To accommodate the diverse needs of my students, I apply differentiated learning. This learning aims to enable students to have independence in developing communication competence in English both orally and in writing.
Archipelago Educators Meeting XIII
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Differentiated Learning for student independence
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
DIFFERENTIATION LEARNING
FOR STUDENT INDEPENDENCE
With : Alia Yovica, S.Pd
Middle School 29 Sijunjung
I am an English teacher at SMPN 29 Sijunjung, West Sumatra. A school located not far from the center of Sijunjung Regency. Every day I teach in class 7 And 9 with a total amount 150 students. Most of the students at my school are the children of rubber farmers and have a variety of unique characteristics and different learning modes. There are some children who are kinesthetic, visual, and audio. There are students who like to move everywhere, can not be silent. Ada anak yang butuh perhatian dan kegembiraan dalam belajar, kurang antusias dalam belajar, motivasi rendah, keberanian masih kurang untuk berbicara Bahasa Inggris, mereka masih takut salah. Menurut mereka Bahasa Inggris itu bahasa yang sulit dimengerti. Mereka berkata “ Bahasa Indonesia kami masih terbata – bata Ma’am apalagi Bahasa Inggris yang tertulis beda yang dibaca lain”. Ketika saya menerangkan konsep materi serta pada saat memberikan petunjuk pengerjaan tugas, masih ada yang mengobrol dan tidak mendengarkan. Sudah saya gunakan strategi “diam sejenak dan menatap mereka” tetap tidak digubris. Ada pula murid yang tidur disaat proses pembelajaran terjadi, trus ada juga sering keluar kelas minta izin ke toilet. Saya berpikir dan merenung, kelas apa ini? How come the children don't feel at home in my class?? What’s wrong?
This is a challenge for me to ensure that students in this class have the competence to communicate in English both written and spoken. I'm sure there's a way around it. Through Regional Educator Meeting activities ( TPD) year 2022 yesterday which was held by the Nusantara Learning Teacher Community ( KGBN ) Sijunjung and I were also on the committee for this activity. We took the topic for the Competency class is differentiated learning. So I also learned about this material. Then in the teacher education program to mobilize the force 6 Sijunjung Regency year 2022 I also became one of the Driving Teachers. In this education, I understood differentiated learning. I convinced myself that I was able to help my students by implementing this differentiated learning.
Then it was time for me to act and try to implement it. I already know my children's learning modes through the non-cognitive diagnostic assessments that I do. Then I plan the Learning Implementation Plan ( RPP ) differentiation based. For class 7 The material I will teach is objects at home, This material is in chapter IV. For one meeting I took process differentiation and content differentiation. I don't think there will be enough time for product differentiation 2 hours of learning that I do. The differentiation process that I designed was by playing a game, watching the video, fill out the LKPD.
Assesmen Sumatif saya gunakan scan barcode untuk menjadikan mereka antusias dalam pembelajaran. Pada differensiasi konten saya merencanakan saat menyelesaikan LKPD setiap kelompok saya berikan materi yang berbeda, juga di saat asssesmen sumatif, saya tempelkan kertas barcode sebanyak 20 buah di dalam dan luar kelas. Saya buat kesepakatan berapa soal yang akan mereka kerjakan. Setelah sampai di kelas tahapan demi tahapan pembelajaran saya lakukan. Mulai dari kegiatan pendahuluan inti dan penutup. Dalam tahapan demi tahapan membuat anak penasaran. Mereka menunggu aktifitas apa yang akan mereka lakukan berikutnya dan itu membuat saya merasa lega.
Dampak dari pembelajaran berdifferensiasi yang saya lakukan, anak – anak tidak tidur lagi, tidak ada yang izin keluar kelas secara terus menerus. Ketika saya memberikan instruksi, they listen. When watching the video they pay close attention. When they met at the next meeting they asked “. Wow, that's fun. Lessons I learned, When we want maximum results, of course we need hard work and enthusiasm to do something. Creative ideas are also needed for a teacher. We should not use the method- old ways that are no longer suitable for today's children. Eventually I was able to accommodate my students' diverse needs and they became happy.
