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"Do you understand?" and "Can you do it?" questions are frequently asked to guide learning. That is common in the workplace at work and in school during  lessons and at examination. The model below shows seven questions that matter for the acquisition of identity and ability. Most times five of the seven questions are not asked. When educators change their present routine (R) to correct this crooked picture, learning will gain significance. However the crooked picture has a cultural background and that is why it will not change overnight. We are convinced the change will come, but that will be a matter of decades rather than years. When you want to put effort in sustainable future directed routines (R') in education you may feed back on this site.

Q 1 & 2 in the model deal with declarative knowledge; the students' acquisition requires instruction by teachers mainly. Q 3 & 4 are about procedural knowledge; guidance of acquisition requires reconstruction. Q 5, 6 & 7 are about conceptual knowledge; the guidance demands questioning at depth about compositions; compositions of 1, 2, 3 & 4 that fit in practical situations. Each type of question goes with different forms of assessment. In the learning process they go with specific reflection and feed back. Through provision of peer feed back situation awareness may be enhanced and expert feed back is required to focus the student's learning and scaffold learning tasks. R accent developed the DELTA-method for guidance with these questions.

In common education the focus is on "Do you understand?" and "Can you do it?" questions. The inspection, the educatioinal support and research mix up the the seven questions with respect to content, method and concept. An example will do. At row instruction, starting instructors sometimes provide an excersize to please the rowers. Other instructors provide excersizes because of a who-knows learning effect. Others see from the rowing that something matters, but cannot provide the right excersize to correct that. Some succeed to provide an excercise matching with a diagnosis and explain what needs to be improved, what the rower feels when he does the excersize right. This mix of instructive activity is also observed in education, but than not around the "Can you row?" question but around all seven questions in the model. A "Do you understand?" question is for example considered to be not reflective. Or a "What happened with you? question is only asked to encourage <Hattie, J. & Timperley, H. (2007) The power of feedback. Review of Educational Research: 2007; 77 (1): 81-112>. Or, and that is worse, the answer need to be predictable.

R accent is an independent developer, advisor and trainer for teachers, managers and administrators in vocational education with a R' point of view We support:.

  • acquisition of identity and ability: objectives, realisation and tests;
  • lining up theory and practice in school programs: a basis for common judgment;
  • training learning to learn and life long learning: concrete and effective.

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Marktwerking ... suffie

Ik kwam er pas geleden achter wat de impact was van de Bolognaverklaring van 1999 over de hogeronderwijsruimte. De impact is het principe van marktwerking voor het hele onderwijs.

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Gepersonifieerd leren

Ik zat afgelopen maand twee keer in een workshop over gepersonifieerd leren. Maar was het geen individueel leren?



Paul Verhaeghe (2012) schreef Identititeit. Van dit boek neem ik mee dat het verwerven van identiteit niet te scheiden is van het verwerven van bekwaamheid.

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