Vakgebied/Leergebied VMBO Blok 4

Besha Mahmood0878381Ven1G

inhoud

What is VMBO?The letters for VMBO stand for Voorbereidend Middelbaar Beroepsonderwijs (Preparatory Secondary Education.) At VMBO schools students discover what they like and what they are good at. By learning a lot and / or do they come in contact with various fields. That's very important, because if they can choose well after four years what subject they will teach at the MBO (Secondary Education).

Not all students who attend VMBO schools are the same. One learns easily, others prefer to work with his hands. At VMBO schools pupils get education offered in the way that best suits them.

Such a way is called a Leerweg this is kind of a pathway. Below is an overview of the different pathways from VMBO schools. With each pathway is shown in percentage this approximately consist of theoretical and practical training.

Mavo / theoretical program (TL)100% theory (+1 vocational box if you wish)Theorretisch beroep (GL)75% theory25% practiceKader beroep (KL)50% theory50% practiceBasic beroep (BL)25% theory75% practice

In the 3the and 4the year of VMBO you can chose a sector your intrested in These are the sectors you can chose from:Care and welfaretechniqueeconomyagriculture

Profile VMBO and VWO student

CEFR level 4 skillsBefore you start a course, it is important to know what your English level is and what your English level should be. Your level can be determined on the basis of the ERK, the Dutch abbreviation for the European Framework. In English, the Common European Framework of Reference (CEFR).The CEFR describes what you should be in a foreign language, to show you that language controls on some level. The CEFR describes five language skills: reading, listening, interviewing, speaking and writing. These are also the skills that will be tested during the final exam.

The CEFR has six levels:CEFR level: C2 (Mastery)Comparison: Native speakerCEFR level: C1(operational profinciency)Comparison: HBO / WOLevel ERK: B2(upper intermediate)Comparison: VWO (HBO)Level ERK B1(intermediate)Comparison: HAVOCEFR level: A2(pre-intermediate)Comparison: VMBO (MAVO)CEFR level: A1(beginner)Comparison: Basic

Endterms level secondary school( onderbouw)Endterm of the second year student with BB,KB,GL/TL need to at least have a A1 in listening,reading,speaking,writing this is a comparsion to basic so they need to know the basic by the end of endterm of their second year.For the Vwo student they need to have a A2 in speaking, writing and a A2 to a B1 in reading and listening this is a comparision to pre-intermediate and Intermediate.

Learning stylesVMBO Studentpractical orientedLearning by doingRelationships with Teacher is important

VMBO pupil is clearly different from Vwo pupils. VMBO pupils have great practical talents. For VMBO students are their own experiences and adventures are very important. VMBO pupils depend strongly on the peer group, the group of students with whom they interact. VMBO pupils are easily distracted. When the teachern holds a long story, the concentration falls away. Therefore it is better to let them do things. They also have a talent for asking unexpected questions. Because what do you answer to the question: "Miss, what do you earn? '. Some topics are sensitive. Vmbo pupils are do-ers mainly learn by trying things out by itself and experiences. They learn by doing, stumbling and improv

VWO studentSees the teacher as a coach be learning objectives independently reach over a prolonged periodIs intrinsically motivatedDoes need coaching in cooperative missions is task-oriented

Vwo students are more thinkers VWO pupils often have logical-mathematical and verbal intelligences. A student with the learning style of the thinker learns mainly by thinking about things and make connections .Thinkers like to first understand something theoretical, they want to know exactly how everything fits together.That does not mean that these students would not be practical. They only want to especially sift through things themselves.

Your student likes to know why he has to learn. Tell him.A thinker needs peace and order in his workplace. Work in groups is not really devoted to him. Give your students time to the how, what and why to discover.Your student has challenges (complex issues) need: always the same substance bored quickly.

Profile VMBO teacher

VMBO teacher likes it and sees it as a challenge to teach VMBO pupils who show a great diversity of talents and backgrounds and who are motivated to concrete actionable content that they see the point.

VMBO teacher is constantly looking for ways to reach students and encourage / motivate at individual and group level. In addition, it appears to be a mix of two key ingredients: relationship and inspiration.