Curator Note
[custom_field field="Note_kurator"]
Differentiated Learning for student independence
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
To accommodate the diverse needs of my students, I apply differentiated learning. This learning aims to enable students to have independence in developing communication competence in English both orally and in writing.
Good practice elaboration
DIFFERENTIATION LEARNING
FOR STUDENT INDEPENDENCE
With : Alia Yovica, S.Pd
Middle School 29 Sijunjung
I am an English teacher at SMPN 29 Sijunjung, West Sumatra. A school located not far from the center of Sijunjung Regency. Every day I teach in class 7 And 9 with a total amount 150 students. Most of the students at my school are the children of rubber farmers and have a variety of unique characteristics and different learning modes. There are some children who are kinesthetic, visual, and audio. There are students who like to move everywhere, can not be silent. Ada anak yang butuh perhatian dan kegembiraan dalam belajar, kurang antusias dalam belajar, motivasi rendah, keberanian masih kurang untuk berbicara Bahasa Inggris, mereka masih takut salah. Menurut mereka Bahasa Inggris itu bahasa yang sulit dimengerti. Mereka berkata “ Bahasa Indonesia kami masih terbata – bata Ma’am apalagi Bahasa Inggris yang tertulis beda yang dibaca lain”. Ketika saya menerangkan konsep materi serta pada saat memberikan petunjuk pengerjaan tugas, masih ada yang mengobrol dan tidak mendengarkan. Sudah saya gunakan strategi “diam sejenak dan menatap mereka” tetap tidak digubris. Ada pula murid yang tidur disaat proses pembelajaran terjadi, trus ada juga sering keluar kelas minta izin ke toilet. Saya berpikir dan merenung, kelas apa ini? How come the children don't feel at home in my class?? What’s wrong?
This is a challenge for me to ensure that students in this class have the competence to communicate in English both written and spoken. I'm sure there's a way around it. Through Regional Educator Meeting activities ( TPD) year 2022 yesterday which was held by the Nusantara Learning Teacher Community ( KGBN ) Sijunjung and I were also on the committee for this activity. We took the topic for the Competency class is differentiated learning. So I also learned about this material. Then in the teacher education program to mobilize the force 6 Sijunjung Regency year 2022 I also became one of the Driving Teachers. In this education, I understood differentiated learning. I convinced myself that I was able to help my students by implementing this differentiated learning.
Then it was time for me to act and try to implement it. I already know my children's learning modes through the non-cognitive diagnostic assessments that I do. Then I plan the Learning Implementation Plan ( RPP ) differentiation based. For class 7 The material I will teach is objects at home, This material is in chapter IV. For one meeting I took process differentiation and content differentiation. I don't think there will be enough time for product differentiation 2 hours of learning that I do. The differentiation process that I designed was by playing a game, watching the video, fill out the LKPD.
Assesmen Sumatif saya gunakan scan barcode untuk menjadikan mereka antusias dalam pembelajaran. Pada differensiasi konten saya merencanakan saat menyelesaikan LKPD setiap kelompok saya berikan materi yang berbeda, juga di saat asssesmen sumatif, saya tempelkan kertas barcode sebanyak 20 buah di dalam dan luar kelas. Saya buat kesepakatan berapa soal yang akan mereka kerjakan. Setelah sampai di kelas tahapan demi tahapan pembelajaran saya lakukan. Mulai dari kegiatan pendahuluan inti dan penutup. Dalam tahapan demi tahapan membuat anak penasaran. Mereka menunggu aktifitas apa yang akan mereka lakukan berikutnya dan itu membuat saya merasa lega.
Dampak dari pembelajaran berdifferensiasi yang saya lakukan, anak – anak tidak tidur lagi, tidak ada yang izin keluar kelas secara terus menerus. Ketika saya memberikan instruksi, they listen. When watching the video they pay close attention. When they met at the next meeting they asked “. Wow, that's fun. Lessons I learned, When we want maximum results, of course we need hard work and enthusiasm to do something. Creative ideas are also needed for a teacher. We should not use the method- old ways that are no longer suitable for today's children. Eventually I was able to accommodate my students' diverse needs and they became happy.
