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Page 1: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan
Page 2: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

KANDUNGAN

• Rangka & Prinsip D.I

- 3 Kunci D.I

- 4 Alat Profil

- 5 Pendekatan

Page 3: 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

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

PEMBELAJARAN PEMBEZAAN

RANGKA & PRINSIPRANGKA & PRINSIP

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

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

Page 6: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 7: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 8: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

3 KUNCI PEMBEZAAN

(1) KENAL ___________ ANDA

(2) KENAL __________________ ANDA

(2) KENAL _________________ ANDA

PELAJAR

ISI KANDUNGAN

PENDEKATAN

PEMBELAJARAN PEMBEZAAN

Page 9: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

KUNCI 1: KENAL PELAJAR ANDA

Guru memahami,

menghargai dan membina

atas perbezaan pelajar

PEMBELAJARAN PEMBEZAAN

Page 10: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

PROFIL PELAJARPROFIL PELAJAR

KAD PROFIL PELAJAR

Auditory, Visual, Kinesthetic

Modality

Multiple Intelligence Preference

Gardner

Analytical, Creative, Practical

SternbergStudent’s Interests

Array Inventory

Gender Stripe

PEMBELAJARAN PEMBEZAAN

Page 11: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

ALAT-ALAT PROFIL

(1) MODALITY

(2) MULITPLE INTELLIGENCES

(3) STERNBERG

(4) ARRAY INVENTORY

PEMBELAJARAN PEMBEZAAN

Page 12: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

ALAT PROFIL 1:

MODALITY

(i) KINESTHETIC

(ii) AUDITORY

(iii) VISUAL

PEMBELAJARAN PEMBEZAAN

Page 13: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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.

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

Page 14: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 15: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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.

Page 16: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

PEMBELAJARAN PEMBEZAAN

ALAT PROFIL 2:

Page 17: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 18: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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.

Page 19: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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.

Page 20: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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 ___

Page 21: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

ALAT PROFIL 3:

STERNBERG(1) Kecerdikan Kreatif (Creative Intelligence)

(2) Kecerdikan Praktikal (Practical Intelligence)

(3) Kecerdikan Analitikal (Analytical Intelligence)

PEMBELAJARAN PEMBEZAAN

Page 22: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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.

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

___

Page 23: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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. Composing30. Adapting to new situations

___

Page 24: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Triarchic Theory of Intelligences – KeyTransfer your answers from the survey to the key. The

column with the most True responses is your dominant intelligence.

Analytical Creative Practical1. ___ 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

_____

Page 25: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

ALAT PROFIL 4:

ARRAY INVENTORYKunci D.I. adalah dengan melihat pelajar Kunci D.I. adalah dengan melihat pelajar

kita sebagai individu. kita sebagai individu.

PEMBELAJARAN PEMBEZAAN

Page 26: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 27: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Array Interaction Inventory

Page 28: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan
Page 29: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Winnie the Pooh and Friendsin 100 Acre Wood

PEMBELAJARAN PEMBEZAAN

Page 30: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Anda kenal watak-watak ini?

Winnie the Pooh

Rabbit Tigger Eeyore

PEMBELAJARAN PEMBEZAAN

Page 31: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Profil Pembelajaran

• Watak yang bagaimana dapat menerangkan tentang diri anda?

Poohs – Peace Seekers

Supporter

Listener

Steady

Amicable

Big-hearted

PEMBELAJARAN PEMBEZAAN

Page 32: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Rabbits – Movers and Shakers,

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

PEMBELAJARAN PEMBEZAAN

Page 33: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Tiggers – Fun Lovers,

Connector,

‘Live-wire’,

Expressive, ‘noisy’,

Humorous,

lots of friends,

PEMBELAJARAN PEMBEZAAN

Page 34: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Eeyores – Contemplater

Thinker,

Conscientious, Precise,

High standard of quality

slow to change,

avoid trouble.

