Archipelago Educators Meeting XIII
The good practice that I do is about implementing differentiation learning strategies in class Social Sciences subjects 7 First Middle School, Independent Curriculum. I try to apply all three types of differentiation into one lesson at once. The three types of differentiation include content differentiation, process differentiation, and product differentiation.
In the Implementation of the Independent Curriculum, every teacher should be able to present meaningful learning and be on the side of the students. Learning implemented in the classroom must be able to develop all the nature or abilities that exist within each student. The individual abilities of each student differ from one another. Learning strategies that I have been using, have not been able to meet the diversity of abilities of my students. Because of that, I tried to apply a differentiation learning strategy.
There are several challenges to implementing differentiation learning strategies. The first challenge faced is that teachers must have data about abilities, students' learning needs and learning profiles. The second challenge is that teachers must design learning that can facilitate student diversity (type pupil auditorium, kinesthetic And visual). The learning design must be able to present at least one strategy or type of differentiation, namely content differentiation, process differentiation, and product differentiation, as well as a learning environment that supports differentiated learning. The learning plan is organized in a teaching module as a model in implementing learning, and so that it can be used or modified by other teachers according to the needs and conditions of their students. Teachers or colleagues and students need to be involved so that the mindset regarding learning activities which has always been uniform is not appropriately applied in the Independent Curriculum, because in reality every student has different abilities from other students. We as educators must be able to guide them to grow and develop according to their nature.
The first step I took was to look at the results of my students' diagnostic assessments. A diagnostic assessment was carried out by the Curriculum team at the beginning of the school year 2022-2023 to map students' abilities based on their academic abilities and learning styles. I then processed the results of the diagnostic assessment into the student's learning profile. From this learning profile, I can see that my students have various academic abilities and learning styles.
The second step I took was to design learning that could facilitate the diversity of my students' learning profiles, namely using a differentiation learning strategy. In this practice I apply it to class material 7 namely the Socio-Cultural Diversity of Society. I try to apply three types of differentiation at once into one lesson. My learning plan is written into the teaching module, group worksheets and various assessments formative.
The next step is to carry out learning. I start my learning activities by asking questions lighter related to material on Socio-Cultural Diversity in Society. I involve my students in answering the trigger questions as well as to measure students' learning readiness in studying the material. I present study material in various types of content (content differentiation), including material in the textbook, reading books in the library, learning videos, sources from the internet as well as videos/podcast on YouTube. Students will get study material from various content according to their interests.
The academic abilities of students in one class vary, some are ready to learn the subject matter and some are not. So when I joined them into one group, There was a peer tutoring process between them. They also collaborate with students with high academic abilities, middle and low in one group. This collaboration is visible when they create products resulting from group work. They look enthusiastic and happy because the products they make match their talents and interests.
There are three approaches to grouping students, namely by grouping according to learning readiness, interest, and learning profile. In this practice, I try to group students according to their respective learning profiles, namely groups with the same learning style (auditorium, Kinesthetic and Visual). The auditory group creates an audio or video presentation product of the results of their group discussion. Auditory students tend to like making products that give them the freedom to speak or make a sound. Auditory types don't like it when they just keep quiet. The kinesthetic group makes videos of ritual movements/dance/cultural activities from other regions that are different from other regions. Kinesthetic students tend to like making products that give them the freedom to move physically. Kinesthetic students will feel bored if learning activities only involve sitting in class. Lastly, the visual group created posters of socio-cultural diversity influenced by geographical factors. Visual type students tend to like making products that give them creative freedom in a visual form (picture, caricature, animation etc).
It turns out that three types of differentiation can be applied simultaneously in one lesson. This practice is implemented by identifying student learning profiles, planning learning, accompany student learning activities and end by asking students to reflect on their learning experiences. Although it requires extra preparation and effort to implement this differentiated learning, However, as a teacher, I feel satisfied with the learning that I present to my students.
The result is that this practice is quite effective, especially in terms of the speed at which students complete their group assignments. Most groups can complete their product in one meeting, while a small percentage complete their product at the next meeting. Students feel happy because they feel that their abilities which are different from other children get attention from their teachers and the products they make get appreciation in the form of praise from their classmates..
