samenvatting met verplichte literatuur bij de hoofdstukken erin verwerkt
volledig met alles erin verwerkt
zeer handig om alles in 1 document samen te hebben voor te leren
Leer- en motivationele ontwikkeling ...................................................................................................................... 1
Introductie van het onderwerp ........................................................................................................................... 9
College 1: leermotivatie .................................................................................................................................... 14
1.1 definities .......................................................................................................................................... 14
Motivatie ................................................................................................................................................... 14
Leermotivatie (achievement motivation): definitie .................................................................................. 14
1.2 leermotivatie theorieën .......................................................................................................................... 15
1.Expectancy x Value Theory (EVT: waarde-verwachtingstheorie) (Eccles e.a.) ....................................... 15
Expectancy (E): “Kan ik dit?” ................................................................................................................. 16
Value (V): “Wil ik dit?” ........................................................................................................................... 17
2.Attribution theory (AT) (Weiner) ........................................................................................................... 17
3.Implicit Theories of Intelligence (ITI) (Dweck) ........................................................................................ 20
4.Social-Cognitive Theory (SCT) (Bandura e.a.): Self-efficacy/zelfeffectiviteit .......................................... 22
5.Goal Orientation Theory (GOT) of Achievement Goal Theory (Ames, Elliot, e.a.): Prestatiedoeltheorie
(PDT) .......................................................................................................................................................... 23
6.Self-worth Theory of Achievement (Covington) .................................................................................... 25
7.Self-Determination Theory (SDT) (Deci, Ryan) ....................................................................................... 25
Integratie van de theorieën .......................................................................................................................... 27
Zelfstudiedoelen ........................................................................................................................................... 29
Bouwstenen academische competentie ....................................................................................................... 29
Literatuur ...................................................................................................................................................... 30
les over executieve functies .............................................................................................................................. 30
Deel 1: Executieve functies: omschrijving, modellen & ontwikkeling........................................................... 30
Executieve functies: omschrijving ............................................................................................................. 30
Voorbeelden .......................................................................................................................................... 30
Definities ............................................................................................................................................... 31
Kernaspecten ........................................................................................................................................ 31
Link met karakter .................................................................................................................................. 33
link met intelligentie ............................................................................................................................. 33
neurologische basis ............................................................................................................................... 33
'cool EF' vs. 'hot EF' ............................................................................................................................... 34
Ze zijn heel belangrijk (Diamond, 2013) ................................................................................................ 35
Executieve functies: modellen .................................................................................................................. 35
Anderson: executieve controle ............................................................................................................. 36
1
, Ander populair, meer dynamisch model (Diamond, 2013) ................................................................... 38
Baddeley & Hitch’s werkgeheugenmodel ............................................................................................. 38
Ontwikkeling deelfuncties: executieve functies ........................................................................................ 47
Conceptueel kader - Anderson .............................................................................................................. 47
STUDIE BIJ LAGERESCHOOLKINDEREN .................................................................................................. 47
STUDIE BIJ KLEUTERS ............................................................................................................................. 50
Ontwikkeling van WM ............................................................................................................................... 56
ONTWIKKELING VAN HET WERKGEHEUGEN ......................................................................................... 56
College 3: werkgeheugen in de klas .................................................................................................................. 64
1)Cijfers over leren, presteren op school en WM ......................................................................................... 64
1)Methode ................................................................................................................................................ 64
2)Methode ................................................................................................................................................ 65
3)methode................................................................................................................................................. 66
4)Methode ................................................................................................................................................ 68
2)Working memory in the classroom: werkgeheugen in de klas .................................................................. 69
2.1 Observing WM in classroom/observaties werkgeheugen in de klas .......................................... 69
2.1.1Profielen ........................................................................................................................................ 70
2.1.2. Observaties van geheugen falen ................................................................................................. 72
2.1.3. Andere observaties ..................................................................................................................... 76
2.2. Leren is gebaseerd op succes ............................................................................................................. 77
2.3. Implicaties voor de praktijk in de klas ................................................................................................ 78
2.4. Kans op WM-falen verminderen ........................................................................................................ 79
2.4.1. Herinneren van taak/instructies verzekeren ............................................................................... 80
2.4.2. Gebruik van externe hulpmiddelen ............................................................................................. 80
2.4.3. Beperk verwerkingsbelasting ...................................................................................................... 80
College 4: werkgeheugen bij… .......................................................................................................................... 84
Down Syndroom............................................................................................................................................ 84
Kunnen we deze problemen omzeilen? .................................................................................................... 85
Expliciet plaatsen binnen model Baddeley ............................................................................................... 85
Doven en slechthorenden ............................................................................................................................. 86
The Organization of Working Memory Networks is Shaped by Early Sensory Experience (Cardin et al.,
2018) ......................................................................................................................................................... 86
Misschien niet zo veel ............................................................................................................................... 87
Misschien toch veel ................................................................................................................................... 88
Specific Language Impairment (SLI) .............................................................................................................. 88
Joel ............................................................................................................................................................ 89
Algemeen .................................................................................................................................................. 89
2
, Enkele kenmerken ..................................................................................................................................... 89
Contrast met ............................................................................................................................................. 90
Sommige nieuwe ideeën mbt diagnose .................................................................................................... 90
DLD en verbaal STM .................................................................................................................................. 91
