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?
(1) Keterlibatan Pelajar
(2) Pembelajaran yang bermotivasi
(3) Kejayaan yang bertambah
PEMBELAJARAN PEMBEZAAN
RANGKA & PRINS
PEMBELAJARAN PEMBEZAAN
Pembezaan
Adakah tindak balas guru kepada keperluan pelajar bersifat..
Kerja kumpulan yang
disesuaikan (Flexible
Grouping)
Kegiatan yang
dihormati
(Respectful Task)
Ujian Berterusan
(Continual
Assessment)
Guru boleh membezakan menerusi..
Isi
Proses
Produk
Persekitaran
Berdasarkan
Kesediaan Pelajar
(Readiness)
Minat Pelajar
(Interest)
Melalui strategi yang pelbagai …
Profil Pelajar
(Learning Profile)
PEMBELAJARAN PEMBEZAAN
PRINSIP UTAMA
jelas tentang apa yang penting
(1) Guru ________
dalam pelajaran tersebut.
(2) Semua pelajar mesti mengambil bahagian
(3) Guru memahami, menghargai & membina
perbezaan pelajar.
___________
(4) Guru dan pelajar ialah rakan kerjasama
(collaborators) dalam pembelajaran.
PEMBELAJARAN PEMBEZAAN
PRINSIP UTAMA
menyesuaikan isi, proses & produk
(5) Guru _______________
sebagai tindak balas kepada kesediaan, minat
dan profil pembelajaran pelajar.
(6) Matlamat kelas : Pertumbuhan & kejayaan
maksima
individu yang ___________.
(7) Ujian dan arahan tidak dapat dipisahkan.
Source: Tomlinson, C. (2000). D.I for Academic Diversity,
San Antonio. TX: ASCD
PEMBELAJARAN PEMBEZAAN
3 KUNCI PEMBEZAAN
PELAJAR ANDA
(1) KENAL ___________
ISI KANDUNGAN ANDA
(2) KENAL __________________
PENDEKATAN
(2) KENAL _________________
ANDA
PEMBELAJARAN PEMBEZAAN
KUNCI 1: KENAL PELAJAR ANDA
Guru memahami,
menghargai dan membina
atas perbezaan pelajar
PEMBELAJARAN PEMBEZAAN
PROFIL PELAJAR
KAD PROFIL PELAJAR
Gender Stripe
Auditory, Visual, Kinesthetic
Modality
Student’s
Interests
Multiple Intelligence Preference
Gardner
Analytical, Creative,
Practical
Sternberg
Array
Inventory
PEMBELAJARAN PEMBEZAAN
ALAT-ALAT PROFIL
(1) MODALITY
(2) MULITPLE INTELLIGENCES
(3) STERNBERG
(4) ARRAY INVENTORY
PEMBELAJARAN PEMBEZAAN
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.
29.
When faced with a problem, I often select the solution involving the greatest activity. A
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
A
D
D
D
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.
PEMBELAJARAN PEMBEZAAN
ALAT PROFIL 2:
MULTIPLE INTELLIGENCES
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
Verbal - Linguistic
Logical - Mathematical
Visual - Spatial
Bodily - Kinesthetic
Musical
Interpersonal
Intrapersonal
* Naturalist
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
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 ___
17 ___
24 ___
30 __
PEMBELAJARAN PEMBEZAAN
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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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
___
17.
Evaluating my own and other’s points of view
___
Thinking in pictures and images
___
18.
Advising friends on their problems
___
19.
Explaining difficult ideas or problems to others
___
Supposing things were different
___
22.
Convincing someone to do something
___
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
___
Composing
Adapting to new situations
___
16.
20.
21.
29.
30.
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
1. ___
4. ___
7. ___
10. ___
13. ___
16. ___
19. ___
22. ___
25. ___
28. ___
Creative
2. ___
5. ___
8. ___
11. ___
14. ___
17. ___
20. ___
23. ___
26. ___
29. ___
Practical
3. ___
6. ___
9. ___
12. ___
15. ___
18. ___
21. ___
24. ___
27. ___
30. ___
Total Number of True:
Analytical ____
Creative _____
Practical _____
PEMBELAJARAN PEMBEZAAN
ALAT PROFIL 4:
ARRAY INVENTORY
Kunci D.I. adalah dengan melihat pelajar
kita sebagai individu.
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.
Array Interaction Inventory
PEMBELAJARAN PEMBEZAAN
Winnie the Pooh and Friends
in 100 Acre Wood
PEMBELAJARAN PEMBEZAAN
Anda kenal watak-watak ini?
Winnie
the
Pooh
Rabbit
Tigger
Eeyore
PEMBELAJARAN PEMBEZAAN
Profil Pembelajaran
• Watak yang bagaimana dapat
menerangkan tentang diri anda?
