Presentatie bij de werkgroep Talentontwikkeling met keuzeopdrachten, gegeven door Ton van der Valk en Florine Meijer van het Junior College Utrecht op de Woudschotenconferentie Natuurkundedidactiek 2010.
Presentatie gegeven door de VELON themagroep ICT en de lerarenopleider. Wat verstaan we over feedback? Hoe kun je dat organiseren? Welke ICT-middelen zet je hiervoor in?
Presentatie bij de werkgroep Talentontwikkeling met keuzeopdrachten, gegeven door Ton van der Valk en Florine Meijer van het Junior College Utrecht op de Woudschotenconferentie Natuurkundedidactiek 2010.
Presentatie gegeven door de VELON themagroep ICT en de lerarenopleider. Wat verstaan we over feedback? Hoe kun je dat organiseren? Welke ICT-middelen zet je hiervoor in?
Informatie t.a.v. het gebruik van instructievormen, interactievormen en samenwerkingsvormen en de wijze waarop ICT daarbij een rol kan spelen (zie ook digitaledidactiek.nl)
Van competentiemeting naar studieadviesjohanverhaar
Presentatie op Conferentie voor Onderwijsvernieuwing en ICT in Maastricht d.d. 27-3-2008, verzorgd door E. Haas (ROC Mondriaan), J. van Hulten (Bencompetent) en J. Verhaar (Noordhoff Uitgevers).
Met deze presentatie heb ik de beoordelaars van de cursus didactische vaardigheden kunnen overtuigen van mijn didactische competentheid op het niveau van HBO docent
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
L&D Practices for Modern Workplace LearningJane Hart
The radically changing workplace needs a new definition, new mindset and new L&D practices for Modern Workplace Learning (MWL). Download the PDF with working hyperlinks. Note: this diagram is being continuously updated.
The document discusses strategies for lifelong learning in a changing work environment. It states that to be successful in the next decade, individuals will need to demonstrate foresight in navigating changing skills requirements and continually reassess and update their skills. Workers will need to be adaptable lifelong learners. The document emphasizes the importance of continual learning.
Informatie t.a.v. het gebruik van instructievormen, interactievormen en samenwerkingsvormen en de wijze waarop ICT daarbij een rol kan spelen (zie ook digitaledidactiek.nl)
Van competentiemeting naar studieadviesjohanverhaar
Presentatie op Conferentie voor Onderwijsvernieuwing en ICT in Maastricht d.d. 27-3-2008, verzorgd door E. Haas (ROC Mondriaan), J. van Hulten (Bencompetent) en J. Verhaar (Noordhoff Uitgevers).
Met deze presentatie heb ik de beoordelaars van de cursus didactische vaardigheden kunnen overtuigen van mijn didactische competentheid op het niveau van HBO docent
Purpose: Teaching with Effective Learning Targets and Success CriteriaDr. Marci Shepard
In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
L&D Practices for Modern Workplace LearningJane Hart
The radically changing workplace needs a new definition, new mindset and new L&D practices for Modern Workplace Learning (MWL). Download the PDF with working hyperlinks. Note: this diagram is being continuously updated.
The document discusses strategies for lifelong learning in a changing work environment. It states that to be successful in the next decade, individuals will need to demonstrate foresight in navigating changing skills requirements and continually reassess and update their skills. Workers will need to be adaptable lifelong learners. The document emphasizes the importance of continual learning.
Werkgroep voor de conferentie "ET" van het Landelijk Informatiepunt Hoogbegaafdheid van CPS/SLO, op 8 april 2009, door Sanne Tromp en Florine Meijer.
"Alle leerlingen zijn getalenteerd: meer halen uit meer leerlingen met uitdagend onderwijs van het JCU"
Over differentiatie en talentontwikkeling voor álle leerlingen, met voorbeelden van de organisatie en het lesmateriaal van het Junior College Utrecht.