Master Leren & Innoveren
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Zijn de meeste vormen van docentprofessionalisering nutteloos?

Zijn de meeste vormen van docentprofessionalisering nutteloos? | Master Leren & Innoveren | Scoop.it

"Professionalisering van docenten is heel belangrijk, maar ook van slechte kwaliteit. Die boude conclusie trekt Valerie Strauss op basis van een recent onderzoeksrapport. Ik kan me hier wel wat bij voorstellen. Maar wat dan?"

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Master Leren & Innoveren
(Mogelijk) relevante informatie voor masterstudenten Leren & Innoveren.
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Carol Dweck Wins $4 Million Prize for Research on 'Growth Mindsets'

The researcher plans to use the prize money to perfect curriculum materials for teachers who want to help their students develop a belief in their own ability to improve their learning.
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How many people believe learning styles theories are right? And why?

How many people believe learning styles theories are right? And why? | Master Leren & Innoveren | Scoop.it
Macdonald, McGrath, and their colleagues conducted a survey to test the pervasiveness of various beliefs about learning among American adults (N = 3,048), and among educators in particular (N =598). Similar surveys have been conducted in parts of Europe, East Asia, and Latin American, where researchers have observed high levels of inaccurate beliefs on these issues.
Learning styles theory was endorsed by 93% of the public, and 76% of educators.
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Teachers, know your brain! | Sandra van Aalderen | TEDxAmsterdamED

Knowledge about the brain and learning is essential if we want to convince teachers to use more active learning strategies, a rich learning environment
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5000 Year Timeline of Learning Theories

How Technology is bridging the gap and flattening the experience of many.
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Elements affecting the development of professional learning communities in schools

Elements affecting the development of professional learning communities in schools | Master Leren & Innoveren | Scoop.it
This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.
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Truth or Truthiness

Truth or Truthiness | Master Leren & Innoveren | Scoop.it
Paul A. Kirschner & Mirjam Neelen Is a study really trustworthy or does it only seem to be? This is an exploration of truth versus the beautiful word that Stephen Colbert – American comedian – came up with: ‘truthiness’ (funny short video on restoring truthiness here), which means roughly: something that sounds plausible and therefore…
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Platform Leren van Toetsen

Platform Leren van Toetsen | Master Leren & Innoveren | Scoop.it
Het ‘Platform Leren van Toetsen’ is een uniek samenwerkingsverband van hogescholen. In het platform bundelen de hogescholen hun krachten en initiëren gezamenlijk onderzoek naar de leerwaarde van toetsen. De coördinatie van het Platform is in handen van HZ University of Applied Sciences en Hogeschool Rotterdam.
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How helpful is Hattie & Donoghue's model of learning? Part 2: The meta analyses - David Didau: The Learning Spy

How helpful is Hattie & Donoghue's model of learning? Part 2: The meta analyses - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
To help us better understand how we learn, John Hattie & Gregory Donoghue propose a new conceptual model of learning. I’ve already written about my concerns with the metaphor of depth in Part 1. In this post I want to explore what his meta analyses reveal about the best approaches to take with students at different stages
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A Novice→Expert Model of Learning - David Didau: The Learning Spy

A Novice→Expert Model of Learning - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
Every artist was first an amateur. Ralph Waldo Emerson One of the best understood principles of cognitive psychology is that novices learn and think differently to experts. These labels are domain-specific, not person-specific; I can be an expert at particle physics whilst still being a novice at evolutionary biology. Or skateboarding. Similarly, you could be
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Ivon Prefontaine, PhD's curator insight, June 24, 6:57 PM
The post explores learning for novices, which is more superficial and, as we become more expert, it deepens. The Dreyfus model of skill acquisition is referenced. Hubert Dreyfus is critical of overusing digital tools and the Internet in learning.
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Hoe meet je 21e-eeuwse vaardigheden in het mbo? - Nieuws- en agendapagina - Open Universiteit

Move21 is een driejarig onderzoek naar 21e-eeuwse vaardigheden in het mbo. Kernvraag is: hoe bepaal je het niveau van studenten op het gebied van 21e-eeuwse vaardigheden en hoe zie je welke ontwikkeling studenten op dit gebied doormaken. Het onderzoek is ingegeven vanuit de wens van scholen om meer zicht te krijgen op het niveau en de ontwikkeling van studenten op het gebied van 21e-eeuwse vaardigheden, loopbaancompetenties en burgerschapsvaardigheden. Het Welten-instituut is een van de partners in dit project dat wordt geleid door het expertisecentrum beroepsonderwijs ecbo. Het National Regieorgaan Onderwijsonderzoek (NRO) financiert het project.

