{"id":16,"date":"2024-04-04T03:19:37","date_gmt":"2024-04-04T00:19:37","guid":{"rendered":"https:\/\/sisu.ut.ee\/opistsenaariumid\/teemapohineope\/"},"modified":"2024-04-04T03:22:00","modified_gmt":"2024-04-04T00:22:00","slug":"teemapohineope","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/opistsenaariumid\/teemapohineope\/","title":{"rendered":"Teemap\u00f5hine \u00f5pe"},"content":{"rendered":"<div id=\"edit-menus-primary-menu-12971-title\" class=\"form-item form-type-item\">\n<div style=\"text-align: right\" class=\"link-title\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Raamstsenaariumi autor on Triinu Laar<\/span><\/div>\n<div class=\"link-title\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\"><\/span><\/div>\n<div class=\"link-title\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\"><strong>Teemap\u00f5hine \u00f5pe<\/strong> (ingl <em>theme-based learning<\/em>, sks <em>Themen basierter Unterricht<\/em>, sm <em>teemapohjainen opiskelu<\/em>,<em> aihepiiripohjainen opiskelu<\/em>, vn <em>\u0431\u0430\u0437\u0438\u0440\u0443\u044e\u0449\u0435\u0435 \u043d\u0430 \u043e\u043f\u0440\u0435\u0434\u0435\u043b\u0451\u043d\u043d\u043e\u0439 \u043c\u0435\u0436\u043f\u0440\u0435\u0434\u043c\u0435\u0442\u043d\u043e\u0439 \u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0435 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435<\/em>) on teatud teemaringiga seotud aine\u00fclene \u00f5pe, nt teemal vesi (Hariduss\u00f5nastik). \u00d5ppesse l\u00f5imitakse \u00f5ppekava l\u00e4bivad teemad. Eluline ja terviklik aktiiv\u00f5pe soodustab positiivsete emotsioonide teket \u00f5ppeprotsessi jooksul. Teemap\u00f5hise \u00f5ppe \u00f5nnestumiseks on vaja tihedat \u00f5petajate ja \u00f5pilaste koost\u00f6\u00f6d. <br><\/span><\/div>\n<div class=\"link-title\"><span style=\"font-family: verdana, geneva;font-size: small;color: #ffffff\" data-mce-mark=\"1\">.<\/span><\/div>\n<div class=\"link-title\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\"><\/span><\/div>\n<div class=\"link-title\"><\/div>\n<div class=\"link-title\"><\/div>\n<div class=\"link-title\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\"><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce4c6-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce4c6-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce4c6-collapse\"><span data-mce-mark=\"1\"><span data-mce-mark=\"1\">Mis on teemap\u00f5hise \u00f5ppe eesm\u00e4rk?<\/span><\/span><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\"><\/span><\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce4c6-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce4c6-heading\">\n            <div class=\"accordion-body\">Teemap\u00f5hise \u00f5ppe peamine eesm\u00e4rk on <strong>toetada tervikliku ja aktiivse \u00fchiskonnaliikme kujunemist<\/strong>.\u00a0 Teemap\u00f5hises \u00f5ppes tegeldakse nii \u00fcld-, valdkonnap\u00e4devuste arendamise kui ka ainealaste teadmiste \u00f5petamisega. \u00d5ppekava l\u00f5imingu kaudu soodustatakse \u00f5ppijate sisemist motivatsiooni ja aktiivsust. \u00d5ppijaid kaasatakse oma \u00f5ppimise eesm\u00e4rgistamisse ja \u00f5pikogemuse anal\u00fc\u00fcsimisse. Nii areneb nende <strong>refleksioonioskus<\/strong>. <\/div>\n        <\/div>\n        <\/div>\n    <\/div><\/span><\/div>\n<div class=\"link-title\"><\/div>\n<div><\/div>\n<div>Teemap\u00f5hist \u00f5pet saab kavandada j\u00e4rgmiste etappidena:<\/div>\n<div