1. RENDRA PRIHANDONO, S.Sos

4.  PERHATIKAN BAIK-BAIK BAGAN TUGAS
YG DIBERIKAN PADA ANDA.
 PILIH SALAH SATU YANG SESUAI DGN
GAYA BELAJAR ANDA.
 PADA WAKTU YG DITENTUKAN, SILAKAN
DIBUAT UNTUK KEMUDIAN
DITAMPILKAN.

5.  AKRONIM
 LAGU (1 menit)
 GERAK DAN TARI (1 menit)
 PUISI
 GAMBAR / KOMIK

8. According to:
Readiness
Interest
Learning
Profile

9. Foundational to Transformational
Concrete to Abstract
Simple to Complex

10. Dependent to Independent
• Students vary on the amount of independence they are ready
for
Structured to Open-ended
• Some students are ready to improvise while others still need
more straight forward guidelines to follow
Slow to fast
• Some students will move quickly through one part of a topic
but then need to move more slowly in other areas

11. • Assigning work on the same topic at different degrees of
difficulty
• The students are getting the same type of information but in
a way that is geared towards their individual ability.
• The teacher should aim to provide work that is just a little
too hard
• This pushes students out of their level of comfort and allows
the teacher to help them reach a new level of understanding

12. Enhancing
motivation to
learn
Helping
students to Using
realize that familiar
there is a ideas as a
connection way to
between introduce
school and less familiar
their own ideas
interests

13. “Sidebar” Studies
• Students study the aspects
of a topic that interest
them
• Example- A student might
like music and decide to
focus on the music of the
1950s for a history class.
Interest groups
• Students who have similar
interests form a group to
do an in-depth study on
one particular topic that
they find most interesting

14. • Find a way to link a student interests
with the curriculum
• Teachers should make sure that
students are acquiring the skills
that the curriculum specifies.
• Guide students to success by
providing structure
• Teachers should set goals and
time-lines to guarantee that
students are getting the most out
of their learning.

16. Adapt what we teach: Content can be varied Differentiating Content
according to Bloom’s Taxonomy
• Unfamiliar with concepts- complete tasks
at lower levels such as knowledge,
comprehension, application
• Partial mastery- focus on application,
analysis and evaluation
• High level of mastery- emphasize
evaluation and synthesis
Adapt how we give student access to what we want
them to learn
• Different texts, novels or short stories
based on reading level
• Internet sources of varied sophistication
• Work in pairs, groups or individually

17. Concept Based Teaching
• Avoid rote memorization of long
lists of facts
• Focus instead on key concepts
and principles, which are the
building blocks of meaning
• Make connections between
subjects and facets of a single
topic
• Relate ideas to the student’s lives
• Identify patterns and help
student’s to use these to deal
with future learning

18. Stage 3: Collaboratively • Create a challenging learning
design a project for the environment
student to engage in • Guarantee proficiency in basic
while others focus on
curriculum
the general lesson
• Buy time for enrichment and
Stage 2: Note gaps in
acceleration
knowledge and define
plan to address these
Curriculum Compacting
Designed to help
Stage 1: Identify candidates
advanced learners
and assess their understanding
of a particular subject or lesson maximize the use of
their time for learning

19. Using varied texts and resource materials
• Build a classroom library that includes texts of
various levels, magazines, brochures, internet files,
videos etc.
• A rich array of materials ensures that content is
meaningful to learners of all levels
• Computer programs can present different levels of
challenge and complexity
Learning contracts
• Can contain both skills and content components
• Combine a sense of shared goals with individual
appropriateness and autonomy
Mini-lessons
• Some students may not fully grasp newly taught
material
• Meet with these students to revisit these concepts
to extend their understanding and skill

22.  Process refers to how a student comes to understand and assimilate
facts, concepts and skills
 Allows students to learn based on what method is easiest for them, or
alternatively, what will challenge them the most
• A learning style inventory may help to identify this
• http://www.personal.psu.edu/bxb11/LSI/LSI.htm
• Gardner’s Multiple Intelligences to guide appropriate methodology
 Students make sense of ideas and information most effectively when
classroom activities are:
• Interesting
• Involve high level thinking
• Use key skills to understand key ideas

23. Strategies That Support Differentiated Process
• These strategies work best when students
work in small groups or independently
• Easier to match activities and process to
individual needs
• Utilize tools that allow students to express
their creativity!
• Some of the many examples:
• Journals
• Graphic Organizers
• http://readwritethink.org/materials
/trading_cards
• Mind Maps, Learning Centers/Interest
Groups, Model Making, Laboratory
Exercises, Jigsaw, Role Playing
• Cubing
• http://readwritethink.org/materials
/bio_cube/

24. Products represent the student’s application and understanding of
what they have learned
• Typically a long term assignment
• May supplement or replace a more traditional written test as an
assessment of knowledge and understanding
• Has the advantage of allowing a more flexible approach to
student evaluation, accounting for multiple learning styles
How to design an effective product
• Decide on format
• Clearly define core expectations
• Decide on necessary scaffolding (brainstorming, rubrics,
timelines, critiquing and revising
• Coach for success and quality
Benefits
• Encourages students to engage using their strengths and
interests
• Student are intrinsically motivated as this is their chance to “own”
the curriculum

26. Traditional grading
system is designed to
1. Provide
rank you within your two grades
classroom cohort (Traditional
and
Personal)
Not all work has to be
2. Traditional letter
graded, especially if
grades with a numeric
intellectual risk taking superscript to indicate
is the goal! 3below, 2at or 1above
grade level
3. Supplemental
The goal of normed grades
differentiated with more
individualized
instruction is help you
grades as it relates
develop as a learner…it
to a portfolio of
can be more work
individualistic

28. *Terrific resource for implementing technology and multimedia
http://www.cited.org

29. *Terrific resource for implementing technology and
multimedia
http://www.cited.org

30. Point out the
benefits of learning
Teach parents
in a classroom
about differentiated
based on individual
instruction
student’s
academics
Explain to parents
The importance is that the focus is on
on the growth and helping the student
not on the grades reach their potential
at their own pace

34. Twitter : @GuruInspiratif
E-mail : rendraprihandono@gmail.com
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