DLD en visueel STM ................................................................................................................................... 92
DLD en CE/central executive ..................................................................................................................... 93
Dus ............................................................................................................................................................ 93
In de praktijk ............................................................................................................................................. 93
DLD en WM-training.................................................................................................................................. 94
Game-training “Brians-brain” Dovis, Van der Oord, Geurts, Ponsioen, Ten Brink, Prins (2012) .............. 94
Brain-training Brian ................................................................................................................................... 94
Werkgeheugen training............................................................................................................................. 95
Inhibitie training ........................................................................................................................................ 96
Set-shifting training ................................................................................................................................... 96
Resultaten Vugs et al (2017) ..................................................................................................................... 97
Discussie Vugs et al (2017) ........................................................................................................................ 97
SLI/DLD en EF ............................................................................................................................................ 98
dyscalculie ..................................................................................................................................................... 98
Dyscalculie of rekenstoornissen ................................................................................................................ 99
Dus ............................................................................................................................................................ 99
Oorzaak ..................................................................................................................................................... 99
Werkgeheugen en rekenen ..................................................................................................................... 100
Onderzoek Imbo (2009) .......................................................................................................................... 102
Resultaten ........................................................................................................................................... 103
Dus er zijn cultuurverschillen .............................................................................................................. 103
Wiskundeangst .................................................................................................................................... 103
Implicaties voor praktijk .......................................................................................................................... 104
Meer over angst ...................................................................................................................................... 105
Klein proefje ............................................................................................................................................ 106
Wanneer angststoornis? ......................................................................................................................... 106
Angst en laag WM ................................................................................................................................... 107
Implicaties voor de praktijk ..................................................................................................................... 107
College 5: zelfregulerend leren/zrl .................................................................................................................. 109
1. WAAROM IS ZRL VAN BELANG? .............................................................................................................. 109
RELEVANTIE ZRL ...................................................................................................................................... 109
RELEVANTIE ZRL IMPLEMENTATIE DOOR LERARENTEAMS ..................................................................... 111
RELEVANTIE PROFESSIONALISERING LERARENTEAMS IN ZRL................................................................. 111
3
, 2. WAT IS zelfregulerend leren/ZRL?........................................................................................................... 113
ZRL vanuit de fiets-metafoor ................................................................................................................... 113
ZRL: parallel met de fiets-metafoor ........................................................................................................ 113
ZRL: verschillende theoretische modellen/perspectieven ...................................................................... 113
1. Cognitieve component ........................................................................................................................ 115
PROFIELEN OP BASIS VAN COGNITIEVE LEERSTRATEGIEËN ................................................................ 116
2. Metacognitieve component ................................................................................................................ 118
METACOGNITIEVE COMPONENT ONDERSTEUNEN............................................................................. 118
3.MOTIVATIONELE COMPONENT ............................................................................................................ 119
PROFIELEN OP BASIS VAN LEERMOTIVATIE ............................................................................................ 119
AUTONOME MOTIVATIE BEVORDEREN .............................................................................................. 121
3. VANAF WNR ZRL? ................................................................................................................................ 122
4. HOE IN KAART BRENGEN? ................................................................................................................... 124
Vragenlijsten ....................................................................................................................................... 125
ONLINE MEASURES ............................................................................................................................. 126
THINK ALOUD PROTOCOL ................................................................................................................... 126
ALGEMENE BEVINDING ....................................................................................................................... 129
5. HOE KAN HET WORDEN BEVORDERD?................................................................................................ 129
EEN TRANSVERSALE LEERCOMPETENTIE ............................................................................................ 130
SAMEN STA JE STERK! ......................................................................................................................... 130
DIRECTE INSTRUCTIE VAN ZELFREGULATIESTRATEGIEËN ................................................................... 130
6. HOE IS HET GESTELD? .......................................................................................................................... 133
BEVORDERENDE FACTOREN ................................................................................................................ 135
College 6: Schools uitstelgedrag (academic procrastination) ......................................................................... 137
Deel 1: Inleiding .......................................................................................................................................... 137
Pro // crastinus ........................................................................................................................................ 137
Procrastination items/ uitstelgedrag voorbeelden ................................................................................. 137
Procrastination = ..................................................................................................................................... 138
Prevalentie (schattingen) ........................................................................................................................ 138
Negatieve coping ..................................................................................................................................... 139
Excuses en zelfrechtvaardiging ............................................................................................................... 140
Negatieve consequenties/negatieve gevolgen van uitstelgedrag .......................................................... 140
Deel 2: Waarom doen we het? Theoretische benaderingen ...................................................................... 141
Zelfstudie opdracht 1: Welke factoren hangen samen met uitstelgedrag? En welke niet of slechts
gering?..................................................................................................................................................... 141
Verschillende theoretische benaderingen .............................................................................................. 143
Falen van het zelfregulatieproces ........................................................................................................... 143
4
Voordelen van het kopen van samenvattingen bij Stuvia op een rij:
√ Verzekerd van kwaliteit door reviews
Stuvia-klanten hebben meer dan 700.000 samenvattingen beoordeeld. Zo weet je zeker dat je de beste documenten koopt!
Snel en makkelijk kopen
Je betaalt supersnel en eenmalig met iDeal, Bancontact of creditcard voor de samenvatting. Zonder lidmaatschap.
Focus op de essentie
Samenvattingen worden geschreven voor en door anderen. Daarom zijn de samenvattingen altijd betrouwbaar en actueel. Zo kom je snel tot de kern!
Veelgestelde vragen
Wat krijg ik als ik dit document koop?
Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.
Tevredenheidsgarantie: hoe werkt dat?
Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.
Van wie koop ik deze samenvatting?
Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper jolienvullers. Stuvia faciliteert de betaling aan de verkoper.
Zit ik meteen vast aan een abonnement?
Nee, je koopt alleen deze samenvatting voor €16,69. Je zit daarna nergens aan vast.
