BO1 session 3

• Taal
• HBO
• Studiejaar 1

SLB+BO1 Session 3 

Try to explain the item on your card to the person next to you. Start with a difficult hint and make them easier as you continue.

Example:

- It is a thing you use in the house.

- You use it in the bathroom.

- You usually use it in the morning and evening.

- You put something on it before you use it.

- You use it to clean your teeth.

How are you feeling today?

1. 
2. 
3. 
4. 

30 mins SLB, 30 min mentor talks

• School visits 
• Stagemarkt 
• Application / motivation letter
• WPL 2e graads (check BS course selector WPL1)
• www.Scholenopdekaart.nl

Who has already got an up-to-date CV and the draft for a motivation/application letter

YES

NOT YET

Any questions so far about SLB? Or suggestions for what you would like us to discuss next time?

Next 40 minutes: Mentor talks

Already had your mentor talk? Use the time to 

• make or improve your CV
• write or improve your letter of application/motivation letter
• fine-tune your mini-lesson (homework)
• Get yourself a cup of coffee/tea
• Socialize

BO1 Session 3 today:

• Recap of last week and discussion of homework
• Role number 3: The Methodologist

Recap of last week: The host and the presenter

Left: disagree                                                                                                       Right: agree

• A good host always stands at the door.
  
• The role of the host is more important than the role of the presenter.
  
• Body language is more important than words.
  
• A good lesson doesn’t always need an aim (or outcome).
  
• Teachers can decide on their own rules in their classroom
• There are big differences in the roles of host and presenter at the HvA and at secondary schools.
  

BO1 Session 3

AIM: At the end of this lesson, students are able to give a detailed explanation of the role of the methodologist

SC: Students can describe and identify basic characteristics of the 

        methodologist

SC: Students can translate at least 3 of the behavioural indicators to practice

SC: Students can describe the three phases of a lesson

SC: Students can explain the importance of a well-structured lesson

SC: Students can explain what questions should be addressed when giving 

        complete instructions

Quick check: Who can list at least 5 of the 9 behavioural indicators/effective behaviour of the methodologist?

YES

NOT YET

Which one of these is not a behavioural indicator of the methodologist?

1. The teacher gives instruction and makes use of visualisation.
2. The teacher activates the students' thinking proces by asking questions.
3. The teacher makes sure all students have their books with them.
4. The teacher gives feedback on the answers given.

And another. Which one of these is not a behavioural indicator of the methodologist?

1. The teacher leaves the classroom to get a cup of coffee.
2. The teacher makes use of simple didactic activities.
3. The teacher does not disturb the learning process but observes how students work
4. The teacher gives relevant feedback on students' work while they are working.

And the last one. Which ones are not behavioural indicators of the methodologist?

1. The teacher teaches at the correct level.
2. The teacher asks the students to make their learning visible.
3. The teacher makes sure the work of all students is checked twice during class.
4. The teacher checks all technology is working before class.

The methodologist

Elaborate role to learn, focus on level 1 for now: Observe and understand

In the future: 

BO2: Lesson phases

BO3: Forms of interaction in the classroom, asking questions at the right level and activating 

           learners

BO4: Different lesson phasing, task based learning

BO5: Differentiation 

Summary of the methodologist

Considers:

WHO to teach

WHAT to teach

HOW to teach (gives instructions, models, chooses didactic activities)

LENGTH of activities and what to do when finished

the HELP needed

purpose of LEARNING OUTCOME

Indicator 1

The teacher gives instructions (explains, models, thinks out loud) and makes use of visualisation.

The teacher gives an example how to approach the assignment. Shows the students how (s)he would do it and explains the steps to take. Points out typical pitfalls.

Indicator 2

The teacher activates the students' thinking process by asking questions at different levels.

• Do the students understand what to do? 
• Do the students understand what has been explained? 
• Do the students master the content of the lesson? 
• Have the students achieved the aim of the lesson?

Bloom's taxonomy comes in very handy here!

Indicator 3

The teacher gives  feedback on student answers.

Effective feedback = SMART feedback

Positive feedback (what is 'good'?)

Constructive feedback (what would be even better if....?)

Indicator 4

The teacher gives complete instruction so students can work independently

WHAT

HOW

HOW LONG

HELP

RESULT + what next?

Indicator 5

The teacher makes use of simple and effective  didactic activities.

The teacher encourages pair or group work

think-pair-share

Indicator 6

The teacher observes and monitors the (individual) learning process without interrupting. 

The teacher moves around the classroom while students work (individually). Identifies what goes well and what needs action.

Indicator 7

The teacher gives useful and effective feedback on the students' learning approach and process. 

The comments are meant to encourage students to continue their own learning process. Let them know what they are doing well and ask reflective questions to improve their learning.

Indicator 8

The teacher teaches at the right level

The teacher adjusts language to student level. Asks questions to get down to student level. Differentiating.

Indicator 9

The teacher makes students show their learning.

The teacher lets students show their learning verbally or in writing/digitally to get find out if the lesson aim has been achieved. Is re-teaching needed? Can the next level be approached? 

Discussing today's prep work

The assignment was: 

• Read chapter 6 (6 rollen) about the methodologist

       - Design a mini-lesson (5 minutes max.) for your peers in which you include at least 5 of the 

          9 behavioural indicators described in the book 6 Rollen (translate them to ‘actions’). 

        - Your mini-lesson should be about something very simple (how to draw a house, fold a 

           paper plane, do a dance, etc.)

I can give a detailed explanation of the methodologist

YES

NOT YET

What do you need to achieve the aim of this lesson?

Next week

BO1: Preparation:

•    Read chapter 7 about the role of the pedagogue

•    Watch this short film about the pedagogical climate: https://wij-leren.nl/pedagogisch- 

       klimaat.php  

•    Watch this film: https://www.youtube.com/watch?v=YioFnAVXbto and note down actions you see and which you can link to what you have read in chapter 7 of De zes rollen van de leraar. Bring your notes to class