class=\"link-title\"><\/div>\n<p><\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce4d3-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce4d3-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce4d3-collapse\">1. Teema valimine<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce4d3-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce4d3-heading\">\n            <div class=\"accordion-body\">\u00d5petajad valivad \u00f5ppekava p\u00f5hjal \u00fche metateema. \u00d5ppet\u00f6\u00f6 kavandatakse nii, et \u00f5ppeteemasid k\u00e4sitletakse ajaliselt loogilises j\u00e4rjekorras. Seda t\u00f6\u00f6d v\u00f5ib lihtsustada t\u00f6\u00f6leht, kus on v\u00e4lja toodud vastava klassi igas aines \u00f5petatavad ainespetsiifilised teemad ja m\u00f5isted. \u00d5petajad lepivad kokku, milliseid teemasid ja m\u00f5isteid oma tundides k\u00e4sitletakse ja milline \u00fchistegevus korraldatakse. \u00dchistegevuse k\u00e4igus demonstreerivad \u00f5pilased erinevates ainetes omandatud teadmisi ja oskusi. (Kuusk 2010: 43)<span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\"><br>T\u00f6\u00f6leht 1. Aineid \u00fchendav teemakeskne k\u00e4sitlemine. (Kuusk 2010: 46)<\/span>\n<table class=\"table table-hover\" style=\"width: 612px;height: 295px\" border=\"1\">\n<tbody>\n<tr>\n<td colspan=\"3\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Teema<\/span><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Kontekst<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Aine 1<\/span><\/td>\n<td><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Aine 2<\/span><\/td>\n<td><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Aine 3<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5ppeteema:<\/span>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5pitulemused:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5ppetegevused:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Hindamine:<\/span><\/p><\/td>\n<td><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5ppeteema:<\/span>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5pitulemused:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5ppetegevused:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Hindamine:<\/span><\/p><\/td>\n<td><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5ppeteema:<\/span>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5pitulemused:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00d5ppetegevused:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">Hindamine:<\/span><\/p><\/td>\n<\/tr>\n<tr>\n<td colspan=\"3\"><span style=\"font-family: verdana,geneva;font-size: small\" data-mce-mark=\"1\">\u00dchine kulmineeruv tegevus:<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div><\/div>\n<div class=\"form-item form-type-item\">\n<div class=\"link-title\"><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce4de-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce4de-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce4de-collapse\">2. \u00d5pitulemuste s\u00f5nastamine<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce4de-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce4de-heading\">\n            <div class=\"accordion-body\">P\u00e4rast \u00fchisteema ja \u2013tegevuse leidmist s\u00f5nastatakse \u00f5pitulemused, mida \u00f5pilased p\u00e4rast teema l\u00e4bimist teavad ja oskavad. \u00d5pitulemused s\u00f5nastatakse \u00f5ppijakeskselt. \u00d5pitulemusi v\u00f5ib s\u00f5nastada koos \u00f5pilastega, et \u00f5ppimine oleks nende jaoks v\u00f5imalikult t\u00e4henduslik. \u00d5pitulemusi v\u00f5ib jagada \u00fcldisteks ja ainekeskseteks.