pembelajaran pembezaan
TRANSCRIPT
KANDUNGAN
• Rangka & Prinsip D.I- 3 Kunci D.I- 4 Alat Profil- 5 Pendekatan
APA?
(A) APA ITU D.I? (B) APA ITU BUKAN D.I?
MENGAPA?
(1) Keterlibatan Pelajar (2) Pembelajaran yang bermotivasi (3) Kejayaan yang bertambah
PEMBELAJARAN PEMBEZAAN
PEMBELAJARAN PEMBEZAAN
RANGKA & PRINSIP
Pembezaan
Adakah tindak balas guru kepada keperluan pelajar bersifat..
Kegiatan yang dihormati
(Respectful Task)
Ujian Berterusan (Continual
Assessment)
Guru boleh membezakan menerusi..
Isi Produk Persekitaran
Berdasarkan
Minat Pelajar (Interest)
Profil Pelajar (Learning Profile)
Melalui strategi yang pelbagai …
Kerja kumpulan yang disesuaikan (Flexible
Grouping)
Proses
Kesediaan Pelajar (Readiness)
PEMBELAJARAN PEMBEZAAN
PRINSIP UTAMA
(1) Guru ________ tentang apa yang penting dalam pelajaran tersebut.
(2) Semua pelajar mesti mengambil bahagian
(3) Guru memahami, menghargai & membina ___________ pelajar.
(4) Guru dan pelajar ialah rakan kerjasama (collaborators) dalam pembelajaran.
jelas
perbezaan
PEMBELAJARAN PEMBEZAAN
PRINSIP UTAMA
(5) Guru _______________ isi, proses & produk sebagai tindak balas kepada kesediaan, minat dan profil pembelajaran pelajar.
(6) Matlamat kelas : Pertumbuhan & kejayaan individu yang ___________.
(7) Ujian dan arahan tidak dapat dipisahkan.
Source: Tomlinson, C. (2000). D.I for Academic Diversity, San Antonio. TX: ASCD
menyesuaikan
maksima
PEMBELAJARAN PEMBEZAAN
3 KUNCI PEMBEZAAN
(1) KENAL ___________ ANDA
(2) KENAL __________________ ANDA
(2) KENAL _________________ ANDA
PELAJAR
ISI KANDUNGAN
PENDEKATAN
PEMBELAJARAN PEMBEZAAN
KUNCI 1: KENAL PELAJAR ANDA
Guru memahami,
menghargai dan membina
atas perbezaan pelajar
PEMBELAJARAN PEMBEZAAN
PROFIL PELAJAR
KAD PROFIL PELAJAR
Auditory, Visual, Kinesthetic
Modality
Multiple Intelligence Preference
Gardner
Analytical, Creative, Practical
SternbergStudent’s Interests
Array Inventory
Gender Stripe
PEMBELAJARAN PEMBEZAAN
ALAT-ALAT PROFIL
(1) MODALITY
(2) MULITPLE INTELLIGENCES
(3) STERNBERG
(4) ARRAY INVENTORY
PEMBELAJARAN PEMBEZAAN
ALAT PROFIL 1:
MODALITY(i) KINESTHETIC
(ii) AUDITORY
(iii) VISUAL
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Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23)Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This instrument, keep in mind that sensory preferences are usually evident only during prolonged and complex learning tasks. Identifying Sensory PreferencesDirections: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if you disagree that the statement describes you most of the time.