Poohs – Peace Seekers
Supporter
Listener
Steady
Amicable
Big-hearted
PEMBELAJARAN PEMBEZAAN
Rabbits – Movers and Shakers,
Overcomer,
Task-oriented,
the big picture,
have end in mind,
get things done,
forget how they affect others
PEMBELAJARAN PEMBEZAAN
Tiggers – Fun Lovers,
Connector,
‘Live-wire’,
Expressive, ‘noisy’,
Humorous,
lots of friends,
PEMBELAJARAN PEMBEZAAN
Eeyores – Contemplater
Thinker,
Conscientious, Precise,
High standard of quality
slow to change,
avoid trouble.
Array Model Descriptors
Knaupp 1995
Personal Objectives / Personality Component
COOPERATIVE
(Positive
Behaviour)
Harmony
Caring
Sensitive
Nurturing
Harmonizing
Feeling-oriented
RELUCTANT
(Negative
Behaviour)
Overadaptive
Overpleasing
Makes mistakes
Cries or giggles
Self-defeating
PSYCHOLOGICA
L NEEDS
Friendships
Sensory
experience
Value their
feelings
Comfortable
workplace
Pleasing learning
environment
Work with a
friend sharing
times
WAYS TO MEET
NEEDS
Production
Logical
Structured
Organised
Systematic
Thinking
Oriented
Overcritical
Overworks
Perfectionist
Verbally attacks
Demanding
Task completion
Time schedule
Value their ideas
Incentives
Rewards
Leadership
positions
Schedules
To-do lists
Connection
Spontaneous
Creative
Playful
Enthusiastic
Action-oriented
Status Quo
Quiet
Imaginative
Insightful
Reflective
Inaction-oriented
Disruptive
Blames
Irresponsible
Demands
attention
Defiant
Contact with
people
Fun activities
Disengaging
Withdrawn
Delays
Despondent
Daydreams
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
Alone time
Stability
Rabbit (Production)
Pooh (Harmony)
Eeyores (Status Quo)
“Understanding How Others Misunderstand You”
by Ken R Vogues & Ron L Bruan
Tigger (Connection)
Rabbit (Production)
Pooh (Harmony)
Eeyores (Status Quo)
“Understanding How Others Misunderstand You”
by Ken R Vogues & Ron L Bruan
Tigger (Connection)
Tigger (Connection)
Pooh (Harmony)
Eeyores (Status Quo)
“Understanding How Others Misunderstand You”
by Ken R Vogues & Ron L Bruan
Rabbit (Production)
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,
PEMBELAJARAN PEMBEZAAN
PENDEKATAN
(1) STERNBERG
(2) CUBING
(3) TIERED
(4) RAFT
(5) M.I
PEMBELAJARAN PEMBEZAAN
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
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.
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.
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.
Cindy Strickland,
2004
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.
PEMBELAJARAN PEMBEZAAN
CUBING – BAGAIMANA?
Kritik
Gambarkan
Bayangkan
Bandingkan
Cipta
Tarikan
DIFFERENTIATED INSTRUCTIONS
Describe
how you would solve
simultaneous
equation.
Demonstrate
how a professional
could apply this
concept or problem to
Compare & contrast
this problem to the
one on page _____.
their work or life.
Diagram or illustrate
the solution to the
problem, so we can
understand it.
Change
Create
one or more numbers
an interesting and
in the problem.
challenging word
Give a rule for what
problem from the
that change does.
number problem.
PEMBELAJARAN PEMBEZAAN
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
Line
similes and metaphors Describe the way
in your poem. If you
the lines
need help finding
are arranged
metaphors, consult With
your group members
Speaker
Describe the speaker
of this poem. Be
prepared to share
orally.
Rhyme
Figure out the rhyme
scheme of the poem.
Be prepared to
teach it to the
class.
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
PEMBELAJARAN PEMBEZAAN
CUBING (MENGGUNAKAN THINKDOTS)
PEMBELAJARAN PEMBEZAAN
CUBING
(DENGAN THINKDOTS)
Gambarkan …
Gunakan …
Persoalkan …
Sokong atau
bantah …
Bandingkan …
Cipta …
PEMBELAJARAN PEMBEZAAN
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
1
Select the activity organizer
• Concepts to be taught
2
Think about your students/use assessments
• readiness range
• interests
• learning profile
• talents
3
Create an activity that is
• interesting
• high level
• causes students to use
key skill(s) to understand
a key idea
skills
reading
thinking
information
4
Chart the
complexity
of the
activity
High skill/
Complexity
Low skill/
complexity
5
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
6
Match task to student based on
student profile and task
requirements
PEMBELAJARAN PEMBEZAAN
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
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,
Grade 6
Social Studies RAFT
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
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
PEMBELAJARAN PEMBEZAAN
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