PEMBELAJARAN PEMBEZAAN

Page 35: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Array Model DescriptorsPersonal Objectives / Personality Component

Harmony Production Connection Status Quo

COOPERATIVE

(Positive Behaviour)

CaringSensitive

NurturingHarmonizing

Feeling-oriented

LogicalStructuredOrganisedSystematicThinking Oriented

SpontaneousCreativePlayful

EnthusiasticAction-oriented

QuietImaginativeInsightfulReflective

Inaction-oriented

RELUCTANT

(Negative Behaviour)

OveradaptiveOverpleasing

Makes mistakesCries or gigglesSelf-defeating

OvercriticalOverworks

PerfectionistVerbally attacks

Demanding

DisruptiveBlames

IrresponsibleDemands attentionDefiant

DisengagingWithdrawn

DelaysDespondentDaydreams

PSYCHOLOGICAL NEEDS

Friendships

Sensory experience

Task completion

Time schedule

Contact with people

Fun activities

Alone timeStability

WAYS TO MEET NEEDS

Value their feelings

Comfortable workplace

Pleasing learning environmentWork with a

friend sharing times

Value their ideasIncentivesRewards

Leadership positionsSchedulesTo-do lists

Value the activityHands-on activities

Group interactionGames

Change in routine

Value their privacyAlone time

Independent activities

Specific directionsComputer activities

Routine tasks

Knaupp 1995

Page 36: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Pooh (Harmony) Eeyores (Status Quo)

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Rabbit (Production) Tigger (Connection)

Page 37: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

TE

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Rabbit (Production) Tigger (Connection)

Pooh (Harmony) Eeyores (Status Quo)

Page 38: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

SE

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Rabbit (Production) Tigger (Connection)

Pooh (Harmony) Eeyores (Status Quo)

Page 39: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 40: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

(1) STERNBERG

(2) CUBING

(3) TIERED

(4) RAFT

(5) M.I

PENDEKATANPENDEKATAN

PEMBELAJARAN PEMBEZAAN

Page 41: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 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).

PEMBELAJARAN PEMBEZAAN

Page 42: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 43: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 44: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 45: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

CUBING – BAGAIMANA?

Gambarkan Bayangkan Cipta Tarikan

Kritik

Bandingkan

PEMBELAJARAN PEMBEZAAN

Page 46: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

DIFFERENTIATED INSTRUCTIONS

DemonstrateDemonstrate

how a professional how a professional

could apply this could apply this

concept or problem to concept or problem to

their work or life.their work or life.

Compare & contrastCompare & contrast

this problem to the this 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 what Give a rule for what

that change does.that change does.

CreateCreate

an interesting and an interesting and

challenging word challenging word

problem from the problem from the

number problem. number problem.

DescribeDescribe

how you would solve how you would solve

simultaneous simultaneous

equation.equation.

Diagram or illustrateDiagram or illustrate

the solution to the the solution to the

problem, so we can problem, so we can

understand it.understand it.

Page 47: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Theme Theme Describe the theme of your poem in a paragraph. Check fortopic sentence,supporting detailsand conclusion

Figurative LanguageFigurative Language Using a graphic organizer, list all thesimiles and metaphorsin 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 rhymescheme of the poem.Be prepared toteach it to theclass.

SettingSetting Illustrate the setting ofyour poem. Use color (markers, pencils) andgive your picture a titlethat is connected to the poem but not thetitle of the poem

Speaker Speaker Describe the speakerof this poem. Beprepared to shareorally.

PEMBELAJARAN PEMBEZAAN

Page 48: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 49: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

CUBING (MENGGUNAKAN THINKDOTS)

PEMBELAJARAN PEMBEZAAN

Page 50: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

CUBING

(DENGAN THINKDOTS)

Gambarkan … Gunakan … Persoalkan …

Sokong atau bantah …

Bandingkan … Cipta …

PEMBELAJARAN PEMBEZAAN

Page 51: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

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

Page 52: KANDUNGAN Rangka & Prinsip D.I - 3 Kunci D.I - 4 Alat Profil - 5 Pendekatan

Developing a Tiered Activity

Select the activity organizer• Concepts to be taught Think about your students/use assessments

• readiness range• interests• learning profile• talents

skillsreadingthinkinginformation

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

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Format based on work of Doug

Buehl cited in Teaching Reading

in the Content Areas: If Not Me

Then Who? Billm

eyer and Martin,

1998

RAFTs for

Differentiating

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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

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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

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The Feudal System

Students willKnow: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:ResearchSee events through varied perspectivesShare research & perspectives with peers

Grade 6

Social Studies RAFT

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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

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KUNCI 3: KENALI ISI PELAJARAN ANDA

Guru tahu dan jelas tentang apa

yang penting dalam

pelajarannya.

PEMBELAJARAN PEMBEZAAN

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Lesson Planning

• Begin with the end in mind• SIOs• Learning goals

• Know• Understand• Do

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