1. I prefer reading a story rather than listening to someone tell it. A D
2. I would rather watch television than listen to the radio. A D
3. I remember faces better than names. A D
4. I like classrooms with lots of posters and pictures around the room. A D
5. The appearance of my handwriting is important to me. A D
6. I think more often in pictures. A D
7. I am distracted by visual disorder or movement. A D
8. I have difficulty remembering directions that were told to me. A D
9. I would rather watch athletic events than participate in them. A D
10. I tend to organize my thoughts by writing them down. A D
11. My facial expression is a good indicator of my emotions. A D
12. I tend to remember names better than faces. A D
13. I would enjoy taking part in dramatic events like plays. A D
14. I tend to sub vocalize and think in sounds. A D
15. I am easily distracted by sounds. A D
16. I easily forget what I read unless I talk about it. A D
17. I would rather listen to the radio than watch TV. A D
18. My handwriting is not very good. A D
19. When faced with a problem , I tend to talk it through. A D
20. I express my emotions verbally. A D
21. I would rather be in a group discussion then read about a topic. A D
22. I prefer talking on the phone rather than writing a letter to someone. A D
23. I would rather participate in athletic events than watch them. A D
24. I prefer going to museums where I can touch the exhibits. A D
25. My handwriting deteriorates when the space becomes smaller. A D
26. My mental pictures are usually accompanied by movement. A D
27. I like being outdoors and doing things like biking, camping, swimming, hiking etc. A D
28. I remember best what was done rather then what was seen or talked about. A D
29. When faced with a problem, I often select the solution involving the greatest activity. A D
30. I like to make models or other hand crafted items. A D
31. I would rather do experiments rather then read about them. A D
32. My body language is a good indicator of my emotions. A D
33. I have difficulty remembering verbal directions if I have not done the activity before. A D
Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11 _____
This is your visual score
Total the number of “A” responses in items 12-22 _____
This is your auditory score
Total the number of “A” responses in items 23-33 _____
This is you tactile/kinesthetic score
If you scored a lot higher in any one area: This indicates that this modality is very probably your preference during a protracted and complex learning situation.
If you scored a lot lower in any one area: This indicates that this modality is not likely to be your preference(s) in a learning situation.
If you got similar scores in all three areas: This indicates that you can learn things in almost any way they are presented.
MULTIPLE INTELLIGENCES(1) Verbal - Linguistic(2) Logical - Mathematical(3) Visual - Spatial(4) Bodily - Kinesthetic(5) Musical(6) Interpersonal(7) Intrapersonal(8) * Naturalist
PEMBELAJARAN PEMBEZAAN
ALAT PROFIL 2:
ALAT PROFIL 2:
PRINSIP M.I. Howard Gardner – Jenis Kecerdikan
• Mendakwa bahawa kecerdikan seseorang pelajar menjejas cara dia memahami informasi, menyelesaikan masalah dan memproses pembelajaran
PEMBELAJARAN PEMBEZAAN
Self Assessment: The Theory of Multiple Intelligences
Where does your true intelligence (processing ability) lie? This quiz can help you determine where you stand. Read each statement. If it expresses some characteristic of yours and sounds true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is sometimes true, sometimes false, leave it blank.
1. _____ I’d rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply quickly in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps quickly.
7. _____ It’s easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech, or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that comes with new gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skate) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than others.
17. _____ I enjoy building models (or sculpting).
18. _____ I am good at finding the the fine points of word meanings.
19. _____ I can look at an object one way and see it turned sideways or backwards just as easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
22. _____ Just looking at shapes of buildings and structures is pleasurable to me.
23. _____ I like to hum, whistle, and sing in the shower or when I am alone.
24. _____ I’m good at athletics.
25. _____ I’d like to study the structure and logic or languages.
26. _____ I’m usually aware of the expressions on my face.
27. _____ I’m sensitive to the expressions on other people’s faces.
28. _____ I stay in touch with my moods. I have no trouble identifying them.
29. _____I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
M.I Scoring Sheet Place a checkmark by each item, which you marked as "True." Add your totals. A total of (four in any of the categories A through E indicates strong ability. In categories F through G a score of one or more means you have abilities in these areas as well.
A B C D
Linguistic Logical/Math. Musical Spatial7 ____ 4 ____ 2 ____ 1 ____
8 ____ 5 ____ 3 ____ 9 ____
14 ___ 12 ___ 10 ___ 11 ___
18 ___ 16 ___ 20 ___ 19 ___
25 ___ 21 ___ 23 ___ 22 ___
E F G
Body/Kinesthetic Intrapersonal Interpersonal6 ____ 26 ___ 27 ___
13 ___ 28 ___ 29 ___
15 ___ 30 __
17 ___
24 ___
ALAT PROFIL 3:
STERNBERG(1) Kecerdikan Kreatif (Creative Intelligence)
(2) Kecerdikan Praktikal (Practical Intelligence)
(3) Kecerdikan Analitikal (Analytical Intelligence)
PEMBELAJARAN PEMBEZAAN
Triarchic Theory of IntelligencesRobert Sternberg
Mark each sentence T if you like to do the activity and F if you do not like to do the activity.
