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LEERSTRATEGIEËN Huib Tabbers
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QUIZVRAAG wie vindt van zichzelf dat ie goed kan leren?
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QUIZVRAAG 2 maar: hóe leer je dan?
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stampen… lezen & herlezen (& samenvatten) opgaven oefenen
vooral in week voor de toets
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effectief! minste mentale inspanning “feeling of knowing”
meeste toetsen worden gehaald
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nadeel 1 Dunning, Johnson, Ehrlinger, & Kruger (2003)
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nadeel 2
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nadeel 3 Gick & Holyoak (1980, 1983)
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effectievere stamper? minder optimistisch? meer tijd? beter studeren?
inefficiënt meer tijd? beter studeren? hoe?
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toolbox met 10 leerstrategieën
betere inschatting minder vergeten beter begrip/transfer
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bewezen in het lab
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getest in de praktijk
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de tools
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beter onthouden “mnemonics”
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“Why would that animal do that?”
The Western Spotted Skunk lives in a hole in the ground. The skunk's hole is usually found on a sandy piece of farmland near crops. Often the skunk lives alone, but families of skunks sometimes stay together. The skunk mostly eats corn. … “Why would that animal do that?” elaborative interrogation “Imagine what is described in the sentence” imagery
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resultaten Woods, Pressley & Winne (1992)
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“Across experiments, spacing was more effective than massing for 90% of the participants, yet after the first study session, 72% of the participants believed that massing had been more effective than spacing.” (Kornell, 2009)
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waarom?
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wanneer herhalen? je weet het nog net je bent het vergeten
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individuele verschillen
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© Hedderik van Rijn, Rijksuniversiteit Groningen
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la porte - deur trois - drie la cuisine- keuken chouette - leuk à - naar la fenêtre- raam à droite - rechts la télé - tv souvent - vaak le foot - voetbal où - waar beau - mooi la porte - deur trois - drie la cuisine- keuken chouette - leuk à - naar la fenêtre- raam à droite - …… la télé - …… souvent - …… le foot - …… où - …… beau - ……
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eindtoets porte - …… à droite - …… trois - …… la télé - ……
la cuisine- …… chouette - …… à - …… la fenêtre- …… à droite - …… la télé - …… souvent - …… le foot - …… où - …… beau - ……
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resultaat
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beter begrijpen Georgiou and Das screened about 400 University of Alberta students and found that five per cent of them were experiencing difficulties. Georgiou says that, while they were reading fluently, they had trouble making sense of what they were reading. […] ‘When they were doing the test, I noticed some of them were highlighting, writing ideas on the margins of the page. It was obvious that they had developed a strategy to help them with the ideas,’ he said. ‘But they still had a significant difficulty looking at the full picture, as reflected in poor simultaneous processing.’” ( 24 januari 2012)
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You have been learning about deserts. What questions do you
have about deserts? These questions should be important and they should help you learn more about deserts. You should write as many good questions as you can. You have 20 minutes.
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Tabaoda & Guthrie (2006)
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Glenberg, Gutierrez, Levin, Japuntich en
Kaschak (2004)
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“Jan sloeg de spijker in het hout”
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Embodied Cognition Cognitie is verankerd in actie en perceptie
Tijdens taalbegrip ‘simuleren’ je hersenen de beschreven situatie
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sleutelwoorden bedenken
tekst lezen sleutelwoorden bedenken geen direct na lezen later “hoeveel vragen ga je goed maken op toets?” begripstoets
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resultaat geen direct later SLEUTELWOORDEN BEDENKEN
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beter toepassen
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Paas et al. (2001)
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Paas & Van Merriënboer, 1994
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Kalyuga, S. , Chandler, P. , & Sweller, J. (1998)
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40, 1-17.
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! 4 formules oefenopgaven eindtoets per formule (Blocked)
door elkaar heen (Interleaved) eindtoets dag later
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resultaat oefenopgaven toets
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meer info?
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