Involving students in achieving mutually agreed learning goals and making changes to both short-term targets and process changes can help improve learning outcomes in addition and subtraction numeracy skills in the classroom 2 Elementary school.
Archipelago Educators Meeting XIII
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Increase student involvement in mathematics through the differentiation process
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
early:
Mathematics is a subject that pays great attention to requirements and prerequisites. So the foundation and mastery in phase A will significantly influence the learning process and mastery of the material in the next phase. Realizing that mastery of numeracy skills in phase A will influence the previous phases, the learning process needs to be prepared in such a way that students can be actively involved in the learning process and can achieve the expected skills together..
Challenge:
After going through the learning process and carrying out a diagnostic assessment, the perceived challenge is that there is quite a gap between children's abilities regarding the ability to calculate addition and subtraction.. This has quite an impact on the learning process and classroom management. Children who are very advanced will do it more quickly, finished first and then they would play or chat. Meanwhile, children need special intervention, It takes longer to master the ability to calculate addition and subtraction.
Action :
To jointly improve the ability to calculate addition and subtraction, a mental calculation habituation program was created. Each student will practice counting in 10 the first minutes of learning and then write down the results on the scoreboard owned by each student. Target awal untuk semua siswa ditetapkan dapat menyelesaikan 20 matter in time 3 minute. Together we discussed the targets set. After 2 meeting, We discuss the results obtained by the students and then we reflect. From the results of the reflection, we then re-set targets for each individual. This is where the differentiation process occurs. For advanced students, set that they challenge themselves to complete time 20 matter in time 2 minute. Some even challenge themselves to complete it in time 1 minute. For students who need special intervention, they try to solve it 5-10 matter in time 3 minute. We look at and discuss together the scoreboard that we have and then determine what adjustments/changes to targets can be made. Sometimes for the skilled, time remains the same 3 minutes but the difficulty of the questions is increased.
Reflection/ Change :
Through the process of reflecting on the scoreboard that is owned and the process of adjusting the targets carried out. Children are actively involved in achieving common goals. Those who are skilled still feel challenged and those who need intervention can still celebrate the successes they have achieved. They can also monitor their achievements through their scoreboard.
Curator Note
[custom_field field="Note_kurator"]
Increase student involvement in mathematics through the differentiation process
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Involving students in achieving mutually agreed learning goals and making changes to both short-term targets and process changes can help improve learning outcomes in addition and subtraction numeracy skills in the classroom 2 Elementary school.
Good practice elaboration
early:
Mathematics is a subject that pays great attention to requirements and prerequisites. So the foundation and mastery in phase A will significantly influence the learning process and mastery of the material in the next phase. Realizing that mastery of numeracy skills in phase A will influence the previous phases, the learning process needs to be prepared in such a way that students can be actively involved in the learning process and can achieve the expected skills together..
Challenge:
After going through the learning process and carrying out a diagnostic assessment, the perceived challenge is that there is quite a gap between children's abilities regarding the ability to calculate addition and subtraction.. This has quite an impact on the learning process and classroom management. Children who are very advanced will do it more quickly, finished first and then they would play or chat. Meanwhile, children need special intervention, It takes longer to master the ability to calculate addition and subtraction.
Action :
To jointly improve the ability to calculate addition and subtraction, a mental calculation habituation program was created. Each student will practice counting in 10 the first minutes of learning and then write down the results on the scoreboard owned by each student. Target awal untuk semua siswa ditetapkan dapat menyelesaikan 20 matter in time 3 minute. Together we discussed the targets set. After 2 meeting, We discuss the results obtained by the students and then we reflect. From the results of the reflection, we then re-set targets for each individual. This is where the differentiation process occurs. For advanced students, set that they challenge themselves to complete time 20 matter in time 2 minute. Some even challenge themselves to complete it in time 1 minute. For students who need special intervention, they try to solve it 5-10 matter in time 3 minute. We look at and discuss together the scoreboard that we have and then determine what adjustments/changes to targets can be made. Sometimes for the skilled, time remains the same 3 minutes but the difficulty of the questions is increased.
Reflection/ Change :
Through the process of reflecting on the scoreboard that is owned and the process of adjusting the targets carried out. Children are actively involved in achieving common goals. Those who are skilled still feel challenged and those who need intervention can still celebrate the successes they have achieved. They can also monitor their achievements through their scoreboard.
Curator Note
[custom_field field="Note_kurator"]
Increase student involvement in mathematics through the differentiation process
Good practice before revised
[Revision_teru]
Good practice elaboration
early:
Mathematics is a subject that pays great attention to requirements and prerequisites. So the foundation and mastery in phase A will significantly influence the learning process and mastery of the material in the next phase. Realizing that mastery of numeracy skills in phase A will influence the previous phases, the learning process needs to be prepared in such a way that students can be actively involved in the learning process and can achieve the expected skills together..
Challenge:
After going through the learning process and carrying out a diagnostic assessment, the perceived challenge is that there is quite a gap between children's abilities regarding the ability to calculate addition and subtraction.. This has quite an impact on the learning process and classroom management. Children who are very advanced will do it more quickly, finished first and then they would play or chat. Meanwhile, children need special intervention, It takes longer to master the ability to calculate addition and subtraction.
Action :
To jointly improve the ability to calculate addition and subtraction, a mental calculation habituation program was created. Each student will practice counting in 10 the first minutes of learning and then write down the results on the scoreboard owned by each student. Target awal untuk semua siswa ditetapkan dapat menyelesaikan 20 matter in time 3 minute. Together we discussed the targets set. After 2 meeting, We discuss the results obtained by the students and then we reflect. From the results of the reflection, we then re-set targets for each individual. This is where the differentiation process occurs. For advanced students, set that they challenge themselves to complete time 20 matter in time 2 minute. Some even challenge themselves to complete it in time 1 minute. For students who need special intervention, they try to solve it 5-10 matter in time 3 minute. We look at and discuss together the scoreboard that we have and then determine what adjustments/changes to targets can be made. Sometimes for the skilled, time remains the same 3 minutes but the difficulty of the questions is increased.
Reflection/ Change :
Through the process of reflecting on the scoreboard that is owned and the process of adjusting the targets carried out. Children are actively involved in achieving common goals. Those who are skilled still feel challenged and those who need intervention can still celebrate the successes they have achieved. They can also monitor their achievements through their scoreboard.