<br><strong><strong>\u00dcldised \u00f5pitulemused\u00a0<\/strong><\/strong>on tihedalt seotud \u00fcldp\u00e4devustega, kuna teemap\u00f5hise \u00f5ppe eesm\u00e4rk on tervikliku maailmapildi kujundamine. (Kuusk 2010: 41\u201344) \u00dcldp\u00e4devuste (kultuuri- ja v\u00e4\u00e4rtusp\u00e4devus, sotsiaalne ja kodanikup\u00e4devus, enesem\u00e4\u00e4ratlusp\u00e4devus, \u00f5pip\u00e4devus, suhtlusp\u00e4devus, matemaatika-, loodusteaduste- ja tehnoloogiaalane p\u00e4devus, ettev\u00f5tlikkusp\u00e4devus, digip\u00e4devus) arendamisel tuleb keskenduda p\u00e4devuste komponentide ja baasprotsesside arendamisele. Iga p\u00e4devus koosneb erinevatest komponentidest ja iga \u00f5petaja saab oma aine\u00f5ppesse neid komponente eesm\u00e4rgip\u00e4raselt lisada. Selleks peab \u00f5petaja anal\u00fc\u00fcsima \u00fcldp\u00e4devuste komponentide ja baasprotsesside (nt metakognitsioon, taju, arutlemine, planeerimine) seost \u00f5ppesisu ja valitud meetoditega. Siin on abiks j\u00e4rgmised soovitused ja k\u00fcsimused:\n<p style=\"padding-left: 30px\">1) M\u00f5testa! (Mis see on? Millistest osadest koosneb? Kuidas seostub teiste osadega?) <br>2) Anal\u00fc\u00fcsi ja m\u00e4\u00e4ratle! (Kuidas olen siiani m\u00f5istnud? Millised on minu hoiakud ja uskumused? Kuidas juba rakendan ja saaksin veel teisiti rakendada praktilises t\u00f6\u00f6s?) <br>3) Hinda! (Millisel tasemel on \u00f5pilased? Millised on nende tugevused ja n\u00f5rkused? Millised muutused on toimunud?)<br>4) Arenda! (Milliseid meetodeid kasutan? Kuidas valitud meetodid \u00f5pilasi m\u00f5jutavad? Kuidas saaksin teha teisiti?) (Arro, Malleus 2014) P\u00e4rast \u00fcldiste \u00f5pitulemuste s\u00f5nastamist saab iga aine \u00f5petaja keskenduda <strong>konkreetse aine \u00f5pitulemustele. <\/strong>\u00d5pitulemuste so\u0303nastamisel on soovitatav kasutada teadmusprotsessidele viitavaid verbe:<br><strong>tunnetamine<\/strong> <br>tuntu kaudu \u2013 nt \u00e4ra tundma, selgitama, kontrollima jt; <br>uue kaudu \u2013 nt illustreerima, kinnitama, \u00fcle kontrollima jt; <br><strong>\u00fcldistamine<\/strong> <br>nimetades \u2013 defineerima, nimetama, n\u00e4iteid tooma, klassifitseerima jt; <br>teoreetiliselt \u2013 s\u00fcnteesima, struktureerima, h\u00fcpoteese seadma, kaardistama, vaatlema jt; <br><strong>anal\u00fc\u00fcsimine<\/strong><br>funktsionaalne \u2013 vo\u0303rdlema, ko\u0303rvutama, selgitama jt; <br>kriitiline \u2013 interpreteerima, j\u00e4reldama, otsustama, kritiseerima, hindama, eristama jt; <br><strong>rakendamine<\/strong> <br>olukorrakohane \u2013 rakendama, kasutama, lahendama, plaanima, esitama jt; <br>loov \u2013 \u00fcle kandma, konstrueerima, leiutama, looma, kujutlema jt. (Kalantzis, Cope 2005)<strong><br><\/strong><\/p>\n<p><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce4f5-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce4f5-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce4f5-collapse\">3. \u00d5ppemeetodite ja -tegevuste valimine<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce4f5-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce4f5-heading\">\n            <div class=\"accordion-body\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\">\u00d5pitulemustest l\u00e4htuvalt valivad \u00f5petajad sobivad \u00f5ppemeetodid ja -tegevused. <span style=\"font-family: verdana,geneva;font-size: small\">Teemap\u00f5hist \u00f5pet v\u00f5ib l\u00e4bi viia n\u00e4iteks <a href=\"https:\/\/creativeclassroomprojekt.wordpress.com\/creative-classroom-kogumik\/projektope\/\" target=\"_blank\" rel=\"noopener\">projekt\u00f5ppena<\/a>, <a href=\"https:\/\/sisu.ut.ee\/oppemeetodid1\/avaleht-15\" target=\"_blank\" rel=\"noopener\">avastus\u00f5ppena<\/a> v\u00f5i uurimusliku \u00f5ppena.