Differentiated learning 2

RENDRA PRIHANDONO, S.Sos

DIFERENSIASI BELAJARDAY 2PENDAMPINGAN @ TK PEEK A BOO & VISION PRIMARY SCHOOL2012

ENERGIZER #1(5-10 mins)

REMINDING CLASS RULES & EXPECTATION

PERHATIKAN BAIK-BAIK BAGAN TUGAS YG DIBERIKAN PADA ANDA.

PILIH SALAH SATU YANG SESUAI DGN GAYA BELAJAR ANDA.

PADA WAKTU YG DITENTUKAN, SILAKAN DIBUAT UNTUK KEMUDIAN DITAMPILKAN.

TASKS FOR TODAY

CHOICE BOARD

AKRONIMLAGU (1 menit)GERAK DAN TARI (1 menit)PUISIGAMBAR / KOMIK

JIGSAW / FOCUS GROUP DISCUSSION (FGD) (20 MENIT)

What Gets Differentiated? The teacher can modify content, process, or product.

According to:

Readiness

Interest

Learning Profile

The Equalizer: Cara Menentukan Readiness

Foundational to Transformational

Concrete to Abstract

Simple to Complex

Dependent to Independent• Students vary on the amount of independence they are

ready for

Structured to Open-ended• Some students are ready to improvise while others still

need more straight forward guidelines to follow

Slow to fast• Some students will move quickly through one part of a

topic but then need to move more slowly in other areas

The Equalizer: Cara Menentukan Readiness

Differentiating Content, Process, and Product

• Assigning work on the same topic at different degrees of difficulty

• The students are getting the same type of information but in a way that is geared towards their individual ability.

• The teacher should aim to provide work that is just a little too hard

• This pushes students out of their level of comfort and allows the teacher to help them reach a new level of understanding

Planning Lessons Differentiated by Interest

Enhancing motivation to

learn

Using familiar

ideas as a way to

introduce less familiar

ideas

Helping students to realize that there is a

connection between

school and their own interests

Strategies to Plan Lessons that are Differentiated by Interest

“Sidebar” Studies• Students study the aspects

of a topic that interest them

• Example- A student might like music and decide to focus on the music of the 1950s for a history class.

Interest groups• Students who have similar

interests form a group to do an in-depth study on one particular topic that they find most interesting

Guidelines for Interest-based Differentiation

• Find a way to link a student interests with the curriculum

• Teachers should make sure that students are acquiring the skills that the curriculum specifies.

• Guide students to success by providing structure

• Teachers should set goals and time-lines to guarantee that students are getting the most out of their learning.

“SCHOOL OF ROCK” 1

Differentiating ContentAdapt what we teach: Content can be varied according to Bloom’s Taxonomy

• Unfamiliar with concepts- complete tasks at lower levels such as knowledge, comprehension, application

• Partial mastery- focus on application, analysis and evaluation

• High level of mastery- emphasize evaluation and synthesis

Adapt how we give student access to what we want them to learn

• Different texts, novels or short stories based on reading level

• Internet sources of varied sophistication

• Work in pairs, groups or individually

Concept Based Teaching

• Avoid rote memorization of long lists of facts

• Focus instead on key concepts and principles, which are the building blocks of meaning

• Make connections between subjects and facets of a single topic

• Relate ideas to the student’s lives

• Identify patterns and help student’s to use these to deal with future learning

Strategies for Differentiating Content

Stage 3: Collaboratively design a project for the student to engage in while others focus on the

general lesson Stage 2: Note

gaps in knowledge and define plan to address these

Stage 1: Identify candidates and

assess their understanding of a particular subject

or lesson

Strategies for Differentiating Content

• Create a challenging learning environment

• Guarantee proficiency in basic curriculum

• Buy time for enrichment and acceleration

Curriculum CompactingDesigned to help advanced learners maximize the use of their time for learning

Using varied texts and resource materials• Build a classroom library that includes texts of

various levels, magazines, brochures, internet files, videos etc.

• A rich array of materials ensures that content is meaningful to learners of all levels

• Computer programs can present different levels of challenge and complexity

Learning contracts• Can contain both skills and content components• Combine a sense of shared goals with individual

appropriateness and autonomy

Mini-lessons• Some students may not fully grasp newly taught

material• Meet with these students to revisit these concepts

to extend their understanding and skill

Strategies for Differentiating Content

VIDEO: KEVIN EXPLAINS differentiations

PRESENTASI PROJECT GRADE 1 SD YPPI 1

Process refers to how a student comes to understand and assimilate facts, concepts and skills

Allows students to learn based on what method is easiest for them, or alternatively, what will challenge them the most• A learning style inventory may help to identify this• http://www.personal.psu.edu/bxb11/LSI/LSI.htm• Gardner’s Multiple Intelligences to guide appropriate methodology

Students make sense of ideas and information most effectively when classroom activities are:• Interesting• Involve high level thinking• Use key skills to understand key ideas

Differentiating Process

Strategies That Support Differentiated Process

• These strategies work best when students work in small groups or independently

• Easier to match activities and process to individual needs

• Utilize tools that allow students to express their creativity!

• Some of the many examples:• Journals• Graphic Organizers

• http://readwritethink.org/materials/trading_cards

• Mind Maps, Learning Centers/Interest Groups, Model Making, Laboratory Exercises, Jigsaw, Role Playing

• Cubing• http://readwritethink.org/materials

/bio_cube/

Differentiating Product

Products represent the student’s application and understanding of what they have learned

• Typically a long term assignment• May supplement or replace a more traditional written test as an

assessment of knowledge and understanding• Has the advantage of allowing a more flexible approach to

student evaluation, accounting for multiple learning styles

How to design an effective product • Decide on format• Clearly define core expectations• Decide on necessary scaffolding (brainstorming, rubrics, timelines,

critiquing and revising• Coach for success and quality

Benefits• Encourages students to engage using their strengths and interests• Student are intrinsically motivated as this is their chance to

“own” the curriculum

PROJECT-BASED LEARNING

Grading in a Differentiated Classroom1. Provide two grades (Traditional and Personal)

2. Traditional letter grades with a numeric superscript to indicate

3below, 2at or

1above grade

level

3. Supplemental normed grades with more individualized grades as it relates to a

portfolio of work

Traditional grading system is designed to rank you within your classroom cohort

The goal of differentiated instruction is help you develop as a learner…it can be more individualistic

Not all work has to be graded, especially if intellectual risk taking is the goal!

WRAP-UP

*Terrific resource for implementing technology and multimediahttp://www.cited.org

*Terrific resource for implementing technology and multimedia

http://www.cited.org

Teach parents about

differentiated instruction

Point out the benefits of

learning in a classroom based

on individual student’s

academics

The importance

is on the growth and not on the

grades

Explain to parents that the

focus is on helping the

student reach their potential at their own pace

Preparing Parents for Differentiated Instruction

EXPRESS YOURSELF!(+/- 15 MINS)

REFLECTION

PERIKSA DAFTAR PERTANYAAN ANDA, SUDAHKAH TERJAWAB?

RENDRA PRIHANDONO, S.Sos

Twitter : @GuruInspiratifE-mail :

rendraprihandono@gmail.comPin BB : 294D9885