Via Manuela Bazen
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"Kloof tussen wetenschappelijk onderzoek en de klas is groot" – Klasse

"Kloof tussen wetenschappelijk onderzoek en de klas is groot" – Klasse | Master Leren & Innoveren | Scoop.it

“Leraren moeten onderzoekende professionals zijn, géén professionele onderzoekers”, stelt docent Jan Vanhoof (UA) vast. Voor Klasse ging hij in gesprek met leraar Tim. Die wil meer wetenschappelijk onderzoek vertaald zien naar de klasvloer. Waarom raakt dat onderzoek niet tot bij de Vlaamse leraar?"


En dat is volgens mij de essentie van de masteropleiding Leren & Innoveren: opleiden van onderzoekende professionals, die als 'kennismakelaar' verbinding zoeken en creëren tussen de werkvloer onderzoek en beleid. 



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Adaptive practice, personalized learning, and what will "obviously" work in education.

We cannot remind ourselves often enough that the predictions for education drawn from the learning sciences that obviously, 100%, HAVE to work…often don’t.

The latest example comes from a recent paper reporting a randomized control trial of adaptive vs. static practice in Dutch schools.
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Is Zweden het nieuwe Finland?

Is Zweden het nieuwe Finland? | Master Leren & Innoveren | Scoop.it
Met een zekere regelmaat wordt de publieke opinie bestookt met verhalen over zeer noodzakelijke onderwijsvernieuwingen. Deze worden vaak geïllustreerd met fantastische ervaringen uit het buitenland, alsof deze alleen al reden genoeg zijn zich achter de nieuwe onderwijsvisie te scharen. Gaandeweg vergeten we dat we in Nederland een van de beste onderwijssystemen hebben. Blijkbaar moet dat dan weer door mensen uit het buitenland tegen óns gezegd worden: OESO, Alma Harris (Britse hoogleraar Educational leadership) [link].

Ook in het onderwijs is het gras blijkbaar altijd groener bij de buurman.
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Cognitive load theory: Research that teachers really need to understand

Cognitive load theory: Research that teachers really need to understand | Master Leren & Innoveren | Scoop.it
Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides theoretical and empirical support for explicit models of instruction.
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If It Ain’t There, It’s Broke!

If It Ain’t There, It’s Broke! | Master Leren & Innoveren | Scoop.it
Should our teachers (and future teachers) understand how their students learn? This question seems rhetorical, because if the task of teachers is to promote student learning, then the planning, execution and evaluation of their lessons will be more effective when teachers themselves know how and when their students learn best. More than a hundred years of cognitive research has provided a wealth of information on effective and efficient learning strategies that are widely used to promote student learning. And most of all, they are inexpensive, easily deployable and immediately applicable, across different subjects, ages, knowledge or skills. The big non-rhetorical question here is now: Why aren’t they being used?
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What do the learning theories say about how we learn? - Learning in the Network Age - University of Southampton

This animation explains some of the different theories about how we learn and how they relate to teaching.
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Waarom moeilijk beter is …

Waarom moeilijk beter is … | Master Leren & Innoveren | Scoop.it
Wanneer het op leren aankomt, is moeilijk, in de juiste omstandigheden, vaak beter dan (te) makkelijk. Dit werd door Dr. Robert Bjork omschreven als "desirable difficulties". In dit fragment legt hij uit wat hij precies bedoelt met dit concept en waarom 'gewenste moeilijkheden' ervoor kunnen zorgen dat je aan het eind van de rit meer…
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On the Definition of Learning....

