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volledige samenvatting OWMC: de lat hoog voor iedereen
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Volledige samenvatting van lesnotities en cursus van OWMC: de lat hoog voor iedereen
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OP WEG NAAR MEESTER – DE LAT HOOG VOOR IEDEREEN1 Situering van deze cursus in het opleidingsprogramma _______________________________________________________5
2 De leraar doet ertoe __________________________________________________________________________________5
3 De onderwijsbehoeften van de leerlingen staan centraal ______________________________________________________5
1.1 Pedagogisch en didactisch handelen __________________________________________________________________5
1.2 Doelgericht werken en differentiatie ___________________________________________________________________6
1.2.1 Doelgericht werken ___________________________________________________________________________6
1.2.2 Differentiatie ________________________________________________________________________________6
Deel 1: doelgericht werken _________________________________________________________________________________7
1 Het didactisch model _________________________________________________________________________________7
2 Doelstellingen: leren, geen vrijblijvende aangelegenheid! _____________________________________________________7
2.1 Begripsomschrijving _______________________________________________________________________________7
2.2 Taxonomie van Bloom: algemeen ____________________________________________________________________8
2.3 Inhoudsniveaus in de taxonomie van Bloom_____________________________________________________________8
2.4 Gedragsniveaus binnen de taxonomie van Bloom ________________________________________________________8
2.4.1 Herinneren _________________________________________________________________________________9
2.4.2 Begrijpen ___________________________________________________________________________________9
2.4.3 Toepassen _________________________________________________________________________________9
2.4.4 Analyseren ________________________________________________________________________________10
2.4.5 Evalueren _________________________________________________________________________________10
2.4.6 Creëren ___________________________________________________________________________________10
2.4.7 Oefening __________________________________________________________________________________11
2.5 Betekenis van de taxonomie in functie van doelgerichtheid ________________________________________________11
2.5.1 Bewust nadenken over het gedragsniveau ________________________________________________________12
2.5.2 Uitdagen van de leerlingen ____________________________________________________________________12
2.5.3 Keuze van didactische werkvormen _____________________________________________________________12
2.5.4 Geleidelijkheidsprincipe_______________________________________________________________________12
2.5.5 Evaluatie __________________________________________________________________________________12
2.5.6 Vragen stellen ______________________________________________________________________________13
2.6 Doelgericht werken aan leergebied overschrijdende eindtermen en leerplandoelen _____________________________13
hoofdstuk 1: didactische werkvormen ________________________________________________________________________14
1 Een scala aan didactische werkvormen __________________________________________________________________14
1.1 Wat zijn didactische werkvormen ____________________________________________________________________14
1.2 Indeling van didactische werkvormen _________________________________________________________________14
2 Aanbiedende werkvorm ______________________________________________________________________________14
2.1 Uitleggen_______________________________________________________________________________________15
2.2 Vertellen _______________________________________________________________________________________15
2.3 Demonstreren ___________________________________________________________________________________16
2.4 Film- en/of audiofragment __________________________________________________________________________16
3 Gespreksvormen ___________________________________________________________________________________16
3.1 Valkuilen bij gespreksvormen _______________________________________________________________________17
3.2 Het onderwijsleergesprek __________________________________________________________________________17
3.2.1 Omschrijving _______________________________________________________________________________17
3.2.2 Verloop ___________________________________________________________________________________17
1.2.3 Oefening __________________________________________________________________________________18
1.2.4 Samenvatting ______________________________________________________________________________19
3.3 Het kringgesprek_________________________________________________________________________________19
1
, 3.3.1 Omschrijving _______________________________________________________________________________19
3.3.2 Verloop ___________________________________________________________________________________20
3.4 Het reflectiegesprek ______________________________________________________________________________20
3.4.1 Omschrijving _______________________________________________________________________________20
3.4.2 Verloop ___________________________________________________________________________________21
1.2.5 oefening __________________________________________________________________________________21
3.5 Doelgerichte vragen stellen ________________________________________________________________________21
3.6 Vragen indelen __________________________________________________________________________________22
3.6.1 De taxonomie van Bloom _____________________________________________________________________22
3.6.2 Open en gesloten vragen _____________________________________________________________________22
3.6.3 Product- en procesgerichte vragen ______________________________________________________________23
3.7 Aandachtspunten bij vragen stellen __________________________________________________________________23
3.7.1 Formulering van vragen ______________________________________________________________________23
3.7.2 Reageren op inbreng van de leerlingen __________________________________________________________24
3.7.3 Actieve deelname van alle leerlingen ____________________________________________________________25
1.2.6 Organisatie bij vragen stellen __________________________________________________________________25
4 Opdrachtsvormen___________________________________________________________________________________26
4.1 Opdrachten: (individuele) oefenmomenten _____________________________________________________________26
4.1.1 Behoefte aan duidelijkheid ____________________________________________________________________26
4.1.2 Hoe een duidelijke instructie geven?_____________________________________________________________26
4.1.3 Aandachtspunten bij het geven van een instructie __________________________________________________26
4.1.4 Een goede instructie vraagt een grondige voorbereiding _____________________________________________28
4.2 Spelvormen_____________________________________________________________________________________28
4.2.1 Rollenspel _________________________________________________________________________________28
4.2.2 Simulatiespel _______________________________________________________________________________28
