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Didactische Werkvormen

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Didactische Werkvormen
Inleiding

Lesgeven gebeurt – afhankelijk van het niveau en de leeftijd van de klasgroep – sterk leerkrachtgestuurd of eerder leerlinggestuurd.

|Traditioneel leren |Geleid leren |Begeleid leren |Zelfstandig leren |Open leren |
|Volledig |Voornamelijk |Zowel leerkracht- als |Voornamelijk |Volledig leerlinggestuurd |
|leerkrachtgestuurd |leerkrachtgestuurd |leerlinggestuurd |leerlinggestuurd | |

Omdat iedere leerling een eigen stijl van leren heeft (Kolb, een Amerikaanse psycholoog, onderscheidt vier stijlen, nl. de doener, de bezinner/dromer, de denker/theoreticus en de beslisser/pragmaticus), bereikt men meestal beter resultaat door te variëren in lesstijl en werkvormen.

|[pic] |[pic] |

Bron: Het didactische werkvormenboek. Variatie en differentie in de praktijk, Piet Hoogeveen en Jos Winkels

Indeling werkvormen

In dit overzicht van werkvormen volgen we de pragmatische indeling voorgesteld in het boek ‘Leren en onderwijzen – Inleiding tot de algemene didactiek’ van Roger Standaert, Firmin Troch, Inge Peeters en Stef Piedfort (uitgeverij Acco). De omschrijving van elke werkvorm vatten we samen in een aantal aandachtspunten (met de focus vooral op de gespreks- en samenwerkingsvormen) en vulden we aan met meerdere mogelijkheden.

1. Aanbiedende werkvormen 1. Doceervorm 2. Demonstratie 3. Vertellen
2. Gespreksvormen 1. Onderwijsleergesprek 2. Klasgesprek 3. Leergesprek 4. Groepsdiscussie
3. Samenwerkingsvormen 1. Groepswerk 2. Varianten van groepswerk 3. Probleemgestuurd leren 4. Simulatiespel 5. Rollenspel 6. Gevalsmethode
4. Individualiserende werkvormen 1. (Begeleid) zelfstandig
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