Differentiated learning 1
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This document summarizes Day 1 of a teacher training on differentiated learning held in 2012. It includes an introduction of the trainer Rendra Prihandono and his background. The training covered classroom expectations, activities to understand differentiated learning, the role of the teacher in a differentiated classroom, assessment examples, and strategies learned. Participants were engaged in group discussions and presentations. The goal was to help teachers understand that differentiation is qualitative rather than quantitative and accommodates student readiness, interests, and learning profiles.
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Differentiated learning 1
- 1. DIFERENSIASI BELAJAR DAY 1 PENDAMPINGAN @ TK PEEK A BOO & VISION PRIMARY SCHOOL 2012 RENDRA PRIHANDONO, S.Sos @GuruInspiratif Pin BB: 294D9885
- 2. Rendra Prihandono, S.Sos • Guru Social Studies Primary 3 & 4, Bahasa Indonesia Secondary 4 @Merlion International School • Headmaster @Merlion International School • Kepala SD YPPI 1 Dharmahusada & SD YPPI 2 Donokerto Surabaya • Wakil Kepala Divisi Pendidikan YPPI Surabaya • Kepala SMP YPPI 2 Dharmahusada Surabaya • Humanities Faculty Coordinator @ Sekolah Ciputra, The IB World School Surabaya • Guru Humanities Year 7, Sociology Year 10 & 12, Theory of Knowledge Year 10 @ Sekolah Ciputra, The IB World School Surabaya
- 3. CLASS RULES (2-3 mins)
- 4. EKSPEKTASI PESERTA (5 mins) • AKTIF TERLIBAT DALAM SEMUA KEGIATAN • PRODUKTIF DALAM KEGIATAN DISKUSI • BERKONTRIBUSI UNTUK TIM • BERANI BERTANYA
- 5. #AKTIVITAS 2 ( approx. 5 mins) TULIS APA YANG INGIN ANDA PELAJARI TENTANG DIFERENSIASI (dan tempelkan di dinding utk direview kemudian)
- 6. #AKTIVITAS 1 (approx. 5 mins) MAKANAN APA DIFERENSIASI ITU? FEELS LIKE LOOKS LIKE SOUNDS LIKE
- 7. APA ITU DIFERENSIASI BELAJAR?
- 8. Diferensiasi BUKAN… Individualized Instruction
- 9. Diferensiasi BUKAN… Kelas Chaotic ( KACAU ) Homogeneous grouping
- 10. Diferensiasi BUKAN… Membuatkan Baju Berbeda Ukuran
- 11. Diferensiasi BERARTI… GURU YANG PROAKTIF
- 12. Diferensiasi BERARTI… Lebih Bersifat KUALITATIF daripada KUANTITATIF • Skill yang dikuasai = lebih banyak tugas tugas yang lebih menantang • Siswa yg ketinggalan pelajaran = jumlah tugas dikurangi
- 13. Diferensiasi ADALAH… Assessment yang mengakomodasi: • Readiness • Interest • Learning Profile
- 14. Kebutuhan Siswa yg Lebih Pintar harus dipahami Tantang mereka secara konsisten
- 15. Memahami kebutuhan siswa yang tertinggal FOKUS PADA KELEBIHAN SISWA! JANGAN SAMPAI SISWA FOKUS PADA YANG IA TIDAK BISA! CARI STRATEGI YG PERSONAL SIFATNYA
- 16. PERAN GURU DALAM KELAS TERDIFERENSIAS I
- 17. #AKTIVITAS 3 THINK-PAIR-SHARE DALAM KELOMPOK, DISKUSIKAN PERAN GURU DALAM KELAS TERDIFERENSIASI & SHARINGKAN!