Curator Note
[custom_field field="Note_kurator"]
Differentiated Learning for student independence
Good practice before revised
[Revision_teru]
Good practice elaboration
DIFFERENTIATION LEARNING
FOR STUDENT INDEPENDENCE
With : Alia Yovica, S.Pd
Middle School 29 Sijunjung
I am an English teacher at SMPN 29 Sijunjung, West Sumatra. A school located not far from the center of Sijunjung Regency. Every day I teach in class 7 And 9 with a total amount 150 students. Most of the students at my school are the children of rubber farmers and have a variety of unique characteristics and different learning modes. There are some children who are kinesthetic, visual, and audio. There are students who like to move everywhere, can not be silent. Ada anak yang butuh perhatian dan kegembiraan dalam belajar, kurang antusias dalam belajar, motivasi rendah, keberanian masih kurang untuk berbicara Bahasa Inggris, mereka masih takut salah. Menurut mereka Bahasa Inggris itu bahasa yang sulit dimengerti. Mereka berkata “ Bahasa Indonesia kami masih terbata – bata Ma’am apalagi Bahasa Inggris yang tertulis beda yang dibaca lain”. Ketika saya menerangkan konsep materi serta pada saat memberikan petunjuk pengerjaan tugas, masih ada yang mengobrol dan tidak mendengarkan. Sudah saya gunakan strategi “diam sejenak dan menatap mereka” tetap tidak digubris. Ada pula murid yang tidur disaat proses pembelajaran terjadi, trus ada juga sering keluar kelas minta izin ke toilet. Saya berpikir dan merenung, kelas apa ini? How come the children don't feel at home in my class?? What’s wrong?
This is a challenge for me to ensure that students in this class have the competence to communicate in English both written and spoken. I'm sure there's a way around it. Through Regional Educator Meeting activities ( TPD) year 2022 yesterday which was held by the Nusantara Learning Teacher Community ( KGBN ) Sijunjung and I were also on the committee for this activity. We took the topic for the Competency class is differentiated learning. So I also learned about this material. Then in the teacher education program to mobilize the force 6 Sijunjung Regency year 2022 I also became one of the Driving Teachers. In this education, I understood differentiated learning. I convinced myself that I was able to help my students by implementing this differentiated learning.
Then it was time for me to act and try to implement it. I already know my children's learning modes through the non-cognitive diagnostic assessments that I do. Then I plan the Learning Implementation Plan ( RPP ) differentiation based. For class 7 The material I will teach is objects at home, This material is in chapter IV. For one meeting I took process differentiation and content differentiation. I don't think there will be enough time for product differentiation 2 hours of learning that I do. The differentiation process that I designed was by playing a game, watching the video, fill out the LKPD.
Assesmen Sumatif saya gunakan scan barcode untuk menjadikan mereka antusias dalam pembelajaran. Pada differensiasi konten saya merencanakan saat menyelesaikan LKPD setiap kelompok saya berikan materi yang berbeda, juga di saat asssesmen sumatif, saya tempelkan kertas barcode sebanyak 20 buah di dalam dan luar kelas. Saya buat kesepakatan berapa soal yang akan mereka kerjakan. Setelah sampai di kelas tahapan demi tahapan pembelajaran saya lakukan. Mulai dari kegiatan pendahuluan inti dan penutup. Dalam tahapan demi tahapan membuat anak penasaran. Mereka menunggu aktifitas apa yang akan mereka lakukan berikutnya dan itu membuat saya merasa lega.
Dampak dari pembelajaran berdifferensiasi yang saya lakukan, anak – anak tidak tidur lagi, tidak ada yang izin keluar kelas secara terus menerus. Ketika saya memberikan instruksi, they listen. When watching the video they pay close attention. When they met at the next meeting they asked “. Wow, that's fun. Lessons I learned, When we want maximum results, of course we need hard work and enthusiasm to do something. Creative ideas are also needed for a teacher. We should not use the method- old ways that are no longer suitable for today's children. Eventually I was able to accommodate my students' diverse needs and they became happy.