<span style=\"font-family: verdana,geneva;font-size: small\"> \u00d5ppetegevused peavad olema \u00f5ppijate jaoks t\u00e4henduslikud, sest siis on nende \u00f5pimotivatsioon suurem. Teemap\u00f5hises \u00f5ppes antakse \u00a0\u00f5ppesisu edasi aktiivsete tegevuste kaudu.<strong> Aktiiv\u00f5ppemeetodid<\/strong> (nt r\u00fchmat\u00f6\u00f6, diskussioon, ajur\u00fcnnak) panevad \u00f5ppijad rollidesse, mille kaudu nad omandavad oskusi, mis on vajalikud ka edaspidises elus. \u00d5ppijate motivatsiooni toetamiseks on Mary Kalantzis ja Bill Cope loonud <a href=\"http:\/\/newlearningonline.com\/\" target=\"_blank\" rel=\"noopener\"><span style=\"text-decoration: underline\">kujundava \u00f5ppe teooria (ingl <em>Learning by Design<\/em>)<\/span>. <\/a>\u00d5ppets\u00fckli jooksul on \u00f5petajal v\u00f5imalik \u00f5pilane asetada erinevatesse rollidesse ja kujundada temas oskusi, mis on vajalikud ka edaspidises elus. Kalantzis ja Cope eristavad nelja <strong>teadmusprotsessi<\/strong> (ingl\u00a0<em>knowledge<\/em> <em>processes<\/em>), mis on omakorda jagatud kaheks. Iga teadmusprotsess esindab mingit kindlat teadmiste loomise ja \u00f5ppimise viisi. Kui \u00f5petajad m\u00f5tlevad p\u00f5hjalikult tunnetuse ja \u00f5ppimise viisile, siis saavad nad valida oma \u00f5ppijate jaoks sobivad \u00f5ppetegevused ja nende j\u00e4rjekorra. Niisugune teadmusprotsessidest l\u00e4htuv \u00f5ppet\u00f6\u00f6 arendab s\u00fcgavuti \u00f5ppimist ja annab \u00f5pilastele teadmisi metakognitsiooni kohta. (Kalantzis ja Cope 2005: 69-75, 80)<strong><\/strong><\/span><\/span><\/span><\/span>\n<p><span style=\"font-family: verdana,geneva;font-size: small\">Teadmusprotsesse on neli ja need on omakorda jagatud kaheks:<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/span><\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"> 1) tunnetamine (ingl\u00a0<em>experiencing<\/em>) kui \u00f5ppimise l\u00e4htepunkt. \u00d5pilane v\u00f5ib kogeda uuesti juba varem omandatut v\u00f5i sattuda uude olukorda. \u00d5ppimise algetapis peegeldavad \u00f5pilased enda varasemaid ja tuttavaid kogemusi, huvisid ja vaatenurki. See annab \u00f5pilasele kindlustunde edasi liikuda. Uue tunnetamise etapis vaatlevad \u00f5ppijad midagi v\u00f5i v\u00f5tavad osa s\u00fcndmusest, mis pole nende jaoks tuttav. Nad s\u00fcvenevad uude situatsiooni v\u00f5i konteksti;<br><\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/span><\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\">2) \u00fcldistamine (ingl <em>conceptualizing)\u00a0<\/em>kui kogemuse m\u00f5testamine. \u00d5pilane m\u00e4rgib, mis n\u00e4htusega on tegemist, ning liigitab teadmise juba varem omandatud teadmiste hulka v\u00f5i seostab uut teadmist varasemate teadmistega sisu v\u00f5i vormi p\u00f5hjal. Esimesel \u00fcldistamise tasandil tegeldakse nimetamisega. \u00d5ppijad kategoriseerivad asju ja n\u00e4htusi oma kogemuse najal ning defineerivad termineid ja klassifitseerivaid neid. Seej\u00e4rel teevad \u00f5pilased m\u00f5istete ja ideede abil \u00fcldistusi ning seostavad \u00f5pitud terminid oma varasemate teadmistega;<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/span><\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\">3) anal\u00fc\u00fcsimine (ingl <em>analyzing<\/em>) kui m\u00f5istmine alus. \u00d5pilane anal\u00fc\u00fcsib