Differentiated learning is the answer to the needs of different students in class
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Differentiated learning is the answer to the needs of different students in class
One of the important points that must be understood in starting an independent curriculum is designing learning based on student needs, Differentiated learning in every learning activity is a form of learning activity that can answer students' learning needs. There are two choices that I can make in implementing differentiated learning, First differentiate based on student learning styles and second differentiate based on the level of student ability.
During the new school year I was still confused about which method to choose? I am confused about determining differentiated learning methods based on student learning styles, I find it difficult to imagine how to teach students with an audio learning style on lithospheric material, where the material is more effective if presented visually and how to apply learning for students with a kinesthetic learning style while the time allocated is not enough., Because 30% Face-to-face hours have been allocated to P5 activities. Besides that, I have to think about appropriate methods and media that suit students' learning styles. Some of these things are problems that I experience when I want to plan differentiated learning.
Apart from having to focus on using methods that suit the characteristics of the students, I also have to consider the characteristics of the material and the learning objectives that must be achieved so that in the end I have to choose to use differentiated learning methods based on the student's level of ability or the speed of the student in understanding the material.. With these considerations, I can group students who need assistance or intervention in achieving student learning goals. while the use of media is based on audio, I use visual and kinesthetic based on the characteristics of the material.
The form of learning that I carry out begins with carrying out a cognitive diagnostic assessment, Then, based on the results of the cognitive diagnostic assessment, I grouped students into two groups, namely groups with high abilities (Upper group) and low ability groups (Lower Group). The lower group are students who need learning assistance or intervention such as guidance or assistance in understanding the material, while the upper group is a group of students who already have the ability to study independently so that in this group students are given additional material for the material at the next meeting. To avoid feelings of discrimination in lower groups, I evaluate each meeting so that students in the lower group who get high marks are moved to the upper group, and conversely, if students in the top group experience a decline in their grades they will move to the bottom group. So that each group has the motivation to continue to improve its learning process at each meeting.
Some of the progress I have observed in applying this method is, Students show seriousness in participating in the learning process because there is a feeling of fear of missing out on the material because most students want to be in the top group, and each student meeting shows progress in achieving the learning goals of each meeting
Differentiated learning is the answer to the needs of different students in class
One of the important points that must be understood in starting an independent curriculum is designing learning based on student needs, Differentiated learning in every learning activity is a form of learning activity that can answer students' learning needs. There are two choices that I can make in implementing differentiated learning, First differentiate based on student learning styles and second differentiate based on the level of student ability.
During the new school year I was still confused about which method to choose? I am confused about determining differentiated learning methods based on student learning styles, I find it difficult to imagine how to teach students with an audio learning style on lithospheric material, where the material is more effective if presented visually and how to apply learning for students with a kinesthetic learning style while the time allocated is not enough., Because 30% Face-to-face hours have been allocated to P5 activities. Besides that, I have to think about appropriate methods and media that suit students' learning styles. Some of these things are problems that I experience when I want to plan differentiated learning.
Apart from having to focus on using methods that suit the characteristics of the students, I also have to consider the characteristics of the material and the learning objectives that must be achieved so that in the end I have to choose to use differentiated learning methods based on the student's level of ability or the speed of the student in understanding the material.. With these considerations, I can group students who need assistance or intervention in achieving student learning goals. while the use of media is based on audio, I use visual and kinesthetic based on the characteristics of the material.
The form of learning that I carry out begins with carrying out a cognitive diagnostic assessment, Then, based on the results of the cognitive diagnostic assessment, I grouped students into two groups, namely groups with high abilities (Upper group) and low ability groups (Lower Group). The lower group are students who need learning assistance or intervention such as guidance or assistance in understanding the material, while the upper group is a group of students who already have the ability to study independently so that in this group students are given additional material for the material at the next meeting. To avoid feelings of discrimination in lower groups, I evaluate each meeting so that students in the lower group who get high marks are moved to the upper group, and conversely, if students in the top group experience a decline in their grades they will move to the bottom group. So that each group has the motivation to continue to improve its learning process at each meeting.
Some of the progress I have observed in applying this method is, Students show seriousness in participating in the learning process because there is a feeling of fear of missing out on the material because most students want to be in the top group, and each student meeting shows progress in achieving the learning goals of each meeting
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Good practice elaboration
One of the important points that must be understood in starting an independent curriculum is designing learning based on student needs, Differentiated learning in every learning activity is a form of learning activity that can answer students' learning needs. There are two choices that I can make in implementing differentiated learning, First differentiate based on student learning styles and second differentiate based on the level of student ability.
During the new school year I was still confused about which method to choose? I am confused about determining differentiated learning methods based on student learning styles, I find it difficult to imagine how to teach students with an audio learning style on lithospheric material, where the material is more effective if presented visually and how to apply learning for students with a kinesthetic learning style while the time allocated is not enough., Because 30% Face-to-face hours have been allocated to P5 activities. Besides that, I have to think about appropriate methods and media that suit students' learning styles. Some of these things are problems that I experience when I want to plan differentiated learning.
Apart from having to focus on using methods that suit the characteristics of the students, I also have to consider the characteristics of the material and the learning objectives that must be achieved so that in the end I have to choose to use differentiated learning methods based on the student's level of ability or the speed of the student in understanding the material.. With these considerations, I can group students who need assistance or intervention in achieving student learning goals. while the use of media is based on audio, I use visual and kinesthetic based on the characteristics of the material.
The form of learning that I carry out begins with carrying out a cognitive diagnostic assessment, Then, based on the results of the cognitive diagnostic assessment, I grouped students into two groups, namely groups with high abilities (Upper group) and low ability groups (Lower Group). The lower group are students who need learning assistance or intervention such as guidance or assistance in understanding the material, while the upper group is a group of students who already have the ability to study independently so that in this group students are given additional material for the material at the next meeting. To avoid feelings of discrimination in lower groups, I evaluate each meeting so that students in the lower group who get high marks are moved to the upper group, and conversely, if students in the top group experience a decline in their grades they will move to the bottom group. So that each group has the motivation to continue to improve its learning process at each meeting.
Some of the progress I have observed in applying this method is, Students show seriousness in participating in the learning process because there is a feeling of fear of missing out on the material because most students want to be in the top group, and each student meeting shows progress in achieving the learning goals of each meeting
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