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DIFERENSIASI BELAJARDAY 1
PENDAMPINGAN @ TK PEEK A BOO & VISION PRIMARY SCHOOL
2012
RENDRA PRIHANDONO, S.Sos@GuruInspiratif
Pin BB: 294D9885
Rendra Prihandono, S.Sos• Guru Social Studies Primary 3 & 4, Bahasa
Indonesia Secondary 4 @MerlionInternational 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
CLASS RULES(2-3 mins)
EKSPEKTASI PESERTA(5 mins)
• AKTIF TERLIBAT DALAM
SEMUA KEGIATAN
• PRODUKTIF DALAM
KEGIATAN DISKUSI
• BERKONTRIBUSI UNTUK
TIM
• BERANI BERTANYA
TULIS APA YANG INGIN
ANDA PELAJARI
TENTANG
DIFERENSIASI (dan tempelkan di
dinding utk direview kemudian)
#AKTIVITAS 2 ( approx. 5 mins)
MAKANAN APA DIFERENSIASI ITU?
FEELS LIKE
SOUNDS LIKELOOKS LIKE
#AKTIVITAS 1 (approx. 5 mins)
APA ITU DIFERENSIASI
BELAJAR?
Diferensiasi BUKAN…
Individualized
Instruction
Kelas Chaotic ( KACAU )
Homogeneous grouping
Diferensiasi BUKAN…
Membuatkan Baju
Berbeda Ukuran
Diferensiasi BUKAN…
Diferensiasi BERARTI…
GURU YANG
PROAKTIF
Lebih Bersifat KUALITATIF daripada KUANTITATIF
• Skill yang dikuasai = lebih banyak tugas tugas yang lebihmenantang
• Siswa yg ketinggalan pelajaran = jumlah tugas dikurangi
Diferensiasi BERARTI…
Assessment yang mengakomodasi:
• Readiness
• Interest
• Learning Profile
Diferensiasi ADALAH…
Kebutuhan Siswa yg Lebih Pintar harus
dipahami
Tantang mereka secara konsisten
Memahami kebutuhan siswa
yang tertinggal
FOKUS PADA KELEBIHAN SISWA!
JANGAN SAMPAI SISWA FOKUS PADA YANG IA TIDAK BISA!
CARI STRATEGI YG PERSONAL SIFATNYA
PERAN GURU
DALAM KELAS
TERDIFERENSIAS
I
THINK-PAIR-SHARE
DALAM KELOMPOK,
DISKUSIKAN PERAN GURU
DALAM KELAS
TERDIFERENSIASI &
SHARINGKAN!
#AKTIVITAS 3
Traditional versus Differentiated ClassroomRole of the Teacher
Traditional Classroom
• Student differences are masked
or acted upon when problematic
• Teacher directs student
behavior
• Teacher solves problems
Differentiated Classroom
• Student differences are studied
as basis for planning
• Teacher facilitates students’
skills at becoming more
independent learners
• Students help other students
and the teacher solve problems
Guru sebagai Director of the
orchestra Director of the orchestramembantu para musisimembangun musik, tapi tidakmembangun musiknya sendiri
Guru sebagai musisi jazz
Keandalan dan keyakinan diriseorang musisi jazz membuatnyamampu mengabaikan papan not agar musik dan penampilanbandnya lebih hidup
PERAN GURU DLM KELAS TERDIFERENSIASI
MENGAPA DIFERENSIASI ?
[Artist Unknown
One Size DOESN’T Fit All
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 feeljustified in teaching them the samesubjects in the same way.’
Howard Gardner
What Does a Differentiated
Classroom Look Like?
Dalam kelompok, gambarkan kelasyang melaksanakan diferensiasi itu
seperti apa (3 menit). Kemudian, SHARING-kan!
AKTIVITAS #4:
Traditional vs. Differentiated ClassroomAssessment
Traditional Classroom
• Most common at the end of
learning to see “who got it”
• A single definition of excellence
exists
• Single form of assessment is
often used
• Single option assignments are
the norm
• Teacher provides whole-class
standards for grading
Differentiated Classroom
• Ongoing and diagnostic to
understand how to make
instruction more responsive to
student needs
• Excellence is defined in large
measure by individual growth
from a starting point
• Students are assessed multiple
ways
• Multi-option assignments are
frequently used
• Students work with teacher to
establish both whole-class and
individual learning goals
CONTOH RUBRIC ASSESSMENTSOCIAL STUDIES PROJECT PRIMARY 3MERLION INTERNATIONAL SCHOOL
Traditional versus Differentiated ClassroomInstruction/Curriculum
Traditional Classroom
• Whole class instruction
dominates
• Coverage of texts and
curriculum guides drives
instruction
• Mastery of facts and skills out of
context are the focus of learning
• A single text prevails
• Single interpretations of ideas
and events may be sought
• Relatively narrow sense of
intelligence prevails
• Time is relatively inflexible
Differentiated Classroom
• Many instructional
arrangements are used
• Student readiness, interest and
learning profile shape instruction
• Use of essential skills to make
sense of and understand key
concepts is focus of learning
• Multiple perspectives on ideas
and events are routinely sought
• Focus on multiple forms of
intelligence is evident
• Time is used flexibly based on
student need
Lingkungan Belajar di Kelas Terdiferensiasi
•Siswa merasa diterima dikelas.
• Kelas yang berisi karya siswadan artifak lain yg dibuatsiswa.
• Seting tempat duduk yang
fleksibel dan nyaman
Teacher teaches for success
• Scaffolding
• Challenging work
Lingkungan Belajar di Kelas Terdiferensiasi
Lingkungan Belajar di Kelas Terdiferensiasi
VIDEO 1: DIFFERENTIATION IN MATHS
VIDEO 2: TIERED ACTIVITY IN PRIMARY 3B
Lingkungan Belajar di Kelas Terdiferensiasi: Classroom
Techniques
Interest centers
Mixed-ability and matched-ability cooperative groups
Negotiated criteria
Independent investigations
Peer Reviews
STUDENT LED CONFERENCE
WHAT I LEARNED TODAY…
• DALAM KELOMPOK, DISKUSIKAN APA YG KALIAN PELAJARI HARI INI
• SETIAP KELOMPOK MEMPRESENTASIKAN HASIL DISKUSINYA, MELALUI BEBERAPA FORMAT
WHAT I LEARNED TODAY…
• AKRONIM
• LAGU (maks. 2 menit)
• GERAK DAN TARI (maks. 3 menit)
• PUISI
• GAMBAR / KOMIK
• SOSIO DRAMA (maks. 3 menit)
PRESENT YOUR WORK! (+/- 15 MINS)
REFLECTION
Strategi Diferensiasi apa yang Anda pelajari hari ini?
Pre-assessment
Flexible grouping
Collaborative Learning (Think-Pair-Share)
Tiered Assessment (KWL, MI, Reflection)
PERIKSA DAFTAR PERTANYAAN
ANDA, SUDAHKAH TERJAWAB?
SAMPAI JUMPA DI PENDAMPINGAN
KEDUA!