The document discusses differentiation instruction (DI) principles and tools for student profiling. It outlines three keys to DI: knowing your students, content, and approaches. Several student profiling tools are described, including learning modalities, multiple intelligences, Sternberg's triarchic theory, and the Array inventory. The Array uses characters from Winnie the Pooh to represent different learning profiles like Poohs (peace seekers), Rabbits (movers), Tiggers (fun lovers), and Eeyores (contemplators). Understanding individual student profiles through these tools helps teachers customize instruction to meet varied needs.
Dokumen ini memberikan panduan penulisan aktiviti kaunseling oleh Guru Bimbingan dan Kaunseling SMK Senai. Ia menjelaskan tanggungjawab dan pengurusan perkhidmatan bimbingan dan kaunseling, kepentingan perekodan aktiviti kaunseling, dan contoh-contoh aktiviti yang perlu direkod seperti perkhidmatan bimbingan dan kaunseling, pengurusan sekolah dan luar sekolah. Dokumen ini bertujuan membantu Guru
Laporan ini menyoroti program Komuniti Pembelajaran Profesional (PLC) di SMK Tinggi Bukit Mertajam. Ia menyenaraikan objektif program untuk meningkatkan prestasi pelajar dan kemahiran berfikir aras tinggi serta strategi kolaboratif dan lesson study yang digunakan. Laporan ini juga menyentuh kekuatan dan kelemahan program termasuk cadangan untuk penambahbaikan.
Dokumen tersebut membahasakan tentang Komuniti Pembelajaran Profesional (PLC) yang merupakan kolaborasi antara para guru untuk meningkatkan prestasi murid melalui inkuiri dan refleksi bersama. Dokumen tersebut menjelaskan konsep dan strategi PLC seperti pembelajaran bersama, pembaharuan amalan mengajar, dan fokus bersama pada pembelajaran murid.
Dokumen tersebut membahasikan pemilihan kaedah pengajaran dan pembelajaran matematik antara konstruktivisme dan latih tubi. Ia menjelaskan pengertian kedua-dua kaedah tersebut serta beberapa faktor yang perlu dipertimbangkan dalam memilih kaedah seperti gaya pembelajaran pelajar dan topik pengajaran.
Dokumen ini memberikan panduan penulisan aktiviti kaunseling oleh Guru Bimbingan dan Kaunseling SMK Senai. Ia menjelaskan tanggungjawab dan pengurusan perkhidmatan bimbingan dan kaunseling, kepentingan perekodan aktiviti kaunseling, dan contoh-contoh aktiviti yang perlu direkod seperti perkhidmatan bimbingan dan kaunseling, pengurusan sekolah dan luar sekolah. Dokumen ini bertujuan membantu Guru
Laporan ini menyoroti program Komuniti Pembelajaran Profesional (PLC) di SMK Tinggi Bukit Mertajam. Ia menyenaraikan objektif program untuk meningkatkan prestasi pelajar dan kemahiran berfikir aras tinggi serta strategi kolaboratif dan lesson study yang digunakan. Laporan ini juga menyentuh kekuatan dan kelemahan program termasuk cadangan untuk penambahbaikan.
Dokumen tersebut membahasakan tentang Komuniti Pembelajaran Profesional (PLC) yang merupakan kolaborasi antara para guru untuk meningkatkan prestasi murid melalui inkuiri dan refleksi bersama. Dokumen tersebut menjelaskan konsep dan strategi PLC seperti pembelajaran bersama, pembaharuan amalan mengajar, dan fokus bersama pada pembelajaran murid.
Dokumen tersebut membahasikan pemilihan kaedah pengajaran dan pembelajaran matematik antara konstruktivisme dan latih tubi. Ia menjelaskan pengertian kedua-dua kaedah tersebut serta beberapa faktor yang perlu dipertimbangkan dalam memilih kaedah seperti gaya pembelajaran pelajar dan topik pengajaran.
