W trakcie seminarium przez uczestników przepracowane zostaną następujące tematy.

Surface and deep approach in learning.

In an everyday lesson, besides the explanation of the knowledge, mostly making exercises (of the same kind as explained the instruction) is also done part of the time. The idea behind this lessondesign is: having enough practice is the way to master the theory, and be able to pass exams with equal exercises/tasks as were proposed during the education before. Important is to distinguish the differences between routine tasks where students are supposed to give back what was learned by the instruction of the teacher (reproduction), and challenging motivational questions to invite students to think themselves and solve problems by using their knowledge (insight). The differences between the learning activities are explained more extended in the “OBIT model” (Maréchal & Spijkerboer, 2017). We will figure out what that means to our lessons for tomorrow.

Classroom consequences

There is another way to start: with deep approach. It is a didactical choice to start with thinking activities in the classroom and leave the rehearsals for later (homework?) By using the OBIT-model, you see different approaches in building your lessonplan. How to start a lesson with an activity that makes students think themselves? How to use cooperative learning for the invitation to argue, to explain and ask questions among each other? What is the implication for the role of the teacher? We will distinguish different phases of the lessons and explore the meaning of instruction, rehearsal and homework. That will lead to different ways of working, for exploring skills, for rehearsal of routine tasks and for explanation of the concepts behind the posed problems. Nevertheless it always turns out to have an active participation of students. A lot of research done about cooperative learning is useful for exploring different ways of working in the classroom to invite students for deep approach. The use of different ways of working not only makes the learning more effective, but also has impact on the way students develops themselves. How to cooperate with person you didn’t choose yourself, why is that helpful? This has implications to the role of the teacher to provide students with questions instead of answers, process-help instead of product-help only and tasks instead of exercises. The focus is on motivational lessons with active participation of students. New ideas for education can directly be connected to daily practice, making it profitable.


The OBIT-model is also used to analyse test items and have a broader view to what the teacher wants to assess. Is it only routine exercises, with a lot remembered knowledge? And how to formulate your test items in order students get the maximum possibilities to perform?
What do we want to know of pour students, in order to evaluate their possibilities for further education. For this workshop, please bring your own test. We will explore opportunities for making tests for gifted and non-gifted students in our classes.


Zajęcia prowadzone będą w języku angielskim. Organizatorzy nie zapewniają pełnego tłumaczenia, będzie jednak zorganizowana pomoc językowa.