Differentiated Learning for Vocational School Students
Archipelago Educators Meeting XIII
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Differentiated Learning to Develop the Creative Dimensions of Vocational School Students
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
Previously I was of the view that the teacher's job was to transfer knowledge so that the teacher was the only source of learning. I am also obliged to complete the material according to curriculum demands, so I often give pressure for students to complete assignments/projects according to the material studied. I prepared these tasks/projects myself based on KI/KD analysis. During the learning process, I use modules, power point, and videos about CNC machines.
After walking 4 meeting times, I realized that based on the results of observations so far, students tend to be passive. The programming tasks/projects I assigned, has been done by all students. To verify the G Code program that has been created, I did an interview test and the results were that many students were not able to master creating the G Code program. When the process is executing on the machine, students use programs that have been created by their friends, so that their competence cannot be measured. After I dig deeper into the information, It turns out that many people copy the G Code program created by their friends.
At the same time, I am currently taking part in teacher training for force mobilizers 7 and arrive at the module material 2 learning practices that support students. I finally changed my learning process by applying differentiated learning, especially in the process and products produced. I give students the freedom to create their own working drawings in the form of job sheets based on the material studied according to their individual creativity. The response given by students was very positive. Many ideas emerge and they feel challenged to produce products according to their interests. In the process of creating the G Code program, Students ask me a lot to consult ideas or if they experience problems. I feel happy because the students are more active and I only act as a facilitator. The simulation process of the G Code program that has been created and the execution process on the work object are recorded in video form and edited according to each person's creativity, so the appearance is very diverse and interesting.
The next project is to make miniature moldings in groups. Each group consists of 2 students. The products produced include gear molding, accessories profile, and so on. Interaction between students goes well and student creativity continues to grow. I ask questions and provide reinforcement/assistance to students who experience problems.
The differentiated learning that I do really provides valuable lessons for me. So far, vocational school students, especially those with machining engineering skills, are required to be able to carry out the given project with precise results. Students often act as operators, ideas or ideas are not explored properly so that students' creative dimensions are not explored optimally. With differentiated learning, students are more active and students' creative dimensions can grow. Students no longer act as operators, but can also act as a designer, programmer, and operators, especially CNC machining techniques, This competency will be very useful in the world of work.
What needs to be developed is besides videos of the simulation process and workpiece execution, need to develop product variations, for example posters, banner, infographics, or advertising videos about products produced as a form of marketing the products.
At the end of the lesson I gave the students the opportunity to reflect on the learning and they answered that differentiated learning was very fun, Students can channel their ideas, and feel satisfied about the results of the project because they can realize ideas into real form in the form of products.
Curator Note
[custom_field field="Note_kurator"]
Differentiated Learning to Develop the Creative Dimensions of Vocational School Students
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Differentiated Learning for Vocational School Students
Good practice elaboration
Previously I was of the view that the teacher's job was to transfer knowledge so that the teacher was the only source of learning. I am also obliged to complete the material according to curriculum demands, so I often give pressure for students to complete assignments/projects according to the material studied. I prepared these tasks/projects myself based on KI/KD analysis. During the learning process, I use modules, power point, and videos about CNC machines.
After walking 4 meeting times, I realized that based on the results of observations so far, students tend to be passive. The programming tasks/projects I assigned, has been done by all students. To verify the G Code program that has been created, I did an interview test and the results were that many students were not able to master creating the G Code program. When the process is executing on the machine, students use programs that have been created by their friends, so that their competence cannot be measured. After I dig deeper into the information, It turns out that many people copy the G Code program created by their friends.
At the same time, I am currently taking part in teacher training for force mobilizers 7 and arrive at the module material 2 learning practices that support students. I finally changed my learning process by applying differentiated learning, especially in the process and products produced. I give students the freedom to create their own working drawings in the form of job sheets based on the material studied according to their individual creativity. The response given by students was very positive. Many ideas emerge and they feel challenged to produce products according to their interests. In the process of creating the G Code program, Students ask me a lot to consult ideas or if they experience problems. I feel happy because the students are more active and I only act as a facilitator. The simulation process of the G Code program that has been created and the execution process on the work object are recorded in video form and edited according to each person's creativity, so the appearance is very diverse and interesting.
