Summary
Samenvatting katholieke godsdienst .
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Samenvatting van het eerstejaarsvak katholieke godsdienst binnen de opleiding lager onderwijs te Vives Brugge. Gemaakt in het jaar .
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2022Samenvatting godsdienst
POWERPOINTS + BOEK
,INHOUDSOPGAVE
doelgericht werken......................................................................................................................................... 5
3 rollen van een leerkracht.................................................................................................................................. 5
1. sfeerbeheerder ...................................................................................................................................... 5
2. ontwerper .............................................................................................................................................. 5
3. verderkijker ............................................................................................................................................ 6
verhalen vertellen en vragen stellen ............................................................................................................... 6
1. verhalen vertellen .................................................................................................................................. 6
link met ‘godsdienst’ ........................................................................................................................................... 6
2. vragen stellen......................................................................................................................................... 9
wat is levensbeschouwelijk leren? (hoofdstuk 3) ................................................................................................ 9
doelen van levensbeschouwelijke leren ......................................................................................................... 9
visie op leren en kennis bij levensbeschouwelijk leren ................................................................................ 11
levensbeschouwelijk leren is verhalen vertellen. ......................................................................................... 12
levensbeschouwelijk leren is: Vragen stellen ............................................................................................... 13
verhalen vertellen en vragen stellen in de praktijk (hoofdstuk 4) ..................................................................... 15
vragen bedenken is je eigen oriëntatie op het onderwerp .......................................................................... 15
verbreden, verdiepen en verrijken ............................................................................................................... 16
het model ‘typen vragen voor levensbeschouwelijk leren’ .......................................................................... 16
ontwerpen en stellen van vragen in de praktijk ........................................................................................... 22
concrete toepassing vraagstelling: verhaal de mier en de eekhoorn ........................................................... 22
samenvatting soorten vragen pwp ............................................................................................................... 24
lesverloop .................................................................................................................................................... 25
ruwbouw ........................................................................................................................................................... 25
basisschema lesopbouw ............................................................................................................................... 25
3 inhoudelijke aspecten te verwerken in de opbouw .................................................................................. 25
oriëntatie ...................................................................................................................................................... 26
verwerving .................................................................................................................................................... 26
verwerking en slot ........................................................................................................................................ 28
samenvatting (bouwstenen) ......................................................................................................................... 29
begrippenlijst vanuit de pwp ........................................................................................................................ 29
rol als leerkracht bij het levensbeschouwelijk leren..................................................................................... 30
levensbeschouwelijk leren en de leeftijd van kinderen................................................................................ 31
toepassing de mier en de eekhoorn ............................................................................................................. 31
samenvatting bouwstenen toegepast op verhaal mier en eekhoorn........................................................... 32
werken met doelen ...................................................................................................................................... 35
onderwijsnetten ................................................................................................................................................ 35
oude vs. nieuwe ZILL-leerplan ...................................................................................................................... 35
doelen opzoeken in het leerplan ....................................................................................................................... 36
2 soorten doelen .......................................................................................................................................... 36
leerplan godsdienst à cultuurgebonden doel ............................................................................................. 36
1
, lesdoelen formuleren ........................................................................................................................................ 36
lesdoelen voor levensbeschouwelijk leren ................................................................................................... 36
herhaling van de 3 tandwielen ..................................................................................................................... 38
toepassing op verhaal mier en eekhoorn ..................................................................................................... 38
voorbeeld: beoordeel en herschrijf eventueel volgende lesdoelen ............................................................. 39
levensbeschouwelijke onderwerpen............................................................................................................. 40
inleiding............................................................................................................................................................. 40
soorten verhalen .......................................................................................................................................... 40
ons verhaal ........................................................................................................................................................ 40
kinderen hun verhaal .................................................................................................................................... 40
kenmerken van levensbeschouwelijke verhalen ............................................................................................... 41
soorten verhalen ............................................................................................................................................... 41
zinveraal ....................................................................................................................................................... 41
spiritueel/ rekigieus verhaal ......................................................................................................................... 41
godsdienstig verhaal ..................................................................................................................................... 41
samenvatting verhalen (pwp) ....................................................................................................................... 41
onderwerpen levensbeschouwelijk leren ...................................................................................................... 42
extra uitleg over de onderwerpen à lezen.................................................................................................. 43
verhalen uit kleine en grote wereld................................................................................................................... 44
begrippenlijst (uit de pwp) ................................................................................................................................ 44
toepassing verhaal mier en eekhoorn ............................................................................................................... 45
levensbeschouwelijke werkvormen .............................................................................................................. 45
rituelen die helpen bij sfeer ............................................................................................................................... 45
kleine rituelen ............................................................................................................................................... 45
hoekje inrichten in de klas ............................................................................................................................ 46
sfeerschepping bij een start of slot van een verhaal/les. .................................................................................. 46
rituelen .............................................................................................................................................................. 46
toelichting rituelen ....................................................................................................................................... 46
wat brengen rituelen ons?............................................................................................................................ 46
hoe voer je rituelen uit? ............................................................................................................................... 46
afsluiting ....................................................................................................................................................... 47
verschillende soorten rituelen ........................................................................................................................... 47
reinigingsritueel ............................................................................................................................................ 47
