{"id":1309,"date":"2025-12-16T10:07:29","date_gmt":"2025-12-16T10:07:29","guid":{"rendered":"https:\/\/digi-ucsyd.dk\/?p=1309"},"modified":"2025-12-16T10:07:29","modified_gmt":"2025-12-16T10:07:29","slug":"struktur-skaber-skrive-mod-self-efficacy-i-engelskundervisningen-6-klasse","status":"publish","type":"post","link":"https:\/\/digi-ucsyd.dk\/?p=1309","title":{"rendered":"Struktur skaber skrive-mod: Self-efficacy i engelskundervisningen (6. klasse)"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"854\" src=\"https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Ida-Christmas-1024x854.png\" alt=\"\" class=\"wp-image-1310\" style=\"aspect-ratio:3\/2;object-fit:cover\" srcset=\"https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Ida-Christmas-1024x854.png 1024w, https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Ida-Christmas-300x250.png 300w, https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Ida-Christmas-768x640.png 768w, https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Ida-Christmas.png 1042w\" sizes=\"auto, (max-width: 709px) 85vw, (max-width: 909px) 67vw, (max-width: 1362px) 62vw, 840px\" \/><\/figure>\n\n\n\n<p>Hejsa medstuderende<\/p>\n\n\n\n<p>I mit professionsessay har jeg unders\u00f8gt, hvordan man kan styrke elevers self-efficacy i skriftlighed&nbsp;gennem et struktureret og stilladseret undervisningsforl\u00f8b i engelsk i 6. klasse. Mit fokus har v\u00e6ret p\u00e5 arbejdet med information report-genren&nbsp;og noun groups, og hvordan tydelig klasseledelse, genrep\u00e6dagogik og funktionel grammatik kan \u00e5bne nye deltagelsesmuligheder for elever, der ellers er usikre i skriveprocessen.<\/p>\n\n\n\n<p>Unders\u00f8gelsen tager afs\u00e6t i Hiim &amp; Hippes relationsmodel&nbsp;og SMTTE-modellen, som jeg har brugt til at planl\u00e6gge, gennemf\u00f8re og evaluere et miniforl\u00f8b (6 lektioner ca). Gennem observationer i klassen blev det tydeligt, at mange elever (ogs\u00e5 fagligt st\u00e6rke) undgik at skrive udfoldet, simpelthen af frygt for at lave fejl.<\/p>\n\n\n\n<p>Ved hj\u00e6lp af f\u00e6lles modellering, sentence frames, farvekodning&nbsp;og handlingsorienterede noun-group-aktiviteter&nbsp;lykkedes det gradvist at g\u00f8re skriveopgaverne mere overskuelige og mindre risikofyldte. Sm\u00e5 mestringsoplevelser (self-efficacy) viste sig at have stor betydning, fordi n\u00e5r eleverne oplevede, at de kunne lykkes med en s\u00e6tning, fik de mod p\u00e5 at skrive videre.<\/p>\n\n\n\n<p>Forl\u00f8bet gav anledning til refleksioner over, hvordan struktur, relationel st\u00f8tte og anerkendende feedback&nbsp;ikke begr\u00e6nser elevernes kreativitet, men tv\u00e6rtimod skaber tryghed og deltagelsesmod. Jeg blev is\u00e6r overrasket over, hvor lidt stilladsering der faktisk skulle til for at \u00e6ndre enkelte elevers tilgang\/mod til skriftlighed, og hvordan tydelige rammer fungerer som st\u00f8tte for alle elever.<\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Professionsessay-Nouns.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed Professionsessay - Nouns.\"><\/object><a id=\"wp-block-file--media-2e24a0fd-30de-46de-9ff7-f379ac46dd8d\" href=\"https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Professionsessay-Nouns.pdf\">Professionsessay &#8211; Nouns<\/a><a href=\"https:\/\/digi-ucsyd.dk\/wp-content\/uploads\/2025\/12\/Professionsessay-Nouns.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-2e24a0fd-30de-46de-9ff7-f379ac46dd8d\">Download<\/a><\/div>\n\n\n\n<p>Min <a href=\"https:\/\/eur02.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fwww.studietube.dk%2Fmedia%2F10268996%2Fybw12zevr0xoftto15ismgmy0cyfefdv4s0pyppr&amp;data=05%7C02%7Clahp%40ucsyd.dk%7C7f20179f69484ad626c308de3c86a8af%7C31240c9f6150480384df28b22fb965a4%7C0%7C0%7C639014746557438701%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&amp;sdata=53gHcgbpXZo9fcsWMpwPDIUoJaWqMQxPQq23aiJu7LU%3D&amp;reserved=0\">DIGI-talk<\/a> (konklusion)<\/p>\n\n\n\n<p>God l\u00e6sning!<\/p>\n\n\n\n<p>Hilsen Ida Margrethe Hoberg Rasmussen<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hejsa medstuderende I mit professionsessay har jeg unders\u00f8gt, hvordan man kan styrke elevers self-efficacy i skriftlighed&nbsp;gennem et struktureret og stilladseret undervisningsforl\u00f8b i engelsk i 6. klasse. Mit fokus har v\u00e6ret p\u00e5 arbejdet med information report-genren&nbsp;og noun groups, og hvordan tydelig klasseledelse, genrep\u00e6dagogik og funktionel grammatik kan \u00e5bne nye deltagelsesmuligheder for elever, der ellers er usikre &hellip; <a href=\"https:\/\/digi-ucsyd.dk\/?p=1309\" class=\"more-link\">L\u00e6s videre<span class=\"screen-reader-text\"> &#8220;Struktur skaber skrive-mod: Self-efficacy i engelskundervisningen (6. klasse)&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[625,147,663,267,639,661,101,231,662,638,402,203],"class_list":["post-1309","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-deltagelsesmuligheder","tag-engelsk","tag-funktionel-grammatik","tag-hiim-og-hippe","tag-ida","tag-information-report","tag-inklusion","tag-klasseledelse","tag-nouns-group","tag-self-efficacy-2","tag-smtte","tag-stilladsering"],"_links":{"self":[{"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=\/wp\/v2\/posts\/1309","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1309"}],"version-history":[{"count":1,"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=\/wp\/v2\/posts\/1309\/revisions"}],"predecessor-version":[{"id":1312,"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=\/wp\/v2\/posts\/1309\/revisions\/1312"}],"wp:attachment":[{"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1309"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1309"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/digi-ucsyd.dk\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1309"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}