materjali eesm\u00e4rgip\u00e4raselt v\u00f5i l\u00e4heneb infole kriitiliselt. Esimesel tasandil anal\u00fc\u00fcsivad \u00f5ppijad funktsionaalselt n\u00e4htuste, m\u00f5istete ja ideede loogilisi seoseid, p\u00f5hjusi ja tagaj\u00e4rgi, struktuure ja tagaj\u00e4rgi. Teisel tasandil hindavad \u00f5ppijad kriitiliselt oma ja teiste inimeste vaatenurki, huvisid ja motiive;<\/span><\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\">4) rakendamine (ingl <em>applying<\/em>) kui \u00f5ppimise eesm\u00e4rk. \u00d5pilane toimib traditsiooniselt v\u00f5i rakendab uut infot loovalt. Selles etapis rakendavad \u00f5ppijad uusi teadmisi reaalses elusituatsioonis ja testivad nende paikapidavust. Koolitunnis loodud eluline situatsioon aitab uut teadmist turvalises keskkonnas rakendada. (Ehala jt 2014: 18-19; Kalantzis ja Cope 2005: 73-78; Yelland jt 2008: 200-203) <\/span><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\">Teadmusprotsesse illustreerib j\u00e4rgmine joonis: <img loading=\"lazy\" decoding=\"async\" width=\"906\" height=\"726\" class=\"alignnone wp-image-57\" src=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/210\/ring12.png\" title=\"Teadmusprotsessid\" alt=\"Teadmusprotsessid\" srcset=\"https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/210\/ring12.png 906w, https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/210\/ring12-300x240.png 300w, https:\/\/sisu.ut.ee\/wp-content\/uploads\/sites\/210\/ring12-768x615.png 768w\" sizes=\"auto, (max-width: 906px) 100vw, 906px\">Igas \u00f5ppimise etapis saab kasutada erinevaid \u00f5ppemeetodeid, mis \u00f5ppijaid aktiveerivad.\u00a0<\/span><\/span><\/span><\/span><\/span><\/p>\n<p>Tunnetamise etapis v\u00f5tavad \u00f5pilased kaasa n\u00e4iteks m\u00f5ne kirjaliku v\u00f5i multimodaalse teksti (pildi, video, m\u00e4ngu, helikasseti), mis neile meeldib ja millest nad aru saavad. Nad n\u00e4itavad seda kaas\u00f5pilastele, r\u00e4\u00e4givad sellest, arutlevad selle \u00fcle kaas\u00f5pilastega. Samuti v\u00f5ivad \u00f5ppijad selles teadmise omandamise etapis intervjueerida m\u00f5nda oma v\u00e4ga head tuttavat. Nad kasutavad n\u00e4iteks struktureeritud intervjuu meetodit, koostades konkreetsed k\u00fcsimused ja paludes intervjueeritaval anda konkreetseid vastuseid. Teine v\u00f5imalus on kasutada pooleldi struktureeritud intervjuu meetodit, koostades plaani t\u00e4htsamate vestlusteemade kohta ja arvestades v\u00f5imalusega, et vestlus v\u00f5ib minna m\u00f5nele muule huvitavale teemale \u00fcle ja k\u00fcsimuste j\u00e4rjekord v\u00f5ib muutuda l\u00e4htuvalt vestluse suunast. Intervjueeritav v\u00f5ib k\u00fcsimust ignoreerida, kui ta tahab vastata enda k\u00fcsimusele. Sama intervjuud v\u00f5ib teha erinevate inimestega ja seej\u00e4rel v\u00f5rrelda tulemusi. Kolmandaks v\u00f5ivad nad kasutada avatud l\u00f5puga intervjuu meetodit, mille j\u00e4rgi on intervjuu improviseeritud dialoog.<\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/span><\/span><\/span><\/span><\/p>\n<p>\u00dcldistamise etapis kasutatakse n\u00e4iteks Venni diagrammi, leides kahe asja v\u00f5i n\u00e4htuse erinevused ja \u00fchisosa.<\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/span><\/span><\/span><\/span><\/p>\n<p>Anal\u00fc\u00fcsimise etapis eritletakse mingi teksti varjatuid t\u00e4hendusi, kirjeldades n\u00e4iteks teksti eesm\u00e4rgist l\u00e4htuvat s\u00f5navalikut. Selles etapis kasutatakse tihti ka SWOT-anal\u00fc\u00fcsi, leides ja kaardistades individuaalselt, paaris v\u00f5i grupis t\u00f6\u00f6tades mingi asja v\u00f5i n\u00e4htuse tugevused, n\u00f5rkused, v\u00f5imalused ja ohud.