The teacher in VMBO is always in contact and build a relationship with the students. This can be done by the teacher receives at each lesson, students at the door He makes contact, a chat and ensures that each student is given. During the lesson there is much eye contact while working independently and there is time for informal conversations. The teacher knows that (more than in the general secondary education) is a good relationship between the teacher and the student is suspended for learning and the teacher plays an important role in. Many students learning for the teacher. From the contact does the teacher to develop aspects of attitude, knowledge and skills.The teacher has the interest, the background and the situation of the students and uses this knowledge to make contact, motivate, respond to disruptive behavior, and guiding the group process.

Context-oriented workAn important aspect of vmbo teacher is shaping context-based learning: creating lifelike simulations, giving assignments that are meaningful and make practical assignments. The concretization of the theory in keeping with the world of experience and language skills of the students is an essential skill. Also connecting theory to practice or practical skills is an important part of the beroepsdi- dactiek in VMBO.

Three components essential for VMBO teacher styles are: commitment, about your professionlook around and work-oriented context

VMBO course book analysis (include checklist) Hier komt je bookfair opdracht en de checklist.

Minilesson (lessonplan &materials) for VMBO group Mini lesson hier met the meterials

JustificationJe moet ook een justification schrijven waarom jullie hebben gekozen voor deze mini lesson kleine reflectie

Feedback from peer teaching: best practices and list of dos and dontsHier komt feedback die je tijdens je mini lesson had gekregen en ook feedback van je bookfair en schrijf klein reflectie erover.

Questions about teaching at VMBOWat voor docent ben je ?Streng maar rechtvaardig, mijn lessen zijn heel dynamisch, mijn studenten worden actief aan he werk gezet. Als een echte aanpakker; Altijd ondernemnd en initiatiefrijk. Ze vinden mij erg ruimdenkend. Mijn lessen zijn creatief en origineel. Ik zorg voor betrokkenheid onderling.Omdat ik veel vragen stel en goed luister naar de student. Ik vind het belangrijk als ik zelf ook iets leer. Verbanden leggen ussen verschillende onderwerpen. Ik beslis pas als ik alles eerst goed heb overwogen. Wat weet ik van mijn leerlingen? Leerlingen in de VMBO hebben weinig doorzetingsvermogen waardoor ze sneller of eerder afhaken omdat ze denken dat ze het niet kunnen. Leerlingen zijn minder zelfstandig ze kunnen wel veel zelfstandig uitvoeren maar ze moeten dit eerst aanleren. Leerlingen hebben geen eigen identiteit waardoor ze gaan experimenteren.Hoeveel werkvormen gebruik ik in mijn les?De werkvormen die ik gebruik in mijn les is verschillend. In pairs In groepjes van 4 Gezaamelijk met de klasIn hoeverre zijn mijn werkvormen activerend?

Hoe lang is mijn uitleg ten opzichte van pracktisch werken aan taken (spanningsboog)De uitleg duur niet lang 10-15 minuten. De uitleg moet niet te lang duren omdat leerligen dan geen interesse meer gaan tonen je moet de aandacht niet verliezenWordt mijn uitleg op meerdere manieren ondersteund: schriftelijke, visueel, auditief, handelend?Mijn uitleg zal visueel en auditief zijn. Door op de smartboard de opdracht uitleg en voorbeeld te laten zien en door het ook te vertellen.Op welke wijze werk ik aan succesbeleving bij leerlingen?Ik zorg voor Op welke wijze ondersteun ik leerlingen zodat ze in staat zijn de taken zo zelfstandig mogelijk uit te voeren?Ze vertrouwen erop dat ze het goed doen. Zit iets tegen, dan kunnen ze het makkelijk loslaten. Alles voor de ervaring en het leerproces. Fouten maken is niet zo erg want daar leer je van, dus ook in de les.In hoeverre bied ik voor leerlingen overzichtelijke opdrachten met behapbare leerstappen?Ze zijn sensitief en intutief en hebben vaak interesse in spiritualiteit. Ze hebben veel fantasie en verbeeldingskracht en zijn erg genteresseerd in persoonlijke ontwikkeling en groei, dat van de student en dat van zichzelf.In hoeverre sluit ik mijn onderwijs aan bij de belevingswereld van leerlingen?Door me te verdiepen en kennis hebben over de interessewereld van mijn leerlingen. Door ze zelf onderwerpen te laten kiezen die ze interesant vinden voor bijvoorbeeld presentaties of verslagen. Doordat ik ze dit aanbied gaan ze harder werken aan opdrachten die ze leuk vinden en zelf gekozzen hebben. Op welke wijze ondersteun ik het ontwikkelen en toepassen van verschillende leerstijlen door leerlingen? In hoeverre ondersteun ik leerlingen bij het ontwikkelen van een positief zelfbeeld?Ik zorg voor betrokkenheid doordat ik veel vragen stel en goed luister naar de student. Ook zal ik vaak gesprekken houden met studenten individueel zodat ze weten dat ik ze wil helpen.Docenten met veel eigenschappen van dit type moeten oppassen dat ze niet te dromerig worden. Ze kunnen helemaal verzanden in hun eigen leerproces en vergeten dat ze ook anderen nog wat moeten leren. Ze zijn dan vaak ook niet zakelijk en doelgericht. Van de communicatieve docent kun je bijvoorbeeld leren wat effectiever te werken en besluitvaardiger en daadkrachtiger te worden.LESSON PLAN FORMAT