1. Analyzing characters when I’m reading or listening to a story ___
2. Designing new things ___3. Taking things apart and fixing them ___4. Comparing and contrasting points of view ___5. Coming up with ideas ___6. Learning through hands-on activities ___7. Criticizing my own and other kids’ work
___8. Using my imagination ___9. Putting into practice things I learned ___10. Thinking clearly and analytically ___11. Thinking of alternative solutions ___12. Working with people in teams or groups ___13. Solving logical problems ___14. Noticing things others often ignore ___15. Resolving conflicts
___
16. Evaluating my own and other’s points of view___
17. Thinking in pictures and images ___18. Advising friends on their problems
___19. Explaining difficult ideas or problems to others
___20. Supposing things were different ___21. Convincing someone to do something
___22. Making inferences and deriving conclusions
___23. Drawing ___24. Learning by interacting with others
___25. Sorting and classifying ___26. Inventing new words, games, approaches ___27. Applying my knowledge ___28. Using graphic organizers or images to organize your
thoughts___
29. Composing30. Adapting to new situations
___
Triarchic Theory of Intelligences – KeyTransfer your answers from the survey to the key. The column
with the most True responses is your dominant intelligence.
Analytical CreativePractical1. ___ 2. ___ 3. ___4. ___ 5. ___ 6. ___7. ___ 8. ___ 9. ___10. ___ 11. ___ 12. ___13. ___ 14. ___ 15. ___16. ___ 17. ___ 18. ___19. ___ 20. ___ 21. ___22. ___ 23. ___ 24. ___25. ___ 26. ___ 27. ___28. ___ 29. ___ 30. ___
Total Number of True:Analytical ____ Creative _____ Practical _____
ALAT PROFIL 4:
ARRAY INVENTORYKunci D.I. adalah dengan melihat pelajar Kunci D.I. adalah dengan melihat pelajar
kita sebagai individu. kita sebagai individu.
PEMBELAJARAN PEMBEZAAN
PROFIL PELAJARKenali pelajar anda
• Cara seseorang individu belajar dengan paling cekap dan berkesan
Guru dan pelajar mungkin cenderung dengan profil pembelajaran yang berbeza.
PEMBELAJARAN PEMBEZAAN
Array Interaction Inventory
Winnie the Pooh and Friendsin 100 Acre Wood
PEMBELAJARAN PEMBEZAAN
Anda kenal watak-watak ini?
Winnie the Pooh
Rabbit Tigger Eeyore
PEMBELAJARAN PEMBEZAAN
Profil Pembelajaran • Watak yang bagaimana dapat
menerangkan tentang diri anda?
Poohs – Peace SeekersSupporterListenerSteadyAmicableBig-hearted
PEMBELAJARAN PEMBEZAAN
Rabbits – Movers and Shakers,
Overcomer, Task-oriented, the big picture,have end in mind, get things done, forget how they affect others
PEMBELAJARAN PEMBEZAAN
Tiggers – Fun Lovers,
Connector, ‘Live-wire’, Expressive, ‘noisy’, Humorous, lots of friends,
PEMBELAJARAN PEMBEZAAN
Eeyores – Contemplater
Thinker, Conscientious, Precise,High standard of qualityslow to change, avoid trouble.