<\/p>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/span><\/span><\/span><\/span><\/p>\n<p>Rakendamise etapis kirjutavad ja\/v\u00f5i esitavad \u00f5pilased n\u00e4iteks m\u00f5ne n\u00e4idendi, jutu, luuletuse, filmi, videoklipi, k\u00f5ne v\u00f5i PowerPointi esitluse.<\/p>\n<p><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce4ff-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce4ff-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce4ff-collapse\">4. Hindamismeetodi valik l\u00e4htuvalt \u00f5pitulemustest ja \u00f5ppemeetoditest<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce4ff-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce4ff-heading\">\n            <div class=\"accordion-body\">\n<p>Hindamismeetod valitakse \u00f5pitulemuse verbi j\u00e4rgi. N\u00e4iteks \u00f5pitulemust \u201cargumenteerib veenvalt ja selgelt ning kaitseb oma seisukohti suuliselt\u201d v\u00f5ib m\u00f5\u00f5ta suulise ettekande meetodiga. Eristatakse liht- ja liithindamismeetodeid. Lihthindamismeetod on ettekanne v\u00f5i kontrollt\u00f6\u00f6. Liithindamismeetod on n\u00e4iteks ajaveebi loomine ja esitlemine. (Pilli, \u00d5unpuu 2012)<\/p>\n<p><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce502-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce502-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce502-collapse\">5. Hindamiskriteeriumite s\u00f5nastamine<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce502-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce502-heading\">\n            <div class=\"accordion-body\">\n<p>Hindamiskriteeriumid aitavad anal\u00fc\u00fcsida, kas \u00f5pilane on \u00f5pitulemused omandanud. Nende abil hinnatakse objektiivselt sooritust. Hindamiskriteeriume on kaht liiki: l\u00e4vendi- ja hindekriteeriumid. L\u00e4vendikriteeriume kasutatakse mitteeristaval hindamisel. Sel juhu kirjeldatakse l\u00e4vendit ehk tingimusi, mille t\u00e4itmisel on t\u00f6\u00f6 sooritatud. Hindekriteeriume kirjeldatakse kolmikjaotusena. Esmalt kirjeldatakse hea tulemuse kriteeriume, seej\u00e4rel rahuldava tulemuse kriteeriume ja l\u00f5puks v\u00e4ga hea soorituse kriteeriume. (Pilli 2010)<\/p>\n<p><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce505-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce505-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce505-collapse\">6. Hindamismudeli koostamine<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce505-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce505-heading\">\n            <div class=\"accordion-body\">\n<p>\u00d5pitulemused ja hindamiskriteeriumid v\u00f5ib esitada hindamismudelina, et \u00f5pilased teaksid oma \u00f5ppimist teadlikult eesm\u00e4rgistada.<\/p>\n<p><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce508-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce508-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce508-collapse\">7. \u00d5pitulemuste, hindamiskriteeriumite ja hindamismudeli tutvustamine \u00f5pilastele<\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce508-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce508-heading\">\n            <div class=\"accordion-body\">\n<p>\u00d5ppeprotsessi kavandamisse on soovitatav kaasata ka \u00f5pilasi, et \u00f5ppimine oleks nende jaoks v\u00f5imalikult t\u00e4henduslik.