Dit is een samenvatting voor het vak verbinden met leerlingen. Dit is voor de opleiding lager onderwijs aan de hogeschool Vives.
Het is een samenvatting van de powerpoints en de syllabus.
Inhoudsopgave
1.1. UITGANGSPUNT 1: DE DIDACTISCHE DRIEHOEK ................................................................................... 4
JOHN HATTIE ........................................................................................................................................................... 4
ROBERT MARZANO: ................................................................................................................................................. 4
1.2. UITGANGSPUNT 2: HANDELINGSGERICHT WERKEN ............................................................................. 4
7 UITGANGSPUNTEN ................................................................................................................................................. 5
Onderwijs- en ondersteuningsbehoe2en ........................................................................................................ 5
De leerkracht doet ertoe ................................................................................................................................. 5
Posi;eve aspecten als he>oom ...................................................................................................................... 5
Doelgericht ...................................................................................................................................................... 5
Afstemming en wisselwerking......................................................................................................................... 5
Construc;eve samenwerking .......................................................................................................................... 5
Systema;sch en transparant........................................................................................................................... 5
HET CONTINUÜM VAN ZORG OP SCHOOL ....................................................................................................................... 5
Fase 0: de brede basiszorg .............................................................................................................................. 6
Fase 1: verhoogde zorg ................................................................................................................................... 6
Fase 2: uitbreiding van zorg ............................................................................................................................ 6
Fase 3: overstap naar een school op maat...................................................................................................... 6
2.1. WAT IS OBSERVEREN? ......................................................................................................................... 6
Doelgericht ...................................................................................................................................................... 7
Systema;sch ................................................................................................................................................... 7
Objec;ef .......................................................................................................................................................... 7
WAAROM OBSERVEREN? ........................................................................................................................................... 7
VERSCHILLENDE VORMEN VAN OBSERVEREN .................................................................................................................. 7
Beschrijvende observa;e ................................................................................................................................ 7
Observa;e adhv observa;elijsten en observa;eschalen ................................................................................ 7
Par;ciperende observa;e ............................................................................................................................... 7
Observa;e van buitenaf .................................................................................................................................. 7
FASEN VAN OBSERVEREN ........................................................................................................................................... 8
Fase 1 : doel bepalen....................................................................................................................................... 8
Fase 2 : gegevens verzamelen ......................................................................................................................... 8
Fase 3 : gegevens noteren ............................................................................................................................... 8
Fase 4 : gegevens ordenen .............................................................................................................................. 8
Fase 5 : interpreteren van de gegevens .......................................................................................................... 8
HULPMIDDELEN BIJ OBSERVEREN ................................................................................................................................. 8
GEVAREN VAN OBSERVEREN ....................................................................................................................................... 8
Gevaren bij doel 1 ........................................................................................................................................... 8
Gevaren bij doel 2 ........................................................................................................................................... 8
Gevaren bij doel 3 ........................................................................................................................................... 9
Gevaren bij doel 4 ........................................................................................................................................... 9
Gevaren bij doel 5 ........................................................................................................................................... 9
2.2. DE BEGINSITUATIE ............................................................................................................................... 9
DYNAMISCH BEGRIP .................................................................................................................................................. 9
ONDERWIJS À LA CARTE ............................................................................................................................................. 9
Gelijke kansen voor iedereen .......................................................................................................................... 9
Zinvol doelen bepalen ..................................................................................................................................... 9
Doel van onderwijzen .................................................................................................................................... 10
ZONE VAN NAASTE ONTWIKKELING............................................................................................................................. 10
3.1. DE PERSOONLIJKHEIDSASPECTEN ...................................................................................................... 10
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3.2. DE PERSOONLIJKHEID IS EEN EENHEID .............................................................................................. 10
3.3. LEEFWERELD VAN LEERLINGEN .......................................................................................................... 11
TWEE BELANGRIJKE ONDERZOEKEN ............................................................................................................................ 11
GESLACHTSVERSCHILLEN .......................................................................................................................................... 11
Geslachtsverschillen in de klas ...................................................................................................................... 11
Geslachtsverschillen: nuance ........................................................................................................................ 11
SOCIALE, ECONOMISCHE EN CULTURELE VERSCHILLEN .................................................................................................... 12
13 gezinsvormen: zie pagina 33 sylalbus. ..................................................................................................... 12
3.4. THUISCULTUUR VS SCHOOLCUTUUR.................................................................................................. 12
