.7. TAALGERICHTE WERKVORMEN ............................................................................................................ 24
5.8. BEWEGINGSGERICHTE/BEWEGINGSVRIENDELIJKE WERKVORMEN ............................................................... 25
5.8.1. WAAROM? ................................................................................................................................... 25
5.8.2. HOE PAKKEN WE BEWEGINGSVRIENDELIJK LESGEVEN AAN? ....................................................................... 25
6. KLASMANAGEMENT → SEMESTER 2 ................................................................................................ 25
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1. Didactische bouwstenen
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