<\/p>\n<div>\u00d5ppet\u00f6\u00f6 kavandamisel v\u00f5ib kasutada j\u00e4rgmist t\u00f6\u00f6lehte:\n<\/div>\n<div><a href=\"\/wp-content\/uploads\/sites\/210\/oppeteema_kavandamine.pdf\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" src=\"\/wp-content\/uploads\/sites\/210\/small_worksheets_128.png\" width=\"90\" height=\"90\"><\/a><\/div>\n<p><span style=\"font-family: verdana,geneva;font-size: small\"><\/span><\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n<p><span style=\"font-family: verdana, geneva;font-size: small;color: #ffffff\">Vaja on t\u00fchja rida.<\/span><\/p>\n<\/div>\n<div class=\"link-title\">\n<p><\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce50c-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce50c-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce50c-collapse\"><span data-mce-mark=\"1\">Kuidas anda \u00f5pilastele tagasisidet?<\/span><\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce50c-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce50c-heading\">\n            <div class=\"accordion-body\">Hindamisele kui \u00f5ppeprotsessi osale tuleb \u00f5petajatel m\u00f5elda juba teemap\u00f5hise \u00f5ppe kavandamise algfaasis. Bena Kallick (2009) soovitab hindamiss\u00fcsteemi kujundada nii, et see aitaks \u00f5pilastel oma \u00f5ppimist juhtida, \u00f5pitulemusi ise hinnata ja tagasisidet edaspidi t\u00f5husalt kasutada. Kallick on esitanud kontrollk\u00fcsimused, mis aitavad \u00f5petajal hindamiss\u00fcsteemi kavandada:\n<ul>\n<li>Mil viisil \u00f5pilased kavandavad ja organiseerivad oma \u00f5ppimist?<\/li>\n<li>Kuidas p\u00fcstitavad \u00f5pilased oma eesm\u00e4rke ja kas nad seavad eesm\u00e4rkide poole liikumisel t\u00e4hiseid?<\/li>\n<li>Kuidas \u00f5pilased oma t\u00f6\u00f6d hindavad ja kritiseerivad?<\/li>\n<li>Kuidas saavad \u00f5pilased tagasiside p\u00f5hjal oma t\u00f6\u00f6meetodeid muuta?<\/li>\n<li>Kuidas \u00f5pilased end \u00f5ppimiseks ette valmistavad?<\/li>\n<\/ul>\n<p>\u00a0<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n<p><\/p><div class=\"accordion mb-3\">\n        <div class=\"accordion-item accordion-item--white\">\n        <h2 class=\"accordion-header\" id=\"accordion-69ee5606ce514-heading\">\n            <button class=\"accordion-button collapsed\" type=\"button\" data-bs-toggle=\"collapse\" data-bs-target=\"#accordion-69ee5606ce514-collapse\" aria-expanded=\"true\" aria-controls=\"accordion-69ee5606ce514-collapse\"><span data-mce-mark=\"1\">Milline on teemap\u00f5hise \u00f5ppe teoreetiline taust?<\/span><\/button>\n        <\/h2>\n        <div id=\"accordion-69ee5606ce514-collapse\" class=\"accordion-collapse collapse\" aria-labelledby=\"accordion-69ee5606ce514-heading\">\n            <div class=\"accordion-body\">Teemap\u00f5hine \u00f5pe l\u00e4htub n\u00fc\u00fcdisaegse \u00f5pik\u00e4situse m\u00e4rks\u00f5nadest. \u00d5pe on p\u00e4riseluline, koost\u00f6ine, \u00f5ppeprotsessile keskendunud, erinevaid \u00f5ppetegevusi h\u00f5lmav, l\u00f5imiv ja metakognitsiooni toetav. \u00d5ppeprotsessi kavandatakse koost\u00f6\u00f6s \u00f5pilastega nende vajadustest l\u00e4htuvalt. Siinse teemap\u00f5hise \u00f5ppe raamstsenaariumi koostamisel on kasutatud j\u00e4rgmisi allikaid:\u00a0\n\n<p><a href=\"https:\/\/www.curriculum.ut.ee\/sites\/default\/files\/ht\/12.11.15_yldp2devuste_m6testamine_arro_malleus.pdf\" target=\"_blank\" rel=\"noopener\">Arro, Grete, Elina Malleus 2014. \u00dcldp\u00e4devuste m\u00f5testamine, hindamine ja arendamine. <\/a><br><a href=\"https:\/\/www.keel.ut.ee\/sites\/default\/files\/www_ut\/eesti_keele_kursuste_metoodika.pdf\" target=\"_blank\" rel=\"noopener\">Ehala, Martin, Triinu