The document discusses strategies for differentiating instruction through tiered activities and lessons to accommodate students with varying levels of readiness, interests, and learning needs. Some examples of tiering include structuring lessons with different levels of challenge, complexity, required resources, expected outcomes, processes, and products. The goal is to provide multiple routes through the essential concepts and skills being taught so that all students are appropriately supported and engaged.

1. • Hp- menghuraikan kehidupan saidina Ali.
•Think-pair-share
1. Guru beri soalan
2. Murid bersendirian fikirkan jawapan
3. Murid bincang berpasangan
4. Murid berkongsi jawapan mereka atau jawapan
pasangan dengan kelas.
• Think-pair-share : same expert students share their
answers with teammates rather then with the
class.

2.  Numbered heads together
1. Setiap kumpulan ada nombor
2. Guru beri soalan, murid bincang
3. Guru panggil nombor (contoh 3) dan semua
nombor 3 bagi setiap kumpulan jawap.

3.  Pair check
 Student work first pairs each doing a problem
and receiving coaching and praise from their
partner : then pairs check and selebrate after
every two problems.

4.  Lyrical lessons
 Student write and sing songs based on
curriculum, often to familiar tunes.

5.  Who am i?
 Student attempt to determine their secret
identity (taped on their back) by circulating
and asking “yes/no” questions of classmates.
They are allowed three questions per classmate
(or unlimited question until they receive a no
respon). They then find a new classmate to
question. When the student guesses his
identity, he becomes a consultant to give clues
to those who have not yet found their idntity.

6.  Corner
 Student pick a corner, write its number, go
there, interact with others with same corner
choice.

7.  Round robin
 Student in teams take turn talking
 Turn toss : student toss a ball (paper wad)
while doing round robin)
 Think-write-round: student think, then write
before the round robin.

8.  Round table
 Student in teams take turns writing, drawing,
pasting (1 paper, 1 pencil per team)
 Rotating recorder : student take turns
recording team responses.
 Simultaneous round table: round table with
more than one recording sheet passad at once.
(4 papers, 4 pencils pe team)

9.  Persetujuan antara murid dan guru ( baik secara
bertulis)
 Guru perincikan struktur ilmu yang perlu
 Murid kenalpasti kaedah/langkah mereka berusaha
menguasai struktur ilmu itu.
(bincang, sehala, ubahsuai)
 Beri peluang murid
 Belajar mengikut kelajuan sendiri.
 Mengikut gaya belajar
 Bantu murid belajar secara bebas “ work
indedendently”
 Supaya murid tahu apa yang dijangkakan/diharapkan
dari mereka.

10.  Tujuan-murid bergerak dengan lebih laju
supaya mereka berpeluang untuk belajar
isipelajaran (tajuk_yang mereka
ingin/mendalami sst isipelajaran.

11.  Apa yang penting dikuasai?
 Apa yang boleh ditinggalkan?
 Apa yang murid sudah kuasai?
 Apakah yang boleh dikuasai dengan cepat?

12.  Kemahiran asas  Konten
 Ejaan/kosakata/peng  Geogrefi, sejarah,ERT
iraan  Murid mungkin
 Skor2 ujian yang dipertingkat yang
sebelum intruksi atau lebih awal:
praujia untuk  Menguasai bahan ttu
maklumat kompetensi  Menguasai Hp ttu
sedia ada murid.
 Ada akses dan bahan
bacaan ttu.

13. kekuatan asas masteri aktiviti
alternatif
matematik 85% dalam pra- akan buat
perpuluhan ujian aktiviti p&p
pecahan (peperiksaan pada hari yang
akhir tahun diajar konsep
dalam sub- yang belum
tajuk) dikuasainya.
penggayaan
pada hari…..

14. kekuatan dokuman masteri aktiviti altenatif
geografi-sifat baca bab 5 dan 6 murid2 pilih tajuk
fizikal bumi secara sendirian yang diminati
sangat berminat, buat latihan 3-7 daripada senarai
rajin, baca, akan menduduki A berkaitan
mudah difahami ujian bila sudah ……untuk kajian
konsep. sedia bebas

15. Progrems with advanced content that match level of
attainment regardless of age.
Such programs include early adminission to
college, skipping a grade, or placing students in higher
grade levels for some subject-matters (eg. Math.
Language art, etc)
1. Acceleration in one or more subject areas
2. Grade skipping
3. Advanced placement programs
4. College courses offered in high school
5. Early graduation from high school
6. Early entrance into college

16.  The term „acceleration‟ also referred to as
„accelerated progression‟ relates to an advanced
pace of leaning. It enables students who are gifted
to learn at a level corresponding to their abillity
and matched to the speed at which they learn.
Acceleration is based on comprehensive
assessment of the readiness of the individual.
 Different forms of acceleration include:
1. Curriculum compaction
2. Subject acceleration
3. Year advancement.

17. Strategies for differentiating instruction for gifted
student generally fall into two categories :
enrichment and acceleration. Enrichment refers to
the presentation of curriculum content with more
depth, breadth, complexity, or abstractness than
the general curiculum. Acceleration refer to
practice of presenting curiculum content or at a
faster pace.

18.  Provide student with a variety of materials or
references that elaborate on the basic concepts
 Focus on content sophistication(abstraction) or
content novelty (solving real problems)
 Group students by ability (homegeneous
grouping) for part or all the day.

