Pembelajaran pembezaan

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

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

RANGKA &
PRINSIP

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)

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

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

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

KUNCI 1: KENAL PELAJAR ANDA
Guru memahami,
menghargai dan membina
atas perbezaan pelajar

PROFIL PELAJAR
KAD PROFIL PELAJAR
Auditory, Visual,
Kinesthetic
Modality
Multiple Intelligence Preference
Gardner
Analytical, Creative,
Practical
SternbergStudent’s
Interests
Array
Inventory
Gender Stripe

ALAT-ALAT PROFIL
(1) MODALITY
(2) MULITPLE INTELLIGENCES
(3) STERNBERG
(4) ARRAY INVENTORY

ALAT PROFIL 1:
MODALITY
(i) KINESTHETIC
(ii) AUDITORY
(iii) VISUAL

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

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

Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11 _____
This is your visual score
This is your auditory score
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.

MULTIPLE INTELLIGENCES
(1) Verbal - Linguistic
(2) Logical - Mathematical
(3) Visual - Spatial
(4) Bodily - Kinesthetic
(5) Musical
(6) Interpersonal
(7) Intrapersonal
(8) * Naturalist
ALAT PROFIL 2:

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

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.

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.

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 ___

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

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 ___

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 ___

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 _____

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

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

Winnie the Pooh and Friends
in 100 Acre Wood

Anda kenal watak-watak ini?
Winnie
the
Pooh
Rabbit Tigger Eeyore

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

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

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

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

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

Pooh (Harmony) Eeyores (Status Quo)
LEADERSHIPSTYLES
“UnderstandingHowOthersMisunderstandYou”
byKenRVogues&RonLBruan
Rabbit (Production) Tigger (Connection)

TEAMDYNAMICS

SENSITIVITIESTOOTHERS

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

(1) STERNBERG
(2) CUBING
(3) TIERED
(4) RAFT
(5) M.I
PENDEKATAN

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).

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)

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

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

CUBING – BAGAIMANA?
Gambarkan Bayangkan Cipta Tarikan
Kritik
Bandingkan

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.

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.

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

CUBING (MENGGUNAKAN THINKDOTS)

CUBING
(DENGAN THINKDOTS)
Gambarkan … Gunakan … Persoalkan …
Sokong atau
bantah …
Bandingkan … Cipta …

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

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

Form
atbasedonworkofDoug
BuehlcitedinTeachingReading
intheContentAreas:IfNotM
e
ThenW
ho?Billm
eyerandM
artin,
1998
RAFTs for
Differentiating

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?

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,

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

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

KUNCI 3: KENALI ISI PELAJARAN ANDA
Guru tahu dan jelas tentang apa
yang penting dalam
pelajarannya.

Lesson Planning
• Begin with the end in mind
• SIOs
• Learning goals
• Know
• Understand
• Do

Pembelajaran pembezaan

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