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Samenvatting PDV 1
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Samenvatting, gebaseerd op cursus PDV 1.
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Pedagogisch –didactische vorming 1
Pedagogisch – didactische vorming
1 BALO
, Pagina |2
Inhoud
1 Hoe lesgeven in een wereld vol competenties................................................................................5
1.1 Didactisch model.....................................................................................................................5
1.2 Het opzetten van een uitdagende leeromgeving......................................................................5
1.2.1 Het sociaal-constructivisme...................................................................................................5
1.2.2 Ervaringsgericht onderwijs....................................................................................................5
1.3 Didactische handvatten...........................................................................................................6
1.3.1 Actief en constructief leren....................................................................................................6
1.3.2 Integratie...............................................................................................................................6
1.3.3 Concreet-aanschouwelijk werken..........................................................................................6
1.3.4 Individualiseren.....................................................................................................................6
1.3.5 Leerlinginitiatief.....................................................................................................................6
1.3.6 Doelgericht leren...................................................................................................................6
1.3.7 Interactief leren.....................................................................................................................7
1.3.8 Werkelijkheidsnabij onderwijs...............................................................................................7
1.3.9 Sfeer en klasklimaat...............................................................................................................7
1.4 Competentiegericht leren........................................................................................................7
1.4.1 Competenties en fundamenteel leren...................................................................................7
2 Baken 1: De beginsituatie van de leerlingengroep en de leerlingen................................................8
2.1 Beginsituatie als vertrekpunt voor een uitdagende leeromgeving...........................................8
2.2 Verkenning van de beginsituatie..............................................................................................8
2.2.1 Beginsituatie van de leerlingengroep....................................................................................8
2.2.2 Beginsituatie van het individuele kind...................................................................................8
2.2.3 Zone van naaste ontwikkeling...............................................................................................8
2.2.4 Beginsituatie achterhalen......................................................................................................9
2.3 Verschillende facetten van de beginsituatie van de leerlingen.................................................9
2.3.1 Ontwikkelingsdomeinen........................................................................................................9
2.3.2 Voorkennis.............................................................................................................................9
2.3.3 Leef- en belevingswereld.......................................................................................................9
2.3.4 Leerlingen met een ontwikkelingsstoornis..........................................................................10
2.3.5 Meervoudige intelligentie....................................................................................................10
2.3.6 Leerstijlen............................................................................................................................10
3 Baken 2: De doelen.......................................................................................................................11
3.1 Doelgericht leren...................................................................................................................11
3.2 Soorten doelen......................................................................................................................11
3.2.1 Ontwikkelingsdoelen en eindtermen...................................................................................11
, Pagina |3
3.2.2 Leerplandoelen....................................................................................................................11
3.2.3 Lesdoelen.............................................................................................................................13
3.2.3.1 Cognitieve doelen.........................................................................................................13
3.2.3.2 Psychomotorische doelen.............................................................................................13
3.2.3.3 Dynamisch-affectieve doelen........................................................................................13
3.2.4 Leerproces en leerproduct...................................................................................................13
3.2.4.1 Productdoelen..............................................................................................................13
3.2.4.2 Procesdoelen................................................................................................................13
3.2.5 Componenten bij lesdoelen formuleren..............................................................................14
3.2.5.1 Gedragscomponent......................................................................................................14
3.2.5.2 Inhoudscomponent.......................................................................................................14
3.2.5.3 Didactische component................................................................................................14
3.2.6 Algemene regels..................................................................................................................14
3.3 Doelen evalueren...................................................................................................................14
4 Ervaringsgericht onderwijs...........................................................................................................15
4.1 De kern van ervaringsgericht onderwijs.................................................................................15
4.2 Betrokkenheid en welbevinden als uitgangspunten voor goed onderwijs.............................15
4.2.1 Welbevinden........................................................................................................................15
4.2.2 Betrokkenheid.....................................................................................................................16
4.2.2.1 Schijnbetrokkenheid.....................................................................................................16
5 Observeren...................................................................................................................................17
5.1 Waarom observeren?............................................................................................................17
5.2 Observatie is….......................................................................................................................17
5.3 Observatiefasen.....................................................................................................................17
5.3.1 Vraagstelling bepalen..........................................................................................................17
5.3.2 Observatiemethode bepalen...............................................................................................17
5.3.2.1 Participerende observatie.............................................................................................17
5.3.2.2 Niet-participerende observatie.....................................................................................17
5.3.2.3 Gestructureerde observatie..........................................................................................17
5.3.2.4 Ongestructureerde observatie......................................................................................18
5.3.3 Observeren op feitelijk waarneembaar niveau....................................................................18
5.3.3.1 Objectief.......................................................................................................................18
5.3.3.2 Zeker en systematisch...................................................................................................18
5.3.3.3 Nauwkeurig en volledig................................................................................................18
5.3.3.4 Doelgericht...................................................................................................................18
5.3.4 Ordenen van de verkregen gegevens..................................................................................18
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