VERKLARINGEN VOOR HET ONTSTAAN VAN SOCIALE ONGELIJKHEID .................................................................................... 12
Gene;sch deficitmodel.................................................................................................................................. 12
Onderwijsdeficitmodel .................................................................................................................................. 12
Cultureel deficitmodel ................................................................................................................................... 13
HOE KAN SES GEMETEN WORDEN? ........................................................................................................................... 13
PISA-onderzoek SES ....................................................................................................................................... 13
TIMMS-onderzoek ......................................................................................................................................... 13
HaZe ............................................................................................................................................................ 13
ETNISCHE VERSCHILLEN ........................................................................................................................................... 13
3.5. WELBEVINDEN EN BETROKKENHEID .................................................................................................. 14
WELBEVINDEN ...................................................................................................................................................... 14
Welbevinden: ISCWeB ................................................................................................................................... 14
Welbevinden op school ................................................................................................................................. 14
BETROKKENHEID .................................................................................................................................................... 14
Link welbevinden en betrokkenheid .............................................................................................................. 15
Screeningsinstrumenten................................................................................................................................ 15
3.6. TALENTGERICHT WERKEN .................................................................................................................. 15
TALENT OP HET SPOORT KOMEN ................................................................................................................................ 15
HEFBOOMVAARDIGHEDEN ....................................................................................................................................... 15
GEEN TALENT VOOR ................................................................................................................................................ 15
3.7. GROWTH MINDSET ........................................................................................................................... 15
INLEIDING ............................................................................................................................................................. 15
Carol Dweck .................................................................................................................................................. 16
Selfulfilling prophecy ..................................................................................................................................... 16
KRITIEK EN NUANCE ................................................................................................................................................ 16
6 TIPS VOOR FOUTVRIENDELIJK KLASKLIMAAT ............................................................................................................... 16
3.8. DISCRETIEPLICHT & MELDINGSPLICHT ............................................................................................... 16
4.1. KENMERKEN VAN DE KLASGROEP ..................................................................................................... 16
WAT IS EEN GROEP? ............................................................................................................................................... 16
TYPISCHE KENMERKEN VAN EEN GROEP ....................................................................................................................... 17
Instrumenten om het klasklimaat te evalueren ............................................................................................ 17
4.2. HET ABC VAN DE BASISBEHOEFTEN ................................................................................................... 17
AUTONOMIE STIMULEREN: HOE?............................................................................................................................... 17
VERBONDENHEID STIMULEREN: HOE? ........................................................................................................................ 17
COMPETENTIE STIMULEREN: HOE?............................................................................................................................. 18
4.3. ONTWIKKELING VAN DE KLASGROEP ................................................................................................. 18
FASE 1: FORMING: KENNISMAKING............................................................................................................................ 18
FASE 2: STORMING: HET BOTST ................................................................................................................................. 18
FASE 3: NORMING: GROEP LEGT ONGESCHREVEN REGELS VAST ........................................................................................ 18
FASE 4: PERFORMING: PRESTATIE .............................................................................................................................. 18
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FASE 5: ADJOURNING: AFSCHEID ............................................................................................................................... 19
TIMING ................................................................................................................................................................ 19
BEGELEIDING VAN DE LEERKRACHT TIJDENS DE FASEN ..................................................................................................... 19
Forming: onderwijsbehoe2en van de groep? ............................................................................................... 19
Forming: begeleiding door de leerkracht ...................................................................................................... 19
Norming: onderwijsbehoe2en van de groep? ............................................................................................... 19
Norming: begeleiding door de leerkracht ..................................................................................................... 19
Storming: onderwijsbehoe2en van de groep? .............................................................................................. 20
Storming: begeleiding door de leerkracht ..................................................................................................... 20
Perorming: begeleiding door de leerkracht................................................................................................... 20
Adjourning: begeleiding door de leerkracht.................................................................................................. 20
4.4. ROLLEN BINNEN DE KLASGROEP........................................................................................................ 20
POSITIEVE GROEP ................................................................................................................................................... 20
NEGATIEVE GROEP .................................................................................................................................................. 20
4.5. VEILIG EN POSITIEF KLASKLIMAAT ..................................................................................................... 21
STAPPEN OM TOT EEN VEILIG KLASKLIMAAT TE KOMEN.................................................................................................... 21
CONCRETE VOORBEELDEN OM TOT EEN VEILIG KLASKLIMAAT TE KOMEN ............................................................................. 21
4.6. KLASINRICHTING ............................................................................................................................... 21
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