This document summarizes Day 1 of a teacher training on differentiated learning held in 2012. It includes an introduction of the trainer Rendra Prihandono and his background. The training covered classroom expectations, activities to understand differentiated learning, the role of the teacher in a differentiated classroom, assessment examples, and strategies learned. Participants were engaged in group discussions and presentations. The goal was to help teachers understand that differentiation is qualitative rather than quantitative and accommodates student readiness, interests, and learning profiles.
1. DIFERENSIASI BELAJAR
DAY 1
PENDAMPINGAN @ TK PEEK A BOO & VISION
PRIMARY SCHOOL
2012
RENDRA PRIHANDONO, S.Sos
@GuruInspiratif
Pin BB: 294D9885
2. Rendra Prihandono, S.Sos
• Guru Social Studies Primary 3 & 4, Bahasa
Indonesia Secondary 4 @Merlion
International 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
12. Diferensiasi BERARTI…
Lebih Bersifat KUALITATIF daripada KUANTITATIF
• Skill yang dikuasai = lebih banyak tugas tugas yang lebih
menantang
• Siswa yg ketinggalan pelajaran = jumlah tugas dikurangi
14. Kebutuhan Siswa yg Lebih Pintar harus
dipahami
Tantang mereka secara konsisten
15. Memahami kebutuhan siswa
yang tertinggal
FOKUS PADA KELEBIHAN SISWA!
JANGAN SAMPAI SISWA FOKUS PADA YANG IA TIDAK BISA!
CARI STRATEGI YG PERSONAL SIFATNYA
18. Traditional versus Differentiated Classroom
Role of the Teacher
Traditional Classroom Differentiated Classroom
• Student differences are masked • Student differences are studied
or acted upon when problematic as basis for planning
• Teacher directs student • Teacher facilitates students’
behavior skills at becoming more
independent learners
• Teacher solves problems
• Students help other students
and the teacher solve problems
19. PERAN GURU DLM KELAS TERDIFERENSIASI
Guru sebagai Director of the
orchestra Director of the orchestra
membantu para musisi
membangun musik, tapi tidak
membangun musiknya sendiri
Guru sebagai musisi jazz
Keandalan dan keyakinan diri
seorang musisi jazz membuatnya
mampu mengabaikan papan not
agar musik dan penampilan
bandnya lebih hidup
23. 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 feel
justified in teaching them the same
subjects in the same way.’
Howard Gardner
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29. What Does a Differentiated
Classroom Look Like?
30. AKTIVITAS #4:
Dalam kelompok, gambarkan kelas
yang melaksanakan diferensiasi itu
seperti apa (3 menit).
Kemudian, SHARING-kan!
31. Traditional vs. Differentiated Classroom
Assessment
Traditional Classroom Differentiated Classroom
• Most common at the end of • Ongoing and diagnostic to
learning to see “who got it” understand how to make
instruction more responsive to
student needs
• A single definition of excellence • Excellence is defined in large
exists measure by individual growth
from a starting point
• Single form of assessment is • Students are assessed multiple
often used ways
• Single option assignments are • Multi-option assignments are
the norm frequently used
• Teacher provides whole-class • Students work with teacher to
standards for grading establish both whole-class and
individual learning goals
34. Traditional versus Differentiated Classroom
Instruction/Curriculum
Traditional Classroom Differentiated Classroom
• Whole class instruction • Many instructional
dominates arrangements are used
• Coverage of texts and • Student readiness, interest and
curriculum guides drives learning profile shape instruction
instruction • Use of essential skills to make
• Mastery of facts and skills out of sense of and understand key
context are the focus of learning concepts is focus of learning
• A single text prevails • Multiple perspectives on ideas
• Single interpretations of ideas and events are routinely sought
and events may be sought • Focus on multiple forms of
• Relatively narrow sense of intelligence is evident
intelligence prevails • Time is used flexibly based on
• Time is relatively inflexible student need
35. Lingkungan Belajar di Kelas Terdiferensiasi
•Siswa merasa diterima di
kelas.
• Kelas yang berisi karya siswa
dan artifak lain yg dibuat
siswa.
• Seting tempat duduk yang
fleksibel dan nyaman
36. Lingkungan Belajar di Kelas Terdiferensiasi
Teacher teaches for success
• Scaffolding
• Challenging work
37. Lingkungan Belajar di Kelas Terdiferensiasi
VIDEO 1: DIFFERENTIATION IN MATHS
VIDEO 2: TIERED ACTIVITY IN PRIMARY 3B
38. Lingkungan Belajar di Kelas Terdiferensiasi: Classroom
Techniques
Interest Mixed-ability and Negotiated
matched-ability
centers cooperative groups criteria
Independent
Peer Reviews
investigations