overgangsritueel ........................................................................................................................................... 47
verbindingsritueel......................................................................................................................................... 47
herdingsritueel ............................................................................................................................................. 47
bezinningsritueel .......................................................................................................................................... 47
opladingsritueel ............................................................................................................................................ 47
hoeken en rituelen ADHV VERHAAL DAVID EN GOLIATH .................................................................................. 48
verhaal David en Goliath .............................................................................................................................. 48
hoekenwerk .................................................................................................................................................. 48
2
,kleine en grote werkvormen ......................................................................................................................... 48
voorbeelden van werkvormen........................................................................................................................... 48
overzicht kleine werkvormen à zie toledo voor extra uitleg ...................................................................... 48
overzicht grote werkvormen ........................................................................................................................ 49
werkvormen leeractiviteiten ............................................................................................................................. 49
werkvormen in je les .................................................................................................................................... 49
toepassing werkvormen verhaal mier en eekhoorn .......................................................................................... 50
opdracht op verhelderingsniveau: fotoronde rond het thema ‘missen’ ...................................................... 50
ervaringsopdracht: Kies een foto en ga in gesprek per 2 ............................................................................. 50
betekenisniveau: schimmenspel en gesprek ................................................................................................ 50
levensbeschouwelijk niveau: stellingenspel ................................................................................................. 50
verwerkingsopdracht: postkaart sturen ....................................................................................................... 50
vieren in de lagere school: inzoomen kerkelijk jaar ....................................................................................... 51
hoofdstuk 7: Verhalen en Vragen als focus van vieren ..................................................................................... 51
inleiding ........................................................................................................................................................ 51
wat is vieren?................................................................................................................................................ 51
vieren is meer dan aandacht besteden aan een feest .................................................................................. 51
vieren en de link met levensbeschouwelijk leren ......................................................................................... 51
doelen van vieren ......................................................................................................................................... 52
de inhoud van een viering ............................................................................................................................ 53
de vormgeving van een viering..................................................................................................................... 54
vieren in de context van een school ............................................................................................................. 54
het kerkelijk jaar........................................................................................................................................... 55
tijd ..................................................................................................................................................................... 55
gelaagdheid in de religie ................................................................................................................................... 55
illustratie: sinterklaasfeest ........................................................................................................................... 55
kerkelijk jaar................................................................................................................................................. 56
cyclisch, poster, spiraal ..................................................................................................................................... 56
2 sterke periodes ............................................................................................................................................... 57
kerstkring ...................................................................................................................................................... 57
paaskring ...................................................................................................................................................... 57
centrale thema’s ........................................................................................................................................... 57
seizoenen ..................................................................................................................................................... 57
lente .................................................................................................................................................................. 57
feesten .......................................................................................................................................................... 57
zomer ................................................................................................................................................................ 59
feesten .......................................................................................................................................................... 59
herfst ................................................................................................................................................................. 60
feesten .......................................................................................................................................................... 60
winter ................................................................................................................................................................ 60
feesten .......................................................................................................................................................... 60
3
, welzijnszorg....................................................................................................................................................... 60
levensbeschouwelijk in beweging komen ..................................................................................................... 60
vernieuwende en inspirerende manieren om je lessen hedendaagst te maken ................................................ 60
tips voor lesgeven met jonge kinderen ........................................................................................................ 60
aandacht ....................................................................................................................................................... 61
complimenten .............................................................................................................................................. 61
buiten ........................................................................................................................................................... 61
praatpapier ................................................................................................................................................... 61
stilte .............................................................................................................................................................. 61
bijlages met voorbeelden .................................................................................................................................. 62
filosoferen in de klas..................................................................................................................................... 62
andere godsdiensten à islam ...................................................................................................................... 62
kunst ............................................................................................................................................................. 62
mindfullness, yoga, meditatie ...................................................................................................................... 63
prentenboeken ............................................................................................................................................. 63
knuffels ......................................................................................................................................................... 63
verschillende soorten gesprekken in de klas ..................................................................................................... 64
4
, DOELGERICHT WERKEN
3 ROLLEN VAN EEN LEERKRACHT
1. SFEERBEHEERDER
LEER EN LEEFKLIMAAT
Herkenbaar aan:
- Inrichting: huiselijke sfeer, prenten…
- Organisatorisch: lokaalgebruik…
- Groepsdynamica: intieme gesprekken, persoonsgericht werken, veiligheid…
- Inclusief denken: rekening houden met de beginsituatie en die integreren in je werking. Vb:
huidskleurpotloden, verschillende soorten boekjes volgens beginsituatie leerlingen.
2. ONTWERPER
OPEN, CYCLISCHE EN VERBINDENDE DIDACTIEK
De drie tandwielen kunnen activeren als
leerkracht.
Oefenen in betekenisvragen, verwerkingsvragen en opdrachten (type 3 en 5 cursus pagina 108-109).
Betekenisvragen: pag. 114-116, verwerkingsvragen: pag. 120-122.
verbinden met vraaggerichte en ontwikkelgerichte doelen van lessen (wat streef je na: geen
eenheidsworst, nog niet ingevuld, je laat veel open, je volgt de kinderen en doet goede
tussenkomsten waar nodig).
Het toestaan van meerduidigheid en beklemtonen dat een mening mag veranderen (geen labels).
5
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