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Pembelajaran Pembezaan

Pembelajaran Pembezaan. Cikgu Hafsah Mohd Kassim Guru Kanan Sekolah Menengah Dunman. KANDUNGAN. Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan. PEMBELAJARAN PEMBEZAAN. APA? (A) APA ITU D.I? (B) APA ITU BUKAN D.I?. MENGAPA? Keterlibatan Pelajar

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Pembelajaran Pembezaan

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  1. Pembelajaran Pembezaan Cikgu Hafsah Mohd Kassim Guru Kanan Sekolah Menengah Dunman

  2. KANDUNGAN • Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

  3. PEMBELAJARAN PEMBEZAAN APA? (A) APA ITU D.I? (B) APA ITU BUKAN D.I? • MENGAPA? • Keterlibatan Pelajar • Pembelajaran yang bermotivasi • (3) Kejayaan yang bertambah

  4. PEMBELAJARAN PEMBEZAAN RANGKA & PRINSIP

  5. PEMBELAJARAN PEMBEZAAN Pembezaan Adakah tindak balas guru kepada keperluan pelajar bersifat.. Kerja kumpulan yang disesuaikan (Flexible Grouping) Ujian Berterusan (Continual Assessment) Kegiatan yang dihormati (Respectful Task) Guru boleh membezakan menerusi.. Persekitaran Isi Proses Produk Berdasarkan Kesediaan Pelajar (Readiness) Minat Pelajar (Interest) Profil Pelajar (Learning Profile) Melalui strategi yang pelbagai …

  6. 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

  7. 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. menyesuaikan maksima Source: Tomlinson, C. (2000). D.I for Academic Diversity, San Antonio. TX: ASCD

  8. PEMBELAJARAN PEMBEZAAN • 3 KUNCI PEMBEZAAN • (1) KENAL ___________ ANDA • (2) KENAL __________________ ANDA • KENAL _________________ ANDA PELAJAR ISI KANDUNGAN PENDEKATAN

  9. PEMBELAJARAN PEMBEZAAN KUNCI 1: KENAL PELAJAR ANDA Guru memahami, menghargai dan membina atas perbezaan pelajar

  10. KAD PROFIL PELAJAR Gender Stripe Auditory, Visual, Kinesthetic Modality Analytical, Creative, Practical Sternberg Student’s Interests Multiple Intelligence Preference Gardner Array Inventory PEMBELAJARAN PEMBEZAAN PROFIL PELAJAR

  11. PEMBELAJARAN PEMBEZAAN ALAT-ALAT PROFIL (1) MODALITY (2) MULITPLE INTELLIGENCES (3) STERNBERG (4) ARRAY INVENTORY

  12. PEMBELAJARAN PEMBEZAAN ALAT PROFIL 1: MODALITY (i) KINESTHETIC (ii) AUDITORY (iii) VISUAL

  13. 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. • I prefer reading a story rather than listening to someone tell it. A D • I would rather watch television than listen to the radio. A D • I remember faces better than names. A D • I like classrooms with lots of posters and pictures around the room. A D • The appearance of my handwriting is important to me. A D • I think more often in pictures. A D • I am distracted by visual disorder or movement. A D • I have difficulty remembering directions that were told to me. A D • I would rather watch athletic events than participate in them. A D • I tend to organize my thoughts by writing them down. A D • My facial expression is a good indicator of my emotions. A D • I tend to remember names better than faces. A D • I would enjoy taking part in dramatic events like plays. A D • I tend to sub vocalize and think in sounds. A D • I am easily distracted by sounds. A D

  14. I easily forget what I read unless I talk about it. A D • I would rather listen to the radio than watch TV. A D • My handwriting is not very good. A D • When faced with a problem , I tend to talk it through. A D • I express my emotions verbally. A D • I would rather be in a group discussion then read about a topic. A D • I prefer talking on the phone rather than writing a letter to someone. A D • I would rather participate in athletic events than watch them. A D • I prefer going to museums where I can touch the exhibits. A D • My handwriting deteriorates when the space becomes smaller. A D • My mental pictures are usually accompanied by movement. A D • I like being outdoors and doing things like biking, camping, swimming, hiking etc. A D • I remember best what was done rather then what was seen or talked about. A D • When faced with a problem, I often select the solution involving the greatest activity. A D • I like to make models or other hand crafted items. A D • I would rather do experiments rather then read about them. A D • My body language is a good indicator of my emotions. A D • I have difficulty remembering verbal directions if I have not done the activity before. A D

  15. 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.