Dokumen tersebut membahaskan tentang isu pengetahuan pedagogi isi kandungan dalam kalangan guru. Beberapa poin penting yang dibangkitkan termasuklah:
- Pentingnya pengetahuan pedagogi isi kandungan (PPIK) bagi memastikan pengajaran berkesan
- PPIK merupakan gabungan antara pengetahuan isi kandungan dan pengetahuan pedagogi
- Beberapa komponen PPIK iaitu pengetahuan isi kand
Dokumen tersebut membahas strategi dan proses pengurusan perubahan dalam organisasi. Ia menjelaskan model dan kaedah pengurusan perubahan seperti model Kurt Lewin yang terdiri daripada tiga tahap iaitu mencairkan, menukar, dan membeku serta beberapa model pengurusan perubahan lain. Dokumen ini juga membincangkan proses pendidikan untuk perubahan dan tindakan penambahbaikan serta gelombang perubahan yang dirancang untuk sistem pendidikan
Ringkasan dokumen ini adalah:
1. Dokumen ini merupakan rancangan kem masakan rimba yang diadakan oleh Unit Beruniform TKRS SEJATI di Sekolah Kebangsaan Jalan 3.
2. Kem ini akan diadakan pada 26 Julai 2017 dan melibatkan 100 orang peserta dari Tahun 4 dan 5 untuk mempelajari kemahiran memasak tanpa menggunakan peralatan moden.
3. Matlamat kem ini adalah untuk membangunkan pot
Standard Kandungan
7.1 Penjajahan dan Campur Tangan
Kuasa Luar
Standard Pembelajaran
7.1.1 Menyenaraikan kuasa luar yang
menjajah dan campur tangan di
negara kita.
7.1.2 Menyatakan negeri-negeri yang
berada di bawah penjajahan dan
campur tangan British.
K7.1.5 Menyatakan kepentingan
memelihara kedaulatan dan
kemakmuran negara kita.
The cloze procedure is a reading comprehension activity where words are omitted from a passage and students must fill in the blanks. This procedure is useful for reading instruction because it can be easily done by any teacher and provides valuable information about students' reading comprehension abilities. An example cloze procedure is provided using a letter where students would need to fill in 5 missing words.
This presentation was made but there are some references.
- Dr. M. Violeta, our speaker during the Region 6 training of trainers on higher order thinking skills(HOTS), Differentiated Instruction and Test Construction
This was also a collaborative effort of Mrs. Donalyn Frofunga- Llaban and Mrs. Lilibeth Meliton. These slides were presented during the Capiz Division Training for HOTS, DIs, and Test Construction.
Dokumen tersebut membahaskan tentang isu pengetahuan pedagogi isi kandungan dalam kalangan guru. Beberapa poin penting yang dibangkitkan termasuklah:
- Pentingnya pengetahuan pedagogi isi kandungan (PPIK) bagi memastikan pengajaran berkesan
- PPIK merupakan gabungan antara pengetahuan isi kandungan dan pengetahuan pedagogi
- Beberapa komponen PPIK iaitu pengetahuan isi kand
Dokumen tersebut membahas strategi dan proses pengurusan perubahan dalam organisasi. Ia menjelaskan model dan kaedah pengurusan perubahan seperti model Kurt Lewin yang terdiri daripada tiga tahap iaitu mencairkan, menukar, dan membeku serta beberapa model pengurusan perubahan lain. Dokumen ini juga membincangkan proses pendidikan untuk perubahan dan tindakan penambahbaikan serta gelombang perubahan yang dirancang untuk sistem pendidikan
Ringkasan dokumen ini adalah:
1. Dokumen ini merupakan rancangan kem masakan rimba yang diadakan oleh Unit Beruniform TKRS SEJATI di Sekolah Kebangsaan Jalan 3.
2. Kem ini akan diadakan pada 26 Julai 2017 dan melibatkan 100 orang peserta dari Tahun 4 dan 5 untuk mempelajari kemahiran memasak tanpa menggunakan peralatan moden.
3. Matlamat kem ini adalah untuk membangunkan pot
Standard Kandungan
7.1 Penjajahan dan Campur Tangan
Kuasa Luar
Standard Pembelajaran
7.1.1 Menyenaraikan kuasa luar yang
menjajah dan campur tangan di
negara kita.
