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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?