4.2.3 Dramatiseren_______________________________________________________________________________29
4.2.4 Leerspelen ________________________________________________________________________________29
5 Complexe werkvormen_______________________________________________________________________________29
5.1 Contractwerk____________________________________________________________________________________29
5.1.1 Wat is contractwerk? _________________________________________________________________________29
5.1.2 Waarom contractwerk? _______________________________________________________________________30
5.1.3 Elementen van een goed contractwerk ___________________________________________________________30
5.2 Hoekenwerk ____________________________________________________________________________________31
5.2.1 Begrip ____________________________________________________________________________________31
5.2.2 Verschillende vormen van hoekenwerk___________________________________________________________32
5.2.3 Een klas vol hoeken en banken: enkele praktische tips ______________________________________________32
6 Besluit ___________________________________________________________________________________________33
6.1 Verband doelstelling — didactische werkvorm __________________________________________________________33
6.2 Variëren is belangrijk _____________________________________________________________________________33
Hoofdstuk 2: leermiddelen ________________________________________________________________________________34
1 Het bord __________________________________________________________________________________________34
1.3 Wat moet er op mijn (digitaal)bord komen? ____________________________________________________________34
1.3.1 Inhoudelijke elementen _______________________________________________________________________34
1.3.2 Organisatorische elementen ___________________________________________________________________35
1.4 Waar zal ik wat noteren? __________________________________________________________________________35
1.5 Wanneer breng ik bepaalde gegevens op het bord aan? __________________________________________________36
1.6 Hoe noteer ik mijn inhoud? _________________________________________________________________________36
2 Methodes _________________________________________________________________________________________36
2
,3 Digitale media _____________________________________________________________________________________36
4 Synthese doelgerichtheid _____________________________________________________________________________37
1.7 Wisselwerking doelen en beginsituatie ________________________________________________________________37
1.8 Verband doelstellingen — leerinhoud en leerstof ________________________________________________________37
1.9 Verband doelstellingen — didactische principes_________________________________________________________37
1.10 Doelgericht evalueren __________________________________________________________________________37
1.10.1 Voor de les ________________________________________________________________________________37
1.10.2 Tijdens de les ______________________________________________________________________________37
1.10.3 Na afloop van een lessenreeks _________________________________________________________________38
Deel 2: differentiatie _____________________________________________________________________________________39
1 Diversiteit als norm __________________________________________________________________________________39
1.1 Diversiteit ______________________________________________________________________________________39
1.2 Gelijke onderwijskansen ___________________________________________________________________________39
2 Differentiatie _______________________________________________________________________________________40
2.1 Model _________________________________________________________________________________________40
2.2 Definitie________________________________________________________________________________________40
2.2.1 Hoe differentiatie aanpakken?__________________________________________________________________41
2.2.2 Welk effect heeft differentiatie op de verschillen tussen leerlingen? _____________________________________41
2.2.3 Wat doet differentiatie met de persoon van de leerling? ______________________________________________41
2.3 Groeperen van leerlingen __________________________________________________________________________42
2.3.1 Homogeen of heterogeen groeperen ____________________________________________________________42
2.3.2 Realisaties op schoolniveau ___________________________________________________________________42
3 Meesterschap______________________________________________________________________________________43
3.1 Ondersteunen ___________________________________________________________________________________43
3.1.1 Duidelijke instructies _________________________________________________________________________43
3.1.2 Klasinrichting _______________________________________________________________________________44
3.1.3 Overzicht houden ___________________________________________________________________________44
3.2 Uitdagen _______________________________________________________________________________________44
4 Het vertrekpunt _____________________________________________________________________________________45
4.1 De leerling als startpunt ___________________________________________________________________________45
4.2 De leerling in relatie tot de doelen ___________________________________________________________________45
5 Strategieën ________________________________________________________________________________________46
5.1 Tempodifferentatie _______________________________________________________________________________46
5.2 BHV-model _____________________________________________________________________________________46
5.2.1 Basisstof __________________________________________________________________________________47
5.2.2 Diagnostische toets __________________________________________________________________________47
5.2.3 Verlengde instructie__________________________________________________________________________47
5.2.4 Basisoefeningen ____________________________________________________________________________47
5.2.5 Herhalingsstof ______________________________________________________________________________48
5.2.6 Verrijkingsstof ______________________________________________________________________________48
5.2.7 Eindtoets __________________________________________________________________________________48
5.2.8 Het BHV-model in de praktijk: het viersporenbeleid _________________________________________________48
5.2.9 Differentiëren door verdiepen __________________________________________________________________48
5.3 Contractwerk____________________________________________________________________________________51
5.3.1 Contractwerk en differentiatie naar niveau ________________________________________________________51
5.3.2 Contractwerk en differentiatie naar leerprofiel ______________________________________________________51
5.3.3 Contractwerk en differentiatie naar interesse ______________________________________________________51
5.4 Steigerleren of scaffolding _________________________________________________________________________51
3
, 5.4.1 Ondersteuning in de vorm van extra hulp _________________________________________________________51
5.4.2 Ondersteuning in de vorm van extra hulpmiddelen __________________________________________________52
5.4.3 Ondersteuning in de vorm van aangepaste leerstof _________________________________________________52
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