19. 1. Increase enthusiasm for leaning and life
2. Reduce boredom in school
3. Improve attitudes toward school
4. Enhance self-esteem and sense of
accomplishment
5. Help students develop a realistic
understanding of their ability as a result of
working with intellectual peers.

20. 1. Provision of appropriate curriculum challenge
2. Flexible curiculum options
3. Reduced educational costs for both the school
system and the student
4. When gifted students were accelerated, there was
an increase in their acedemic achievement.
5. Accelerated students tended to “outperform
students of the same age and ability who are not
accelerated
6. Accelerated students achieved “ as well as equally
gifted older students in the higher grades.

21. 1. There is no pressure to accelerate
2. The students is in the top 2 per cent of intelligence
3. The receiving teacher feel positive about it.
4. The parent feel positive about it.
5. The students is advenced in the subject area
6. The student in emotionally stabel
7. The student understands what is involved
8. The student wants to be accelerated

22.  Acceleration in one or more subject areas
 Grade skipping
 Advanced placement programs
 College couses offeredin high school
 Early graduation from high school
 Early entrance into college

23. 1. Accelaration
2. Enrichment
3. Modify the process
4. Modify the produsts of leaning

24.  Tiering intruction is like a stairwell providing
access within the large building called leaning
tasks for students with less readiness and fewer
skills. The stairwell continues through enough
levels to reach the appropriate challenge for
advanced readiness students with very high
skills and complex understanding.

25. By keeping the focus
of the activity the
Teachers use same but providing
tiered activities routes of access at
so that students varying degrees of
focus on essential difficulty the teacher
understandings maximizes the
and skills but on likelihood that:
different levels of 1. Each student comes
complexity, away with pivotal
abstractness and skills and
open endedness understandings
2. Each students is
appropriately

26. 1. Tier 1 : basic knowledge foundation
2. Tier 2 : understanding application : diverse settings
3. Tier 3 : analysis : synthesis evaluation depth
With each layer of the cake be made interesting and
delicious

27. Key concept of
understanding
Those who do not Those with some Those who
know the concept understanding understanding the
concept

28.  Sebelum tamat pengajaran murid dapat:
1. Menyatakan fotosintesis-apa yang
dimaksudkan dengan fotosintesis?
2. Menerangkan mekanisme fotosintesis-
terangkan mekanisme fotosintesis?
3. Mengaplikasikan faktor-faktor yang boleh
menigkatkan kadar fotosintesis- untuk
menangani pelbagai masalah persekitaran,
bagaimanakah menigkatkan kadar fotosintesis?
Prinsip “ faktor2 yang mempengaruhi kadar
fotosintesis”

29.  Sebelum tamat pengajaran murid dapat:
 4. mengenalpasti punca tumbuhan tidak
berfotosintesis- kenalpasti punca tumbuhan tidak
berfotosintesis dengan cekap?
 5. mencadangkan satu sistem untuk mengenalpasti
masalah cuaca untul meningkatkan fotosintesis-
cadangkan satu sistem untuk mengatasi masalah
cuaca untuk menigkatkan fotositesis
 6. menjustifikasi bagaimana sistem cadangan
mereka patut dikomersilkan-bagi sistem yang
anda cadangkan, justifikasi/terangkan bagaimana
kenapa ia patut dikomersilkan.

30. 1. Menyatakan apakah yang dimaksudkan dengan teori
pelbagai kecerdasan
2. Menghuraikan jenis kecerdasan yang terdapat dalam
teori pelbagai kecerdasan
3. Diberi contoh pelajar boleh mengenalpasti aktivit-
aktiviti yang berkait dengan sesuatu kecerdasan
4. Menghubungkait sumbangan aktiviti berteraskan teori
kecerdasan yang manakah yang menyebabkan
kejayaan proses pengajaran dan pembelajaran.
5. Menghasilkan pelan pengajaran yang menggunakan
aktiviti berasaskan teori pelbagai kecerdasan
6. Menentukan asas pemilihan aktiviti berlandaskan teori
pelbagai kecerdasan bagi mencapai sesuatu hasil
pembelajaran

31.  Start with standart
 Large group insruction
 Determine readiness/levels/interests
 Tier (usually three levels) of assigment for
deeper understanding and practice
 Tiering can be leveled according to readiness
interest or leaning style.

32.  Pelajar dapat mempelajari isikandungan dan
objektif yang sama
 Pelajar dan memproses maklumat dan
memperolehi kefahaman mengikut aras
kebolehan dan cabaran mereka sendiri.
 Setiap pelajar mendapat cabaran yang setimpa.

33. Pelajar praktis, proses Pelajar
Pengajaran mengaplikasikan dalam kumpulan kembali
kecil mengikut keperluan, gaya semula
cecara
bersama dan
aman- belajar, kecerdasan, kelajuan dan merumuskan
semua buat sebagainya. apa yang
perkara
dipelajari
yang sama
The football metaphor comes from the way we think
about the lessons‟s sequence a narrow whole class
experience in the beginning
Then
Narrowing is back as we re-gather to progress what we
have learned

34. diantara
Mula mula dengan Hujung
hujung
pelajar
praktis,proses ,
pelajar
mengaplikasika
pengajaran n dalam kembali
secara am- kumpulan kecil semula
semua buat mengikut bersama dan
perkara yang keperluan,gaya merumuskan
belajar,
sama apa yang
kecerdasan,kela
juan dan dipelajari
sebagainya.

35. 1. Tiered by challenge
2. Teired by complexity
3. Tired by resources
4. Tired by outcome
5. Tired by process
6. Tired by product