7.1.2 Menyatakan negeri-negeri yang
berada di bawah penjajahan dan
campur tangan British.
K7.1.5 Menyatakan kepentingan
memelihara kedaulatan dan
kemakmuran negara kita.
The cloze procedure is a reading comprehension activity where words are omitted from a passage and students must fill in the blanks. This procedure is useful for reading instruction because it can be easily done by any teacher and provides valuable information about students' reading comprehension abilities. An example cloze procedure is provided using a letter where students would need to fill in 5 missing words.
This presentation was made but there are some references.
- Dr. M. Violeta, our speaker during the Region 6 training of trainers on higher order thinking skills(HOTS), Differentiated Instruction and Test Construction
This was also a collaborative effort of Mrs. Donalyn Frofunga- Llaban and Mrs. Lilibeth Meliton. These slides were presented during the Capiz Division Training for HOTS, DIs, and Test Construction.
The document discusses learning styles and provides a learning styles quiz to help identify if a person has a visual, auditory, or kinesthetic learning style. It explains that visual learners learn by seeing, auditory learners learn by hearing and listening, and kinesthetic learners learn by touching and doing physical activities. Taking the 16 question quiz helps tally a person's answers to see which learning style they most identify with based on their responses.
This document contains guidance and counseling instruments to help students with career exploration and planning in vocational education. It includes 5 tests that assess different aspects of a student's personality, interests, skills and career options. The tests cover topics like personality traits, strengths/weaknesses, multiple intelligences, preferred job qualities, and self-awareness. Scoring methods and interpretations are provided. The goal is to help students identify suitable career paths by learning about themselves and having counseling discussions to consider new options.
The document is an activity sheet that guides individuals through a self-assessment to identify their dominant intelligence based on Howard Gardner's theory of multiple intelligences. It contains 40 statements to rate on a scale of 1 to 3 and instructions to tally the scores in each intelligence category to determine their top three intelligences.
The document discusses various strategies for developing writing skills, including:
1. Explaining the differences between speaking and writing and common learner difficulties in writing.
2. Suggesting solutions to common learner problems such as providing more time, improving coherence, and proper use of punctuation and dictionaries.
3. Discussing classroom activities to practice writing like dictation, substitution exercises, guided and free writing tasks using images, scripts and prompts.
This document contains an activity sheet to help identify a person's dominant intelligence by having them rate statements in different areas of intelligence on a scale of 1 to 3. It includes statements in eight areas of intelligence: visual/spatial, verbal/linguistic, musical/rhythm, logic/math, body/kinesthetic, interpersonal, intrapersonal, and naturalistic. The respondent then tallies their scores in each area to identify their top three intelligences.
This document contains an assessment called the MIS assessment that is used to identify an individual's dominant intelligences. It consists of 40 statements that are rated on a scale of 1 to 3. The ratings are then tallied according to 8 categories of intelligence to identify an individual's top three intelligences. The assessment is based on Howard Gardner's theory of multiple intelligences and is meant to provide insight into an individual's strengths, not measure their worth or abilities.
This document is an activity sheet for identifying dominant intelligences based on the Multiple Intelligences theory. It contains a 40 question self-assessment where the participant rates themselves on a scale from 1 to 3 for statements related to different intelligences. The scores are then tallied to identify the top three intelligences. For the sample participant Tiffany Malcolm, her top three intelligences were Musical, Intrapersonal, and a tie between Visual/Spatial and Interpersonal.
n this presentation, we will explore a comprehensive analysis of our strengths and weaknesses, uncovering the factors that propel us forward and those that challenge our progress. By delving into these internal aspects, we aim to devise strategic pathways for growth and improvement that leverage our strengths while addressing our weaknesses.
This document contains an activity sheet to help individuals identify their dominant intelligence by taking a Multiple Intelligences Survey (MIS). It includes 40 statements to rate on a scale of 1 to 3 and instructions to tally the scores in different intelligence categories like visual/spatial, musical, interpersonal, etc. The individual is asked to identify their top three intelligence scores based on the tally to gain insight into their strengths.