The next project is to make miniature moldings in groups. Each group consists of 2 students. The products produced include gear molding, accessories profile, and so on. Interaction between students goes well and student creativity continues to grow. I ask questions and provide reinforcement/assistance to students who experience problems.
The differentiated learning that I do really provides valuable lessons for me. So far, vocational school students, especially those with machining engineering skills, are required to be able to carry out the given project with precise results. Students often act as operators, ideas or ideas are not explored properly so that students' creative dimensions are not explored optimally. With differentiated learning, students are more active and students' creative dimensions can grow. Students no longer act as operators, but can also act as a designer, programmer, and operators, especially CNC machining techniques, This competency will be very useful in the world of work.
What needs to be developed is besides videos of the simulation process and workpiece execution, need to develop product variations, for example posters, banner, infographics, or advertising videos about products produced as a form of marketing the products.
At the end of the lesson I gave the students the opportunity to reflect on the learning and they answered that differentiated learning was very fun, Students can channel their ideas, and feel satisfied about the results of the project because they can realize ideas into real form in the form of products.
Curator Note
[custom_field field="Note_kurator"]
Differentiated Learning to Develop the Creative Dimensions of Vocational School Students
Good practice before revised
[Revision_teru]
Good practice elaboration
Previously I was of the view that the teacher's job was to transfer knowledge so that the teacher was the only source of learning. I am also obliged to complete the material according to curriculum demands, so I often give pressure for students to complete assignments/projects according to the material studied. I prepared these tasks/projects myself based on KI/KD analysis. During the learning process, I use modules, power point, and videos about CNC machines.
After walking 4 meeting times, I realized that based on the results of observations so far, students tend to be passive. The programming tasks/projects I assigned, has been done by all students. To verify the G Code program that has been created, I did an interview test and the results were that many students were not able to master creating the G Code program. When the process is executing on the machine, students use programs that have been created by their friends, so that their competence cannot be measured. After I dig deeper into the information, It turns out that many people copy the G Code program created by their friends.
At the same time, I am currently taking part in teacher training for force mobilizers 7 and arrive at the module material 2 learning practices that support students. I finally changed my learning process by applying differentiated learning, especially in the process and products produced. I give students the freedom to create their own working drawings in the form of job sheets based on the material studied according to their individual creativity. The response given by students was very positive. Many ideas emerge and they feel challenged to produce products according to their interests. In the process of creating the G Code program, Students ask me a lot to consult ideas or if they experience problems. I feel happy because the students are more active and I only act as a facilitator. The simulation process of the G Code program that has been created and the execution process on the work object are recorded in video form and edited according to each person's creativity, so the appearance is very diverse and interesting.
The next project is to make miniature moldings in groups. Each group consists of 2 students. The products produced include gear molding, accessories profile, and so on. Interaction between students goes well and student creativity continues to grow. I ask questions and provide reinforcement/assistance to students who experience problems.
The differentiated learning that I do really provides valuable lessons for me. So far, vocational school students, especially those with machining engineering skills, are required to be able to carry out the given project with precise results. Students often act as operators, ideas or ideas are not explored properly so that students' creative dimensions are not explored optimally. With differentiated learning, students are more active and students' creative dimensions can grow. Students no longer act as operators, but can also act as a designer, programmer, and operators, especially CNC machining techniques, This competency will be very useful in the world of work.
What needs to be developed is besides videos of the simulation process and workpiece execution, need to develop product variations, for example posters, banner, infographics, or advertising videos about products produced as a form of marketing the products.
At the end of the lesson I gave the students the opportunity to reflect on the learning and they answered that differentiated learning was very fun, Students can channel their ideas, and feel satisfied about the results of the project because they can realize ideas into real form in the form of products.