LESSON PLAN FORMAT

Name:Class(year + level):

Besha MahmoodDate: June 1th, 2015Level: VMBO-BClass: 25 studentLesson: 45 Minutes

Lesson aims

Achievement aims:

Student will be able to use skimming and scanning for better reading

Procedure aims:Student will expand their lexis Student will practice with comprehensive readingStudent will be able to adapt an interest in a text

Personal goals (i.e. what you are trying to improve in your own skills as a teacher):

Besha - to use time management to plan my lessons more efficiently

Timetable fit: 45 minutes

Min.

5 min

10min

15min

10min

5minPupil activities:

Students will come into class and listen to the teacher. Give answer to question the teacher is asking.

Pre activityThe students will listen to the teacher explain the task.

The students will work in a group and will combine the words and put the matching words and pictures on the big white paper with the word web. The words are about the text which is about Australia.

Main activityListen to the teacher explain the difference between skimming and scanning.

Students will read the title of the text and try to guess what the text might be about and answer the first questions about the text

The students will scan the text and write down the difficult words but also answer the questions about the text.

The student will give their answers and the rest will check their answers

post activity The students will write a story about their own vacation or write about an imaginary vacation.

The story can be long but they have to write 10 sentences.

homework:The student will write about the best things they ever did or experience using the words the teacher wrote down on the board.

Teacher activities:

Teacher will welcome the students and tell them about they are going to do today. The teacher has this written down on the whiteboard.

The teacher will ask the student what is the best thing they ever did? It can related to everything.

Pre activityThe teacher will explain the task and give each group a huge paper with a word web on it.

The students will form groups of 5/4 and play a game of memory cards. The game is about the text they are about to read. The game has words and pictures that the students need to match and place on the big paper that has a word web with the word Australia.

Main activityExplaining skimming and scanning and what it means and how it works

Teacher will ask the students to look in their book at unit five lessons 19 about Runaways. Then ask the student to skim the text and tell what the text might be about. Then answer the first questions about the text.

Teacher will ask the students to scan the text about Runaways. If they come across a difficult word they need to write it down. Then answer the rest of the questions about the text.

The teacher will discuss the answers and give each student the chance to give their answers. Also the teacher will write down the difficult words the student came across.

post activity The teacher will explain the activityAnd tell the students to write a story about their own vacation or dream country they wan to visit and what they want to do there.

The story can be 10 sentences but its also allowed to be longer.

Predicted problems + solutions:Materials used:

Some students dont understand the difference between skimming and scanning Explain it to them again if possible.

White board/smart boardTextbook and workbook HandoutsPen/markersMemory cards

Materials hier plakken

Justification

For me I think it is a good lesson plan because by using this lesson plan the focus is to improve their lexis and also teach them skimming and scanning which is helpful for the students. The students are putting words together on the word web this way they are learning more about they words from this lesson. However students are on their begin stage of writing and giving them words from the lesson to use can be helpful with writing and to make a start for the next lessons.

Since they are young and new to this they might not remember the words fast but repeating helps and also giving different kinds of task related to these words also helps with remembering.

The students are able to learn more about skimming and scanning. Also the students learn to use their own imagination and make stories about thing they like. By doing this they are more in favor of actually doing something because they can make up thing they like and talk or write about the things they like and tell their classmates about it.