PEMBELAJARAN PEMBEZAAN
Array Model DescriptorsPersonal Objectives / Personality Component
Harmony Production Connection Status Quo
COOPERATIVE(Positive Behaviour)
CaringSensitive
NurturingHarmonizing
Feeling-oriented
LogicalStructuredOrganisedSystematicThinking Oriented
SpontaneousCreativePlayful
EnthusiasticAction-oriented
QuietImaginativeInsightfulReflective
Inaction-oriented
RELUCTANT(Negative Behaviour)
OveradaptiveOverpleasing
Makes mistakesCries or gigglesSelf-defeating
OvercriticalOverworks
PerfectionistVerbally attacks
Demanding
DisruptiveBlames
IrresponsibleDemands attentionDefiant
DisengagingWithdrawn
DelaysDespondentDaydreams
PSYCHOLOGICAL NEEDS
FriendshipsSensory
experience
Task completionTime schedule
Contact with people
Fun activities
Alone timeStability
WAYS TO MEET NEEDS
Value their feelings
Comfortable workplace
Pleasing learning environmentWork with a
friend sharing times
Value their ideasIncentivesRewards
Leadership positionsSchedulesTo-do lists
Value the activityHands-on activities
Group interactionGames
Change in routine
Value their privacyAlone time
Independent activities
Specific directionsComputer activities
Routine tasks
Knaupp 1995
Pooh (Harmony) Eeyores (Status Quo)
LEAD
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Rabbit (Production) Tigger (Connection)
TEAM
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Rabbit (Production) Tigger (Connection)
Pooh (Harmony) Eeyores (Status Quo)
Guru menyesuaikan isi kandungan,
proses dan projek sebagai tindak
balas kepada kesediaan, minat dan
profil pembelajaran pelajar-pelajarnya,
KUNCI 2: KENAL PASTI PENDEKATAN ANDA
PEMBELAJARAN PEMBEZAAN
(1) STERNBERG
(2) CUBING
(3) TIERED
(4) RAFT
(5) M.I
PENDEKATAN
PEMBELAJARAN PEMBEZAAN
Sternberg’s Triarchic Theory of Intelligence
Robert Sternberg, Profesor Psikologi di Universiti Yale , mengenalkan teori bahawa seseorang itu memiliki tiga kecerdikan dalam tahap yang berbeza. Kajian beliau menunjukkan bahawa seseorang dapat belajar bila kecerdikan dominan diberi perhatian. (Sternberg, 1997).
PEMBELAJARAN PEMBEZAAN
Teori Triarchic • Pengajaran Triarchic ialah strategi yang
membezakan menurut teori Sternberg “kecerdikan berjaya” (successful intelligence):– Kecerdikan Kreatif (Creative Intelligence)– Kecerdikan Praktikal (Practical Intelligence)– Kecerdikan Analitikal (Analytical
Intelligence)
PEMBELAJARAN PEMBEZAAN
Draw a picture depicting the same scene throughout the 4 seasons. Make a song to Row, Row, Row Your Boat that tells what people do in each season and why.
Make a shopping list for three people in your family that tells
what they need to buy to get ready for each season. Be ready to tell
why you put those things on your list.
Study the pictures in the folder and try to identify the season in which each was taken. What clues did you look for? Explain your guessing.
Cindy Strickland, 2004
CUBING – APA?
Strategi melihat dari perspektif yang berbeza.
Setiap satu bahagian kiub mempunyai aktiviti yang berlainan.
Sesuai untuk kerja kumpulan atau secara individu.
PEMBELAJARAN PEMBEZAAN
CUBING – BAGAIMANA?
Gambarkan Bayangkan Cipta Tarikan
Kritik
Bandingkan
PEMBELAJARAN PEMBEZAAN
DIFFERENTIATED INSTRUCTIONS
DemonstrateDemonstrate
how a professional how a professional
could apply this could apply this
concept or problem to concept or problem to
their work or life.their work or life.
Compare & contrastCompare & contrast
this problem to the this problem to the one on page _____.one on page _____.
ChangeChange
one or more numbersone or more numbers
in the problem. in the problem.
Give a rule for what Give a rule for what
that change does.that change does.
CreateCreate
an interesting and an interesting and
challenging word challenging word
problem from the problem from the
number problem. number problem.
DescribeDescribe
how you would solve how you would solve
simultaneous simultaneous
equation.equation.
Diagram or illustrateDiagram or illustrate
the solution to the the solution to the
problem, so we can problem, so we can
understand it.understand it.
Theme Theme Describe the theme of your poem in a paragraph. Check fortopic sentence,supporting detailsand conclusion
Figurative LanguageFigurative Language Using a graphic organizer, list all thesimiles and metaphorsin your poem. If you need help finding metaphors, consult With your group members
LineLine Describe the way the lines are arranged
RhymeRhyme Figure out the rhymescheme of the poem.Be prepared toteach it to theclass.
