Differentiated Instructional Untuk Sekolah Nasional

Differentiated Instruction untuk persiapan guru di sekolah kurikulum merdeka

1. Differentiated Instruction (DI) ATC, Thursday, 30th November 2023 Dzikri Rahmat Romadhon , M.PFis

2. Introduction What is DI Rationale and Goal of DI for all students What research says Managing differentiated classroom Elements of differentiation

3. Think about your students

4. A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids. Tomlinson

5. Differentiation Differentiation means giving students multiple options for taking in information (Tomlinson 1999).

6. Differentiated Instruction Differentiated instruction is a philosophy of teaching and learning which recognizes that each learner is unique. Differentiated instruction is a response to that uniqueness. Consequently, in a differentiated classroom, not every student is doing exactly the same thing in exactly the same way at exactly the same time (Theisen 2002)

7. Differentiated Instruction DI : “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. Differentiated classroom provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively. (Tomlinson 2001)

8. Every student is unique Students in each classroom vary greatly One-size-fits-all won’t work when buying clothes one standard approach won’t meet students’ need

9. Why DI ?

10. Why DI ?

11. Why DI ? (Tomlinson 2001, p18)

12. Product of a classroom with little or no differentiated

13. What Does Research Say Students are more successful in school if they are taught in ways that are responsive to their readiness levels, interests, and learning profiles Differentiated Instruction is the result of a synthesis of a number of educational theories and practices. Psychological research reveals that when interest is tapped, learners are more likely to find learning rewarding and become more autonomous as a learner.

14. Research shows differentiated instruction is effective for all students Students will take on more responsibility for their own learning when they are given more options on how they can learn material. Students engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

15. Differentiated instruction requires more work &time, and many teachers struggle to find the extra time Some schools lack of professional development resources. There isn’t enough research to support the benefits of differentiated instruction outweighing the added prep time.

16. Tradition/ Non- differentiated instruction Differentiated Instruction

17. Teachers’ Role in Differentiated Classroom We have not been trained to teach in DI approach  But teachers are learner Paradigm shift from keeper and dispenser of knowledge to organizers of learning opportunities

18. Teachers’ Role in Differentiated Classroom Teacher as a director of Music Orchestra

19. Teachers’ Role in Differentiated Classroom Teacher as a coach

20. Effective Learning Environment Differentiated Instruction

21. Effective Learning Environment Everyone feels welcomed Mutual respect is a nonnegotiable Students feel safe in the classroom physically and mentally Help every learner to grow Teacher teaches for success Teacher and students collaborative for success Fairness in the classroom

22. Content   What the student needs to learn / what we teach Differentiating content can be thought of in two ways. First, in differentiating content, we can adapt what we teach. Second, we can adaptor modify how we give students access to what we want them to learn.

23. Process   Activities in which the student engages in order to make sense of or master the content (sense making activities) Good Differentiated Activities : • are interesting to the students, • call on the students to think at a high level, and • cause the students to use a key skill(s) to understand a key idea(s).

24. Products   Culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit, a semester or even a year; Products represent students’ extensive understandings and applications product assignments are also excellent ways of assessing student knowledge, understanding, and skill

25. Readiness   Students’ skills and understanding of a topic A task that’s a good match for student readiness extends that student’s knowledge, understanding, and skills a bit beyond what the student can do independently.

26. I nterest Curiosity or passion in a student (interest) Understanding students interest help teacher to engage or “hook” students on the topic at hand. Interest-based instruction: (1) helps students realize that there is a match between school and their own desires to learn, (2) demonstrating the connectedness between all learning, (3) using skills or ideas familiar to students as a bridge to ideas or skills less familiar to them (4) enhancing student motivation to learn.

27. Learning Profile W ays in which we learn best as individuals. Four aspects of learning profile: 1. Learning style 2. Intelligence preferences, 3. Gender Preferences 4. Culture-Influenced Preferences

28. Some strategies to implement DI

29. Strategies to implement DI

30. Strategies to implement DI

31. Strategies to implement DI

32. Strategies to implement DI Open Ended Projects

33. Assessments in DI Classroom

34. DI during Pandemic : some ideas Assess students interest and profile learning Use a variety of media Use assignments of varying complexity Flexibility Group Differentiated on Project

35. Wrap up : Rules of Thumb DI Be clear on the matter of your subject matter Assessment as a road map for teachers’ thinking and planning. Lessons for all students should emphasize critical and creative thinking. Lessons for all students should be engaging There should be a balance between student selected and teacher-assigned tasks and working arrangements

36. Further Reading : Carol Ann TomlinsonThe Differentiated Classroom Responding to the Needs of All Learners (1999) Carol Ann Tomlinson - How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition (2001) Carol Ann Tomlinson & Marcia B. Imbeau - Leading and Managing a Differentiated Classroom-Association for Supervision & Curriculum Development (2010) Marcie Nordlund - Differentiated Instruction: Meeting the Needs of All Students (2003) Jenifer Fox, Whitney Hoffman - The Differentiated Instruction Book of Lists -Jossey-Bass (a John Wiley & Sons imprint) (2011) [email protected] /081212664774

37. " In the end, all learners need your energy, your heart and your mind. They have that in common because they are young humans. How they need you however, differs. Unless we understand and respond to those differences, we fail many learners." * Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms