Samenvatting - Leren en motiveren (UA_1000ASELEM)

Overzicht Leren en Motiveren
Contents
Inhoud per les ........................................................................................................................ 3
Lesdoelen .......................................................................................................................... 3
Les 1: ............................................................................................................................. 3
Les 2: ............................................................................................................................. 3
Les 3: ............................................................................................................................. 3
Les 4: ............................................................................................................................. 4
Les 5: ............................................................................................................................. 4
Les 1: Hoe leren jouw leerlingen? ........................................................................................ 5
Subjectieve onderwijstheorie: ......................................................................................... 5
Aandacht: ....................................................................................................................... 5
Belang van aandacht ................................................................................................... 5
Geheugen: ...................................................................................................................... 5
Vergeetcurve van Ebbinghaus ...................................................................................... 6
Cognitive load theory (werkgeheugen) .......................................................................... 6
Multimedia:................................................................................................................. 6
Vertaling van principes in lesgeven ............................................................................... 6
Voorkennis .................................................................................................................. 7
Hoe gebruiken we geheugen optimaal? ........................................................................ 7
Ankerbegrippen .............................................................................................................. 7
Belang van Structuur ................................................................................................... 7
Belang van Betekenis (inbedding) ................................................................................. 8
Affectieve component ..................................................................................................... 8
Les 2: Waartoe leren jouw leerlingen? ............................................................................... 10
Herziene Taxonomie van Bloom (teaching context)......................................................... 10
Why?: Is kennis (nog) belangrijk? ................................................................................ 10
What? ....................................................................................................................... 11
How? ........................................................................................................................ 13
Les 3: Hoe geef je effectief les aan jouw leerlingen? ........................................................... 14
Authentieke leraar: ....................................................................................................... 14
Effectiviteitsstudies ...................................................................................................... 14
John Hattie ................................................................................................................ 14
Fisher & Fry (2013) ..................................................................................................... 14




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, ICALT ........................................................................................................................ 14
Rosenshire: 10 principles of instruction ..................................................................... 15
Universal Design for learning (UDL) – Brede basiszorg ................................................. 16
Vygotsky ................................................................................................................... 17
Dewey....................................................................................................................... 17
Kolb .......................................................................................................................... 20
Les 4: Hoe leer je jouw leerlingen leren? ............................................................................ 21
Dunning-kruger effect ................................................................................................ 21
Leerstrategieën ............................................................................................................. 21
Why? ........................................................................................................................ 21
What? ....................................................................................................................... 21
When? ...................................................................................................................... 23
How? ........................................................................................................................ 23
Leerfuncties ................................................................................................................. 24
Leerstrategieën binnen de leerfuncties van Vermunt .................................................. 24
Leerpatronen van Vermunt ........................................................................................ 24
Les 5: Hoe motiveer je jouw leerlingen? ............................................................................. 24
Motivatie vs betrokkenheid ............................................................................................ 24
Zelfdeterminatietheorie ................................................................................................ 24
Flowtheorie .................................................................................................................. 25
Kenmerken Flowtheorie ............................................................................................. 26
Flow in onderwijs....................................................................................................... 26
Groepsflow ............................................................................................................... 26
Zelfeffectiviteit.............................................................................................................. 27
Bronnen van zelfeffectiviteit ....................................................................................... 27
Processen van Zelfeffectiviteit ................................................................................... 28
ARCS-Model ................................................................................................................. 28




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