SettingSetting Illustrate the setting ofyour poem. Use color (markers, pencils) andgive your picture a titlethat is connected to the poem but not thetitle of the poem
Speaker Speaker Describe the speakerof this poem. Beprepared to shareorally.
PEMBELAJARAN PEMBEZAAN
CUBING – MENGAPA? Pelajar “Bermain” sambil belajar
Pelajar dapat peluang memahami konsep dalam sudut yang berlainan.
Fleksibel dan pelajar dapat mendalami sesuatu topik
Guru dapat membezakan kesediaan pelajar dengan cara yang tidak ketara
PEMBELAJARAN PEMBEZAAN
CUBING (MENGGUNAKAN THINKDOTS)
PEMBELAJARAN PEMBEZAAN
CUBING
(DENGAN THINKDOTS)
Gambarkan … Gunakan … Persoalkan …
Sokong atau bantah …
Bandingkan … Cipta …
PEMBELAJARAN PEMBEZAAN
TIERING Pendekatan kesediaan – informasi, idea dan kemahiran
yang sama, tetapi tahap kepayahan di pertingkatkan
Kriteria untuk Tiering yang berkesan• Tugasan sama dari segi pengetahuan, pemahaman
dan kemahiran • Tugasan perlukan tahap pemikiran yang tinggi • Tugasan memerlukan keterlibatan yang sama rata
Banyak Pendekatan yang boleh dibariskan (Tiered)Kegiatan-kegiatan, tugasan di makmal,penulisan jurnal, kerja rumah, produk, ujian/penilaian, soalan perbincangan . . .
C. Tomlinson
PEMBELAJARAN PEMBEZAAN
Developing a Tiered Activity
Select the activity organizer• Concepts to be taught Think about your students/use assessments
• readiness range• interests• learning profile• talents
skillsreadingthinkinginformation
Create an activity that is• interesting• high level• causes students to use key skill(s) to understand a key idea
Chart the complexity of the activity
High skill/Complexity
Low skill/complexity
Clone the activity along the ladder as needed to ensure challenge and success for your students, in
• materials – basic to advanced• form of expression – from familiar to
unfamiliar• from personal experience to removed
from personal experience
Match task to student based on student profile and task requirements
1
3
5
2
4
6
Format based on work of Doug
Buehl cited in Teaching Reading
in the Content Areas: If Not Me
Then Who? Billmeyer and Martin,
1998RAFTs for Differentiating
RAFT
RAFT is an acronym that stands for• Role of the student – reporter,
observer, eyewitness, object?• Audience – Who will be addressed by
this raft: the teacher, other students, parent, another object?
• Format – in a letter, report, song, picture?
• Topic – Who or what is the subject of this writing?
PEMBELAJARAN PEMBEZAAN
RAFT …• … menggalakkan penulisan rentas
kurikulum
• … cara menggalakkan pelajar-pelajar untuk – … mengambil peranan role– … menimbangkan audiens audience, – … meneliti topik dari pespektif yang
sesuai– … tulis mengikut format tertentu
• Pilihan, minat and profil pelajar,
PEMBELAJARAN PEMBEZAAN
The Feudal System
Students willKnow:Names and roles of groups in the feudal class system.
Understand:Roles in the feudal system were interdependent. A person’s role in the feudal system will shape his/her perspective on events.
Be Able to Do:ResearchSee events through varied perspectivesShare research & perspectives with peers
Grade 6Social Studies RAFT
Feudal Pyramid RAFT
Role Audience Format Topic
King The Subjects Proclamation Read My Lips,New Taxes
Knight Squire Job Description Chivalry,Is it for you?
Lord King Contract Let’s Make a Deal
Serf Animals Lament Poem My So Called Life
Monk Masses IlluminatedManuscript
Do As I Say,Not as I Do
Lady Pages Song ABC, 123
Following the RAFT activity, students will share their research and perspectives in mixed role groups of approximately five. Groups will have a “discussion agenda” to guide their conversation.
Kathryn Scaman
KUNCI 3: KENALI ISI PELAJARAN ANDA
Guru tahu dan jelas tentang apa
yang penting dalam
pelajarannya.
PEMBELAJARAN PEMBEZAAN
Lesson Planning
• Begin with the end in mind• SIOs• Learning goals
• Know• Understand• Do