This document provides a multiple intelligence inventory where individuals can self-assess their strengths across eight categories of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. For each type of intelligence, the document lists 10 statements where the individual indicates which statements are true for them. The individual then scores themselves for each intelligence based on how many statements were applicable. The goal is to help the individual understand their relative strengths across the multiple intelligences.
This document outlines 12 communication strategies used when speaking in a non-native language and 7 communicative strategies used in conversation. It then provides examples of sentences and asks the reader to identify which strategies are being used. The answers are provided with explanations of strategies like turn-taking, termination, repair, and circumlocution.
This document outlines a workshop for teachers on introducing new vocabulary. The objectives are to identify effective techniques for presenting new words, demonstrate understanding of the procedures, and be able to present vocabulary. Activities include a gallery walk where teachers identify words to introduce, ranking presentation techniques, practicing techniques by choosing words from texts, and developing concept checking questions. The conclusion is that concept checking questions should be clear, easy, to the point, focus on meaning, and relevant to context to effectively check student understanding of new vocabulary.
The document discusses several topics:
1. It mentions that people are too stressed nowadays and would be happier if they slowed down and increased their quality of life.
2. It notes that nowadays women are more stressed than men and earn less than men, though it is unclear why.
3. It provides vocabulary exercises for students to practice words related to jobs, employment, and arguments.
This document is an activity sheet for identifying dominant intelligences based on the Multiple Intelligences theory. It contains a 40 question self-assessment where participants rate themselves on a scale from 1 to 3. Their responses are then tallied in different categories associated with specific intelligences. The participant's top three intelligence categories are identified as Visual/Spatial, Naturalistic, and a three-way tie between Verbal/Linguistic, Logic/Math, and Interpersonal. The sheet provides insight into their strengths but is not intended as a definitive assessment of abilities.
This document discusses learning styles and multiple intelligences. It includes a learning style inventory quiz to help determine if a person has a visual, auditory, or kinesthetic learning style. It then provides analysis questions about the quiz results and discusses whether someone can have equal scores across multiple styles. Finally, it discusses the importance of teaching students about learning styles and multiple intelligences so they can better understand their own strengths and weaknesses as learners. Some example ways to teach these concepts to students are described, such as a hands-on demonstration using apples to illustrate the different ways students can learn.
The document provides guidance on developing paper and pencil tests, including defining their purpose, outlining the steps to create them, and suggesting item formats and guidelines for writing effective questions. It discusses determining test coverage, preparing item specifications tables, and guidelines for developing different item formats like multiple choice, matching, and essay questions. The goal is to design assessments that accurately measure student learning based on the specifications in the K-12 curriculum.
This document provides instructions for a learning style checklist to help determine a learner's preferred learning style. The checklist contains 36 statements about learning habits and preferences that learners rate on a 5 to 1 scale. Examples include preferences for writing things down, listening, discussing, or doing activities without instructions. Learners then transfer their ratings to a scoring sheet where the totals in the visual, auditory, and kinesthetic columns reveal their top learning style. The scoring sheet also prompts learners to identify their favorite, next highest, and least used learning styles based on the results.
This document contains an assessment to help individuals identify their dominant intelligences. It includes 40 statements to rate on a scale of 1 to 3, with scores tallied in different intelligence categories. The assessment is based on Howard Gardner's theory of multiple intelligences. The individual taking this assessment would rate each statement, tally the scores, and identify their top 3 intelligences based on the results.
Rangkuman dokumen ini adalah:
Dokumen ini berisi rancangan pelajaran tahunan pendidikan seni visual untuk tingkatan 2 yang mencakupi empat topik utama yaitu seni ragam hias, seni lukisan, seni catan, dan seni cetakan. Topik-topik ini akan diajarkan secara progresif sepanjang tahun dengan menggunakan berbagai strategi pembelajaran seperti diskusi, presentasi, dan kegiatan kreatif.
Soalan mengenai matematik tambahan untuk pelajar. Terdiri daripada 6 soalan yang meliputi topik statistik, geometri, dan algebra. Soalan meminta pelajar menyelesaikan masalah, mengisi jadual, menggambar bentuk geometri, dan mengira panjang garis.