  16. PEMBELAJARAN PEMBEZAAN ALAT PROFIL 2: MULTIPLE INTELLIGENCES • (1) Verbal - Linguistic • (2) Logical - Mathematical • (3) Visual - Spatial • (4) Bodily - Kinesthetic • (5) Musical • Interpersonal • Intrapersonal • * Naturalist

  17. PEMBELAJARAN PEMBEZAAN 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

  18. 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. • _____ I’d rather draw a map than give someone verbal directions. • _____ I can play (or used to play) a musical instrument. • _____ I can associate music with my moods. • _____ I can add or multiply quickly in my head. • _____ I like to work with calculators and computers. • _____ I pick up new dance steps quickly. • _____ It’s easy for me to say what I think in an argument or debate. • _____ I enjoy a good lecture, speech, or sermon. • _____ I always know north from south no matter where I am. • _____ Life seems empty without music. • _____ I always understand the directions that comes with new gadgets or appliances. • _____ I like to work puzzles and play games. • _____ Learning to ride a bike (or skate) was easy. • _____ I am irritated when I hear an argument or statement that sounds illogical. • _____ My sense of balance and coordination is good.

  19. _____ I often see patterns and relationships between numbers faster and easier than others. • _____ I enjoy building models (or sculpting). • _____ I am good at finding the the fine points of word meanings. • _____ I can look at an object one way and see it turned sideways or backwards just as easily. • _____ I often connect a piece of music with some event in my life. • _____ I like to work with numbers and figures. • _____ Just looking at shapes of buildings and structures is pleasurable to me. • _____ I like to hum, whistle, and sing in the shower or when I am alone. • _____ I’m good at athletics. • _____ I’d like to study the structure and logic or languages. • _____ I’m usually aware of the expressions on my face. • _____ I’m sensitive to the expressions on other people’s faces. • _____ I stay in touch with my moods. I have no trouble identifying them. • _____I am sensitive to the moods of others. • _____ I have a good sense of what others think of me.

  20. 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.MusicalSpatial 7 ____ 4 ____ 2 ____ 1 ____ 8 ____ 5 ____ 3 ____ 9 ____ 14 ___ 12 ___ 10 ___ 11 ___ 18 ___ 16 ___ 20 ___ 19 ___ 25 ___ 21 ___ 23 ___ 22 ___ E F G Body/KinestheticIntrapersonalInterpersonal 6 ____ 26 ___ 27 ___ 13 ___ 28 ___ 29 ___ 15 ___ 30 __ 17 ___ 24 ___

  21. PEMBELAJARAN PEMBEZAAN ALAT PROFIL 3: STERNBERG (1) Kecerdikan Kreatif (Creative Intelligence) (2) Kecerdikan Praktikal (Practical Intelligence) (3) Kecerdikan Analitikal (Analytical Intelligence)

  22. 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. • Analyzing characters when I’m reading or listening to a story ___ • Designing new things ___ • Taking things apart and fixing them ___ • Comparing and contrasting points of view ___ • Coming up with ideas ___ • Learning through hands-on activities ___ • Criticizing my own and other kids’ work ___ • Using my imagination ___ • Putting into practice things I learned ___ • Thinking clearly and analytically ___ • Thinking of alternative solutions ___ • Working with people in teams or groups ___ • Solving logical problems ___ • Noticing things others often ignore ___ • Resolving conflicts ___

  23. Evaluating my own and other’s points of view ___ • Thinking in pictures and images ___ • Advising friends on their problems ___ • Explaining difficult ideas or problems to others ___ • Supposing things were different ___ • Convincing someone to do something ___ • Making inferences and deriving conclusions ___ • Drawing ___ • Learning by interacting with others ___ • Sorting and classifying ___ • Inventing new words, games, approaches ___ • Applying my knowledge ___ • Using graphic organizers or images to organize your thoughts ___ • Composing • Adapting to new situations ___

  24. Triarchic Theory of Intelligences – Key Transfer your answers from the survey to the key. The column with the most True responses is your dominant intelligence. AnalyticalCreativePractical 1. ___ 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 _____

  25. PEMBELAJARAN PEMBEZAAN ALAT PROFIL 4: ARRAY INVENTORY Kunci D.I. adalah dengan melihat pelajar kita sebagai individu.