- 18. Traditional versus Differentiated Classroom Role of the Teacher Traditional Classroom Differentiated Classroom • Student differences are masked • Student differences are studied or acted upon when problematic as basis for planning • Teacher directs student • Teacher facilitates students’ behavior skills at becoming more independent learners • Teacher solves problems • Students help other students and the teacher solve problems
- 19. PERAN GURU DLM KELAS TERDIFERENSIASI Guru sebagai Director of the orchestra Director of the orchestra membantu para musisi membangun musik, tapi tidak membangun musiknya sendiri Guru sebagai musisi jazz Keandalan dan keyakinan diri seorang musisi jazz membuatnya mampu mengabaikan papan not agar musik dan penampilan bandnya lebih hidup
- 21. [Artist Unknown
- 22. One Size DOESN’T Fit All
- 23. One Size DOESN’T Fit All ‘The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same way.’ Howard Gardner
- 29. What Does a Differentiated Classroom Look Like?
- 30. AKTIVITAS #4: Dalam kelompok, gambarkan kelas yang melaksanakan diferensiasi itu seperti apa (3 menit). Kemudian, SHARING-kan!
- 31. Traditional vs. Differentiated Classroom Assessment Traditional Classroom Differentiated Classroom • Most common at the end of • Ongoing and diagnostic to learning to see “who got it” understand how to make instruction more responsive to student needs • A single definition of excellence • Excellence is defined in large exists measure by individual growth from a starting point • Single form of assessment is • Students are assessed multiple often used ways • Single option assignments are • Multi-option assignments are the norm frequently used • Teacher provides whole-class • Students work with teacher to standards for grading establish both whole-class and individual learning goals
- 32. CONTOH RUBRIC ASSESSMENT SOCIAL STUDIES PROJECT PRIMARY 3 MERLION INTERNATIONAL SCHOOL
- 34. Traditional versus Differentiated Classroom Instruction/Curriculum Traditional Classroom Differentiated Classroom • Whole class instruction • Many instructional dominates arrangements are used • Coverage of texts and • Student readiness, interest and curriculum guides drives learning profile shape instruction instruction • Use of essential skills to make • Mastery of facts and skills out of sense of and understand key context are the focus of learning concepts is focus of learning • A single text prevails • Multiple perspectives on ideas • Single interpretations of ideas and events are routinely sought and events may be sought • Focus on multiple forms of • Relatively narrow sense of intelligence is evident intelligence prevails • Time is used flexibly based on • Time is relatively inflexible student need
- 35. Lingkungan Belajar di Kelas Terdiferensiasi •Siswa merasa diterima di kelas. • Kelas yang berisi karya siswa dan artifak lain yg dibuat siswa. • Seting tempat duduk yang fleksibel dan nyaman
- 36. Lingkungan Belajar di Kelas Terdiferensiasi Teacher teaches for success • Scaffolding • Challenging work
- 37. Lingkungan Belajar di Kelas Terdiferensiasi VIDEO 1: DIFFERENTIATION IN MATHS VIDEO 2: TIERED ACTIVITY IN PRIMARY 3B
- 38. Lingkungan Belajar di Kelas Terdiferensiasi: Classroom Techniques Interest Mixed-ability and Negotiated matched-ability centers cooperative groups criteria Independent Peer Reviews investigations
- 40. WHAT I LEARNED TODAY… • DALAM KELOMPOK, DISKUSIKAN APA YG KALIAN PELAJARI HARI INI • SETIAP KELOMPOK MEMPRESENTASIKAN HASIL
- 41. WHAT I LEARNED TODAY… • AKRONIM • LAGU (maks. 2 menit) • GERAK DAN TARI (maks. 3 menit) • PUISI • GAMBAR / KOMIK • SOSIO DRAMA (maks. 3 menit)
- 42. PRESENT YOUR WORK! (+/- 15 MINS)
- 43. REFLECTION
- 44. Strategi Diferensiasi apa yang Anda pelajari hari ini? Pre-assessment Flexible grouping Collaborative Learning (Think-Pair- Share) Tiered Assessment (KWL, MI, Reflection)
- 45. PERIKSA DAFTAR PERTANYAAN ANDA, SUDAHKAH TERJAWAB?
- 46. SAMPAI JUMPA DI PENDAMPINGAN KEDUA!
- 47. RENDRA PRIHANDONO, S.Sos Twitter : @GuruInspiratif E-mail : rendraprihandono@gmail.com Pin BB: 294D9885