Dokumen tersebut membahas tentang gerakan linear, termasuk definisi jarak, sesaran, laju, pecutan, dan nyahpecutan. Juga menjelaskan analisis gerakan linear menggunakan jangka masa detik dan persamaan-persamaan gerakan linear.
This document provides information about momentum and related concepts in physics. It defines momentum as p = mv, where p is momentum, m is mass, and v is velocity. It discusses that momentum is a vector quantity and is conserved during interactions between objects. The document also introduces impulse as the product of force and time (J=Ft), and proves the impulse-momentum theorem. It then explains how to use conservation of linear momentum to solve 1D and 2D collision problems through vector diagrams or component equations. Finally, it introduces angular momentum as dependent on linear momentum and distance from a point.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
3. 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
5. 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
6. 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
7. 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
8. 3 KUNCI PEMBEZAAN
(1) KENAL ___________ ANDA
(2) KENAL __________________ ANDA
(2) KENAL _________________ ANDA
PELAJAR
ISI KANDUNGAN
PENDEKATAN
PEMBELAJARAN PEMBEZAAN
9. KUNCI 1: KENAL PELAJAR ANDA
Guru memahami,
menghargai dan membina
atas perbezaan pelajar
PEMBELAJARAN PEMBEZAAN
10. 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
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 Preferences
Directions: 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
14. 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
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.
17. 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
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.
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.
19. 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.
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. Musical Spatial
7 ____ 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 Interpersonal
6 ____ 26 ___ 27 ___
13 ___ 28 ___ 29 ___
15 ___ 30 __
17 ___
24 ___
22. Triarchic Theory of Intelligences
Robert 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 ___
23. 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. Composing
30. 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.
Analytical Creative Practical
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. ALAT PROFIL 4:
ARRAY INVENTORY
Kunci D.I. adalah dengan melihat pelajarKunci D.I. adalah dengan melihat pelajar
kita sebagai individu.kita sebagai individu.
PEMBELAJARAN PEMBEZAAN
26. PROFIL PELAJAR
Kenali pelajar anda
• Cara seseorang individu belajar
dengan paling cekap dan berkesan
Guru dan pelajar mungkin cenderung
dengan profil pembelajaran yang
berbeza.
PEMBELAJARAN PEMBEZAAN
31. Profil Pembelajaran
• Watak yang bagaimana dapat
menerangkan tentang diri anda?
Poohs – Peace Seekers
Supporter
Listener
Steady
Amicable
Big-hearted
PEMBELAJARAN PEMBEZAAN
32. Rabbits – Movers and Shakers,
Overcomer,
Task-oriented,
the big picture,
have end in mind,
get things done,
forget how they affect others
PEMBELAJARAN PEMBEZAAN
33. Tiggers – Fun Lovers,
Connector,
‘Live-wire’,
Expressive, ‘noisy’,
Humorous,
lots of friends,
PEMBELAJARAN PEMBEZAAN
35. Array Model Descriptors
Personal Objectives / Personality Component
Harmony Production Connection Status Quo
COOPERATIVE
(Positive
Behaviour)
Caring
Sensitive
Nurturing
Harmonizing
Feeling-oriented
Logical
Structured
Organised
Systematic
Thinking
Oriented
Spontaneous
Creative
Playful
Enthusiastic
Action-oriented
Quiet
Imaginative
Insightful
Reflective
Inaction-oriented
RELUCTANT
(Negative
Behaviour)
Overadaptive
Overpleasing
Makes mistakes
Cries or giggles
Self-defeating
Overcritical
Overworks
Perfectionist
Verbally attacks
Demanding
Disruptive
Blames
Irresponsible
Demands
attention
Defiant
Disengaging
Withdrawn
Delays
Despondent
Daydreams
PSYCHOLOGICA
L NEEDS
Friendships
Sensory
experience
Task completion
Time schedule
Contact with
people
Fun activities
Alone time
Stability
WAYS TO MEET
NEEDS
Value their
feelings
Comfortable
workplace
Pleasing learning
environment
Work with a
friend sharing
times
Value their ideas
Incentives
Rewards
Leadership
positions
Schedules
To-do lists
Value the activity
Hands-on
activities
Group interaction
Games
Change in routine
Value their privacy
Alone time
Independent
activities
Specific directions
Computer activities
Routine tasks
Knaupp 1995
39. 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
41. 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
42. 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
43. 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
44. 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
46. DIFFERENTIATED INSTRUCTIONS
DemonstrateDemonstrate
how a professionalhow a professional
could apply thiscould apply this
concept or problem toconcept or problem to
their work or life.their work or life.
