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Samenvatting PDV 2
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Samenvatting, gebaseerd op cursus PDV 2.
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Pedagogisch –didactische vorming 2
Pedagogisch – didactische vorming
1 BALO
, Pagina |2
Inhoud
1 Didactische werkvormen................................................................................................................5
1.1 Wat is een didactische werkvorm?..........................................................................................5
1.2 Rol van werkvormen................................................................................................................5
1.3 Kiezen van een werkvorm........................................................................................................5
1.4 Didactische werkvormen.........................................................................................................5
1.4.1 Aanbiedende werkvormen....................................................................................................6
1.4.1.1 Doceren..........................................................................................................................6
1.4.1.2 Uitleggen.........................................................................................................................6
1.4.1.3 Vertellen.........................................................................................................................6
1.4.1.4 Instructie.........................................................................................................................6
1.4.1.5 Demonstratie..................................................................................................................6
1.4.2 Gespreksvormen....................................................................................................................7
1.4.2.1 Onderwijsleergesprek.....................................................................................................7
1.4.2.2 Klasgesprek.....................................................................................................................7
1.4.2.3 Leergesprek....................................................................................................................7
1.4.3 Opdrachtvormen...................................................................................................................8
1.4.3.1 Individuele opdracht.......................................................................................................8
1.4.3.2 Huiswerk.........................................................................................................................8
1.4.3.3 Spreekbeurt....................................................................................................................8
1.4.3.4 Rollen- en simulatiespel..................................................................................................8
1.4.4 Opdrachtvormen die samenwerken stimuleren....................................................................9
1.4.4.1 Didactische groepswerk..................................................................................................9
1.4.4.2 Peer-tutoring..................................................................................................................9
1.4.5 Leerspelen...........................................................................................................................10
1.4.6 Leerwandeling.....................................................................................................................10
1.4.7 Zelfwerkzaamheidsvormen..................................................................................................10
1.4.7.1 Contractwerk................................................................................................................10
1.4.7.2 Hoekenwerk..................................................................................................................10
1.4.7.3 Projectwerk...................................................................................................................10
2 Vragen stellen...............................................................................................................................11
2.1 Belang van vragen stellen......................................................................................................11
2.2 Soorten vragen......................................................................................................................11
2.2.1 Graad van denkactiviteit......................................................................................................11
2.2.1.1 Kennisvragen of reproductieve vragen.........................................................................11
, Pagina |3
2.2.1.2 Denkvragen of productieve vragen...............................................................................11
2.2.2 Vorm van verwachte antwoord...........................................................................................11
2.2.2.1 Gesloten vragen............................................................................................................11
2.2.2.2 Open vragen.................................................................................................................11
2.2.3 Inhoud van vraag.................................................................................................................12
2.2.3.1 Productgerichte vragen................................................................................................12
2.2.3.2 Procesgerichte vragen..................................................................................................12
2.2.4 Overzicht..............................................................................................................................12
2.3 Organisatie bij gesprekken.....................................................................................................12
2.3.1 Tips bij het stellen van vragen.............................................................................................12
2.3.2 Tips bij reageren op antwoorden.........................................................................................12
2.4 Regels bij het stellen van vragen............................................................................................13
3 Differentiatie................................................................................................................................14
3.1 Het nut van differentiatie.......................................................................................................14
3.2 Het sporenbeleid...................................................................................................................14
4 Visies op leren..............................................................................................................................16
4.1 Opvattingen over leren..........................................................................................................16
4.1.1 Leren, rijping en ontwikkeling..............................................................................................16
4.1.2 Leren als duurzame gedragsverandering.............................................................................16
4.1.3 Leren als kwalitatieve ontwikkeling van handelingsstructuren............................................16
4.1.4 Leren vanuit sociaal-constructivisme...................................................................................17
4.2 Soorten leerprocessen...........................................................................................................17
4.2.1 Feiten, begrippen en procedures.........................................................................................17
4.2.2 Cognitieve strategieën.........................................................................................................18
4.2.3 Motorisch leren...................................................................................................................18
4.2.4 Affectief leren......................................................................................................................18
4.2.5 Metakennis en metavaardigheden leren.............................................................................19
4.2.5.1 Metacognitieve kennis en vaardigheden......................................................................19
4.2.5.2 Dynamisch-affectieve metakennis en metavaardigheden............................................19
4.3 Leerprocessen begeleiden......................................................................................................20
4.3.1 Leerlingen motiveren om te leren.......................................................................................20
4.3.1.1 Soorten motivatie.........................................................................................................20
4.3.1.2 Leerbehoefte scheppen................................................................................................20
4.3.1.3 Ruimte en autonomie creëren......................................................................................20
4.3.2 Instructievaardigheden om actief-constructief te leren......................................................21
4.3.2.1 Demonstreren en expliciteren......................................................................................21
, Pagina |4
4.3.2.2 Structureren en integreren...........................................................................................21
4.3.2.3 Inductief leren...............................................................................................................21
4.3.2.4 Scaffolding....................................................................................................................21
4.3.2.5 Reflecteren...................................................................................................................21
4.3.2.6 Samenwerkend of coöperatief leren............................................................................21
5 De werking van het geheugen......................................................................................................22
5.1 Het sensorisch of zintuiglijk geheugen...................................................................................22
5.2 Het werkgeheugen.................................................................................................................22
5.3 Het langetermijngeheugen.....................................................................................................22
5.4 Belasting van het werkgeheugen...........................................................................................22
6 Het denken doorgelicht................................................................................................................25
6.1 Factoren die ontwikkeling bepalen........................................................................................25
6.2 Cognitieve ontwikkeling volgens Piaget.................................................................................26
6.2.1 Sensori-motorisch stadium (0 – 2 jaar)................................................................................26
6.2.2 Pre-operationeel stadium (2 – 7 jaar)..................................................................................26
6.2.2.1 Pre-conceptueel denken (2 – 4 jaar).............................................................................27
6.2.2.2 Intuïtief stadium (4 – 7 jaar)..........................................................................................27
6.2.2.3 Fouten in het denken van peuters en kleuters.............................................................27
6.2.2.4 Fantasie en werkelijkheid.............................................................................................28
6.2.3 Concreet-operationeel stadium (7 – 12 jaar).......................................................................29
6.2.3.1 Het magische denken....................................................................................................29
6.2.4 Formeel-operationeel stadium (+ 12 jaar)...........................................................................29
6.2.4.1 Abstract denken............................................................................................................29
6.2.4.2 Hypothetisch-deductief denken....................................................................................29
6.2.4.3 Combinatorisch denken................................................................................................29
7 Didactische handvatten – herhaling..............................................................................................30
7.1 Actief en constructief leren....................................................................................................30
7.2 Integratie...............................................................................................................................30
7.3 Concreet-aanschouwelijk werken..........................................................................................30
7.4 Individualiseren.....................................................................................................................30
7.5 Leerlinginitiatief.....................................................................................................................30
7.6 Doelgericht leren...................................................................................................................30
7.7 Interactief leren.....................................................................................................................31
7.8 Werkelijkheidsnabij onderwijs...............................................................................................31
7.9 Sfeer en klasklimaat...............................................................................................................31
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