On the Definition of Learning.... | Master Leren & Innoveren | Scoop.it
There was a brief, lively thread on Twitter over the weekend concerning the definition of learning. To tip my hand here at the outset, I think this debate—on Twitter and elsewhere--is
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Motivation for Learning: Is There a Point?

Motivation for Learning: Is There a Point? | Master Leren & Innoveren | Scoop.it
Paul A. Kirschner & Mirjam Neelen Motivation, engagement, commitment, drive, grit ... Some people seem to be obsessed with these concepts. For them, they’re like magic wands that can solve almost all of the problems in education or learning in general and/or are primary objectives for education and learning (we’ve blogged about the topic before…
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Wat samenwerkend leren effectief maakt

Leerlingen goed voorbereiden op samenwerken, zorgen dat ze positief van elkaar afhankelijk zijn en ze gericht ondersteunen met leermiddelen. Dit zijn de succesfactoren voor samenwerkend leren. NWO-onderzoeker Jeroen Janssen (Universiteit Utrecht) deed literatuuronderzoek naar interactieprocessen tussen leerlingen die samen aan een taak werken.
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How helpful is Hattie & Donoghue's model of learning? Part 1: The problem with depth - David Didau: The Learning Spy

How helpful is Hattie & Donoghue's model of learning? Part 1: The problem with depth - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
I saw John Hattie speak recently at a conference on his latest re-imagining of his Visible Learning work. He was an excellent speaker and charming company. I was particularly flattered that he asked me to sign his copy of my What if… book. After he’d finished his presentation he asked me what I thought and I
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Microlearning – A New Old Concept to Put Out to Pasture

Microlearning – A New Old Concept to Put Out to Pasture | Master Leren & Innoveren | Scoop.it
Mirjam Neelen & Paul A. Kirschner Microlearning looks like the new hipster term in the workplace. We’re not sure when it became so cool but what we do know is that it isn’t new. If we look at the research, it all started with ‘VTR: In-Service Tool for Improving Instruction’ by Attea (for the youngsters:…
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SURF | Bronvermelding in het hoger onderwijs: De APA-richtlijnen uitgelegd

De APA-richtlijnen uitgelegd is een praktische handleiding voor bronvermelding in het hoger onderwijs. De tekst is gebaseerd op de officiële Publication Manual of the American Psychological Association en met name de webpagina's van de Studiecentra HAN. De uitgave verschijnt op 15 mei als gratis download op auteursrechten.nl en is als ringband te koop voor €3,95 via Studystore (Nederland) en Studieshop (België).
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What does the Theory of Multiple Intelligences tell us abut how to teach? - David Didau: The Learning Spy

What does the Theory of Multiple Intelligences tell us abut how to teach? - David Didau: The Learning Spy | Master Leren & Innoveren | Scoop.it
But just because this is the consensus view on intelligence research doesn’t mean there aren’t those who disagree. One such dissenter is Howard Gardner. In 1983, Gardner came up with his Theory of Multiple Intelligences. In essence, what he said was that instead of there being one general intelligence there were lots of different types of intelligence: logical-mathematical, linguistic, musical, intra and extra personal and so on. Contrary to the mainstream position, he claimed that while someone might have a low linguistic intelligence they might do very well in, say, naturalistic intelligence. This is a seductive idea, but one for which there is little support. Gardener never tested his theory or conducted any studies. It was just a hunch. A popular and enduring hunch to be such, but one of which even Gardener himself said in 2016, “I readily admit that the theory is no longer current.”
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OK, ik ben gemotiveerd…en nu?

OK, ik ben gemotiveerd…en nu? | Master Leren & Innoveren | Scoop.it
Motivatie, engagement, betrokkenheid, … Sommige mensen lijken gebiologeerd te zijn door deze begrippen. Voor hen lijken deze woorden toverwoorden voor het oplossen van veel door hen gepercipieerde problemen in het onderwijs en/of zelfs doelen voor het onderwijs. Ik begrijp deze fascinatie / belangstelling eigenlijk niet, en wel om de volgende twee redenen.
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