Compare & contrastCompare & contrast
this problem to thethis 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 whatGive a rule for what
that change does.that change does.
CreateCreate
an interesting andan interesting and
challenging wordchallenging word
problem from theproblem from the
number problem.number problem.
DescribeDescribe
how you would solvehow you would solve
simultaneoussimultaneous
equation.equation.
Diagram or illustrateDiagram or illustrate
the solution to thethe solution to the
problem, so we canproblem, so we can
understand it.understand it.
47. ThemeTheme
Describe the theme
of your poem in a
paragraph. Check for
topic sentence,
supporting details
and conclusion
Figurative LanguageFigurative 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
LineLine
Describe the way
the lines
are arranged
RhymeRhyme
Figure out the rhyme
scheme of the poem.
Be prepared to
teach it to the
class.
SettingSetting
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
SpeakerSpeaker
Describe the speaker
of this poem. Be
prepared to share
orally.
PEMBELAJARAN PEMBEZAAN
48. 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
51. 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
52. Developing a Tiered Activity
Select the activity organizer
• Concepts to be taught Think about your students/use assessments
• readiness range
• interests
• learning profile
• talents
skills
reading
thinking
information
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
54. 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
55. 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
56. The Feudal System
Students will
Know:
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:
Research
See events through varied perspectives
Share research & perspectives with peers
Grade 6
Social Studies RAFT
57. 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 Illuminated
Manuscript
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
58. KUNCI 3: KENALI ISI PELAJARAN ANDA
Guru tahu dan jelas tentang apa
yang penting dalam
pelajarannya.
PEMBELAJARAN PEMBEZAAN
59. Lesson Planning
• Begin with the end in mind
• SIOs
• Learning goals
• Know
• Understand
• Do
Editor's Notes
Andrew to ask the group to write down what they think DI is,
Lay Choo to prepare cards on what DI is/is not (Cue cards)
In the early 1980’s, Howard Gardner, a professor at the Harvard University in U.S, presented some new theories ABOUT intelligence (as opposed to IQ tests)
In the early 1980’s, Howard Gardner, a professor at the Harvard University in U.S, presented some new theories ABOUT intelligence (as opposed to IQ tests)
Key Principles:
Everyone has 1 or usually a few dominant intelligences.
Learning with one’s dominant intelligence(s) will be most beneficial.
The more ways one learnt a concept, the longer he/she will remember.
Intelligences can be identified, awakened, amplified and transferred
Students can work alone, in pairs, or in small groups with the appropriate cube.
In pairs or small groups, each student takes a turn rolling the cube and doing the activity that comes up. Students have the choice to roll again once if they don’t like the activity that turns up.
Students each roll the cube 2 – 4 times, depending on the magnitude of the assignments.
When working in groups, and option is to have the student who roles lead the discussion and/or activity rolled. Have another student serve as the scribe to take notes on the group discussion. After the group reaches consensus that the task is complete, the roller and scribe change.
Students can work alone, in pairs, or in small groups with the appropriate cube.
In pairs or small groups, each student takes a turn rolling the cube and doing the activity that comes up. Students have the choice to roll again once if they don’t like the activity that turns up.
Students each roll the cube 2 – 4 times, depending on the magnitude of the assignments.
When working in groups, and option is to have the student who roles lead the discussion and/or activity rolled. Have another student serve as the scribe to take notes on the group discussion. After the group reaches consensus that the task is complete, the roller and scribe change.