Pembelajaran Pembezaan

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
RANGKA & PRINSIP
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)
PRINSIP UTAMA
(1) Guru ________
jelas tentang apa yang penting
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.
PRINSIP UTAMA
(5) Guru _______________
menyesuaikan isi, proses & produk
sebagai tindak balas kepada kesediaan, minat
dan profil pembelajaran pelajar.
(6) Matlamat kelas : Pertumbuhan & kejayaan
individu yang ___________.
maksima
(7) Ujian dan arahan tidak dapat dipisahkan.
Source: Tomlinson, C. (2000). D.I for Academic Diversity,

San Antonio. TX: ASCD
3 KUNCI PEMBEZAAN
(1) KENAL ___________
PELAJAR ANDA
ISI KANDUNGAN ANDA
(2) KENAL __________________
PENDEKATAN
(2) KENAL _________________
ANDA
KUNCI 1: KENAL PELAJAR ANDA
Guru memahami,
menghargai dan membina
atas perbezaan pelajar
PROFIL PELAJAR
KAD PROFIL PELAJAR
Gender Stripe
Auditory, Visual, Kinesthetic
Modality
Students
Interests
Multiple Intelligence Preference

Gardner
Analytical, Creative,
Practical
Sternberg
Array
Inventory
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.
2.
I would rather watch television than listen to the radio.
3.
I remember faces better than names.
4.
I like classrooms with lots of posters and pictures around the room.
5.
The appearance of my handwriting is important to me.
6.
I think more often in pictures.
7.
I am distracted by visual disorder or movement.
8.
I have difficulty remembering directions that were told to me.
9.
I would rather watch athletic events than participate in them.
10.
I tend to organize my thoughts by writing them down.
11.
My facial expression is a good indicator of my emotions.

A D
12.
I tend to remember names better than faces.
13.
I would enjoy taking part in dramatic events like plays.
14.
I tend to sub vocalize and think in sounds.
15.
I am easily distracted by sounds.
16.
I easily forget what I read unless I talk about it.
17.
I would rather listen to the radio than watch TV.
18.
My handwriting is not very good.
19.
When faced with a problem , I tend to talk it through.
20.
I express my emotions verbally.
21.
I would rather be in a group discussion then read about a topic.
22.
I prefer talking on the phone rather than writing a letter to someone.
23.
I would rather participate in athletic events than watch them.
24.
I prefer going to museums where I can touch the exhibits.
25.
My handwriting deteriorates when the space becomes smaller.
26.
My mental pictures are usually accompanied by movement.
27.
I like being outdoors and doing things like biking, camping, swimming, hiking etc.
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.
31.
I would rather do experiments rather then read about them.
32.
My body language is a good indicator of my emotions.
33.
I have difficulty remembering verbal directions if I have not done the activity before. A
A D
A
D
D
Interpreting the Instruments 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.
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
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 doesnt mark and F. If the statement is sometimes
true, sometimes false, leave it blank.
1.
_____ Id 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.
_____ Its 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.
_____ Im good at athletics.
25.
_____ Id like to study the structure and logic or languages.
26.
_____ Im usually aware of the expressions on my face.
27.
_____ Im sensitive to the expressions on other peoples 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.
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 ___
Body/Kinesthetic
Intrapersonal
Interpersonal
6 ____
26 ___
27 ___
13 ___
28 ___
29 ___
15 ___
17 ___
24 ___
30 __
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 Im 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
___
16.
17.
Evaluating my own and others 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
___
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 _____
ALAT PROFIL 4:
ARRAY INVENTORY
Kunci D.I. adalah dengan melihat pelajar
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.
Array Interaction Inventory
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
Knaupp 1995
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
LEAD
ERSH
IP
STYL
ES
Rabbit (Production)
Pooh (Harmony)
Eeyores (Status Quo)
Understanding How Others Misunderstand You

by Ken R Vogues & Ron L Bruan
Tigger (Connection)
TEAM
DY
NAMI
Rabbit (Production)
Pooh (Harmony)

Tigger (Connection)
CS
SENS
ITIVIT
I
OTHE ES TO
RS
Tigger (Connection)
Pooh (Harmony)

Rabbit (Production)
KUNCI 2: KENAL PASTI PENDEKATAN

ANDA
Guru menyesuaikan isi kandungan,
proses dan projek sebagai tindak
balas kepada kesediaan, minat dan
profil pembelajaran pelajar-pelajarnya,
PENDEKATAN
(1) STERNBERG
(2) CUBING
(3) TIERED
(4) RAFT
(5) M.I
Sternbergs 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.
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
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?
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.
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.
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

1
Select the activity organizer
Concepts to be taught
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
4
Chart the
complexity
of the
activity
skills
reading
thinking
information
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
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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,
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
persons 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
Lets 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

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Pembelajaran Pembezaan

Diunggah oleh

Hak Cipta:

Format Tersedia

KANDUNGAN

Rangka & Prinsip D.I

RANGKA & PRINSIP

Guru boleh membezakan menerusi..

Melalui strategi yang pelbagai

Source: Tomlinson, C. (2000). D.I for Academic Diversity,

KUNCI 1: KENAL PELAJAR ANDA

Multiple Intelligence Preference

Activity 2.5 The Modality Preferences Instrument (HBL, p. 23)

I prefer reading a story rather than listening to someone tell it.

I would rather watch television than listen to the radio.

I remember faces better than names.

The appearance of my handwriting is important to me.

I think more often in pictures.

I am distracted by visual disorder or movement.

I have difficulty remembering directions that were told to me.

I would rather watch athletic events than participate in them.

I tend to organize my thoughts by writing them down.

My facial expression is a good indicator of my emotions.

I tend to remember names better than faces.

I would enjoy taking part in dramatic events like plays.

I tend to sub vocalize and think in sounds.

I am easily distracted by sounds.

I easily forget what I read unless I talk about it.

I would rather listen to the radio than watch TV.

My handwriting is not very good.

When faced with a problem , I tend to talk it through.

I express my emotions verbally.

I would rather be in a group discussion then read about a topic.

I prefer talking on the phone rather than writing a letter to someone.

I would rather participate in athletic events than watch them.

I prefer going to museums where I can touch the exhibits.

My handwriting deteriorates when the space becomes smaller.

My mental pictures are usually accompanied by movement.

I like to make models or other hand crafted items.

I would rather do experiments rather then read about them.

My body language is a good indicator of my emotions.

Interpreting the Instruments Score

This is your visual score

This is your auditory score

This is you tactile/kinesthetic score

The Theory of Multiple Intelligences

_____ Id rather draw a map than give someone verbal directions.

_____ I can play (or used to play) a musical instrument.

_____ I can associate music with my moods.

_____ I can add or multiply quickly in my head.

_____ I like to work with calculators and computers.

_____ I pick up new dance steps quickly.

_____ Its easy for me to say what I think in an argument or debate.

_____ I enjoy a good lecture, speech, or sermon.

_____ I always know north from south no matter where I am.

_____ Life seems empty without music.

_____ I like to work puzzles and play games.

_____ Learning to ride a bike (or skate) was easy.

_____ I am irritated when I hear an argument or statement that sounds illogical.

_____ My sense of balance and coordination is good.

_____ I enjoy building models (or sculpting).

_____ I am good at finding the the fine points of word meanings.

_____ I often connect a piece of music with some event in my life.

_____ I like to work with numbers and figures.

_____ Just looking at shapes of buildings and structures is pleasurable to me.

_____ Im good at athletics.

_____ Id like to study the structure and logic or languages.

_____ Im usually aware of the expressions on my face.