  26. PEMBELAJARAN PEMBEZAAN PROFIL PELAJAR • Kenali pelajar anda • Cara seseorang individu belajar dengan paling cekap dan berkesan • Guru dan pelajar mungkin cenderung dengan profil pembelajaran yang berbeza.

  27. Array Interaction Inventory

  28. PEMBELAJARAN PEMBEZAAN Winnie the Pooh and Friendsin 100 Acre Wood

  29. PEMBELAJARAN PEMBEZAAN Anda kenal watak-watak ini? Eeyore Winnie the Pooh Tigger Rabbit

  30. PEMBELAJARAN PEMBEZAAN Profil Pembelajaran • Watak yang bagaimana dapat menerangkan tentang diri anda? Poohs – Peace Seekers Supporter Listener Steady Amicable Big-hearted

  31. PEMBELAJARAN PEMBEZAAN Rabbits– Movers and Shakers, Overcomer, Task-oriented, the big picture, have end in mind, get things done, forget how they affect others

  32. PEMBELAJARAN PEMBEZAAN Tiggers– Fun Lovers, Connector, ‘Live-wire’, Expressive, ‘noisy’, Humorous, lots of friends,

  33. PEMBELAJARAN PEMBEZAAN Eeyores– Contemplater Thinker, Conscientious, Precise, High standard of quality slow to change, avoid trouble.

  34. Array Model Descriptors Knaupp 1995

  35. LEADERSHIP STYLES Rabbit (Production) Tigger (Connection) “Understanding How Others Misunderstand You” by Ken R Vogues & Ron L Bruan Pooh (Harmony) Eeyores (Status Quo)

  36. Rabbit (Production) Tigger (Connection) TEAM DYNAMICS “Understanding How Others Misunderstand You” by Ken R Vogues & Ron L Bruan Pooh (Harmony) Eeyores (Status Quo)

  37. SENSITIVITIES TO OTHERS Rabbit (Production) Tigger (Connection) “Understanding How Others Misunderstand You” by Ken R Vogues & Ron L Bruan Pooh (Harmony) Eeyores (Status Quo)

  38. PEMBELAJARAN PEMBEZAAN KUNCI 2: KENAL PASTI PENDEKATAN ANDA Guru menyesuaikan isi kandungan, proses dan projek sebagai tindak balas kepada kesediaan, minat dan profil pembelajaran pelajar-pelajarnya,

  39. PEMBELAJARAN PEMBEZAAN PENDEKATAN • STERNBERG • CUBING • (3) TIERED • (4) RAFT • (5) M.I

  40. 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

  41. 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

  42. CREATIVE 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. 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. ANALYTICAL 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. PRACTICAL Cindy Strickland, 2004

  43. PEMBELAJARAN PEMBEZAAN CUBING – APA? • Strategi melihat dari perspektif yang berbeza. • Setiap satu bahagian kiub mempunyai aktiviti yang berlainan. • Sesuai untuk kerja kumpulan atau secara individu.

  44. Kritik Gambarkan Bayangkan Cipta Tarikan Bandingkan PEMBELAJARAN PEMBEZAAN CUBING – BAGAIMANA? Bahasa Melayu

  45. Describe how you would solve simultaneous equation. Demonstrate how a professional could apply this concept or problem to their work or life. Compare & contrast this problem to the one on page _____. Change one or more numbers in the problem. Give a rule for what that change does. Create an interesting and challenging word problem from the number problem. Diagram or illustrate the solution to the problem, so we can understand it. DIFFERENTIATED INSTRUCTIONS Math

  46. Setting Illustrate the setting of your poem. Use color (markers, pencils) and give your picture a title that is connected to the poem but not the title of the poem Theme Describe the theme of your poem in a paragraph. Check for topic sentence, supporting details and conclusion Figurative Language Using a graphic organizer, list all the similes and metaphors in your poem. If you need help finding metaphors, consult With your group members Line Describe the way the lines are arranged Rhyme Figure out the rhyme scheme of the poem. Be prepared to teach it to the class. Speaker Describe the speaker of this poem. Be prepared to share orally. PEMBELAJARAN PEMBEZAAN Literature

  47. 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

  48. PEMBELAJARAN PEMBEZAAN CUBING (MENGGUNAKAN THINKDOTS)

  49. PEMBELAJARAN PEMBEZAAN CUBING (DENGAN THINKDOTS)

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