Laar, Karin Soodla, Kadri S\u00f5rmus, Maigi Vija 2014. G\u00fcmnaasiumi praktilise eesti keele kursuste metoodika \u00f5pik. Tartu: Tartu \u00dclikooli Kirjastus. <\/a><br>Erelt, Tiiu 2014. Hariduse ja kasvatuse s\u00f5naraamat. Tallinn: Eesti Keele Sihtasutus. <br><a href=\"https:\/\/www.hm.ee\/sites\/default\/files\/l6imingukogumik.pdf\" target=\"_blank\" rel=\"noopener\">Jaani, Juta, Liisa Aru 2010. L\u00f5iming. L\u00f5imingu v\u00f5imalusi p\u00f5hikooli \u00f5ppekavas. Tartu: Tartu \u00dclikooli Haridusuuringute ja \u00f5ppekavaarenduse keskus.<\/a> <br>Kalantzis, Mary, Bill Cope, The Learning by Design Project Group 2005. Learning by Design. Melbourne: Victorian Schools Innovation Commission. <br>Kallick, Bena 2009. Hindamine kui \u00f5ppimine. \u2013 \u00d5ppiv kool. Viie distsipliini k\u00e4siraamat haridust\u00f6\u00f6tajatele, lapsevanematele ja k\u00f5igile, kellele haridus korda l\u00e4heb. Peter Senge, Nelda Cambron-McCabe, Timothy Lucas, Bryan Smith, Janis Dutton, Art Kleiner. Tartu: Atlex, lk 192\u2013202. <br>Kikas, Eve 2014. \u00d5ppimine ja \u00f5petamine esimeses ja teises kooliastmes. Tallinn: Eesti \u00dclikoolide Kirjastus O\u00dc. <br><a href=\"https:\/\/www.hm.ee\/sites\/default\/files\/oppimine_ja_opetamine_3_kooliastmes.pdf\" target=\"_blank\" rel=\"noopener\">Kikas, Eve, Aaro Toomela 2015. \u00d5ppimine ja \u00f5petamine kolmandas kooliastmes. \u00dcldp\u00e4devused ja nende arendamine. Tallinn: Eesti \u00dclikoolide Kirjastus O\u00dc. <\/a><br>Kuusk, Tiina 2010. \u00d5ppeainete seostamisest \u00f5ppekava l\u00f5imingu kontekstis. Tartu: Tartu \u00dclikooli Haridusuuringute ja \u00f5ppekavaarenduse keskus.<\/p>\n<p>Pilli, Einike 2010. V\u00e4ljundip\u00f5hine hindamine k\u00f5rgkoolis. Tartu: SA Archimedes.<\/p>\n<p>Pilli, Einike, Maret \u00d5unpuu 2012. V\u00e4ljundip\u00f5hine hindamine kutsekoolis. Tallinn: SA Innove.<br>Yelland, Nicolas, Bill Cope, Mary Kalantzis 2008. Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century. \u2013 Asia-Pacific Journal of Teacher Education Vol. 36, No 3, 197\u2013213.<\/p><\/div>\n        <\/div>\n        <\/div>\n    <\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Raamstsenaariumi autor on Triinu Laar Teemap\u00f5hine \u00f5pe (ingl theme-based learning, sks Themen basierter Unterricht, sm teemapohjainen opiskelu, aihepiiripohjainen opiskelu, vn \u0431\u0430\u0437\u0438\u0440\u0443\u044e\u0449\u0435\u0435 \u043d\u0430 \u043e\u043f\u0440\u0435\u0434\u0435\u043b\u0451\u043d\u043d\u043e\u0439 \u043c\u0435\u0436\u043f\u0440\u0435\u0434\u043c\u0435\u0442\u043d\u043e\u0439 \u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0435 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435) on teatud teemaringiga seotud aine\u00fclene \u00f5pe, nt teemal vesi (Hariduss\u00f5nastik). \u00d5ppesse l\u00f5imitakse \u00f5ppekava l\u00e4bivad &#8230;<\/p>\n","protected":false},"author":31,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-16","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/pages\/16","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/users\/31"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/comments?post=16"}],"version-history":[{"count":1,"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/pages\/16\/revisions"}],"predecessor-version":[{"id":305,"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/pages\/16\/revisions\/305"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/opistsenaariumid\/wp-json\/wp\/v2\/media?parent=16"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}