The response from other teachers to this differentiated learning practice is quite positive. They have the same opinion that students' diverse abilities must be facilitated in their learning activities and teachers must have a mapping of students' learning profiles. However, This three types of differentiation strategy does not have to be implemented in every lesson. Teachers can apply either one, or just two types of differentiation in one lesson. This is adjusted to the situation and conditions faced by teachers and students when carrying out learning.
The good practice that I do is about implementing differentiation learning strategies in class Social Sciences subjects 7 First Middle School, Independent Curriculum. I try to apply all three types of differentiation into one lesson at once. The three types of differentiation include content differentiation, process differentiation, and product differentiation.
In the Implementation of the Independent Curriculum, every teacher should be able to present meaningful learning and be on the side of the students. Learning implemented in the classroom must be able to develop all the nature or abilities that exist within each student. The individual abilities of each student differ from one another. Learning strategies that I have been using, have not been able to meet the diversity of abilities of my students. Because of that, I tried to apply a differentiation learning strategy.
There are several challenges to implementing differentiation learning strategies. The first challenge faced is that teachers must have data about abilities, students' learning needs and learning profiles. The second challenge is that teachers must design learning that can facilitate student diversity (type pupil auditorium, kinesthetic And visual). The learning design must be able to present at least one strategy or type of differentiation, namely content differentiation, process differentiation, and product differentiation, as well as a learning environment that supports differentiated learning. The learning plan is organized in a teaching module as a model in implementing learning, and so that it can be used or modified by other teachers according to the needs and conditions of their students. Teachers or colleagues and students need to be involved so that the mindset regarding learning activities which has always been uniform is not appropriately applied in the Independent Curriculum, because in reality every student has different abilities from other students. We as educators must be able to guide them to grow and develop according to their nature.
The first step I took was to look at the results of my students' diagnostic assessments. A diagnostic assessment was carried out by the Curriculum team at the beginning of the school year 2022-2023 to map students' abilities based on their academic abilities and learning styles. I then processed the results of the diagnostic assessment into the student's learning profile. From this learning profile, I can see that my students have various academic abilities and learning styles.
The second step I took was to design learning that could facilitate the diversity of my students' learning profiles, namely using a differentiation learning strategy. In this practice I apply it to class material 7 namely the Socio-Cultural Diversity of Society. I try to apply three types of differentiation at once into one lesson. My learning plan is written into the teaching module, group worksheets and various assessments formative.
The next step is to carry out learning. I start my learning activities by asking questions lighter related to material on Socio-Cultural Diversity in Society. I involve my students in answering the trigger questions as well as to measure students' learning readiness in studying the material. I present study material in various types of content (content differentiation), including material in the textbook, reading books in the library, learning videos, sources from the internet as well as videos/podcast on YouTube. Students will get study material from various content according to their interests.
The academic abilities of students in one class vary, some are ready to learn the subject matter and some are not. So when I joined them into one group, There was a peer tutoring process between them. They also collaborate with students with high academic abilities, middle and low in one group. This collaboration is visible when they create products resulting from group work. They look enthusiastic and happy because the products they make match their talents and interests.
There are three approaches to grouping students, namely by grouping according to learning readiness, interest, and learning profile. In this practice, I try to group students according to their respective learning profiles, namely groups with the same learning style (auditorium, Kinesthetic and Visual). The auditory group creates an audio or video presentation product of the results of their group discussion. Auditory students tend to like making products that give them the freedom to speak or make a sound. Auditory types don't like it when they just keep quiet. The kinesthetic group makes videos of ritual movements/dance/cultural activities from other regions that are different from other regions. Kinesthetic students tend to like making products that give them the freedom to move physically. Kinesthetic students will feel bored if learning activities only involve sitting in class. Lastly, the visual group created posters of socio-cultural diversity influenced by geographical factors. Visual type students tend to like making products that give them creative freedom in a visual form (picture, caricature, animation etc).
It turns out that three types of differentiation can be applied simultaneously in one lesson. This practice is implemented by identifying student learning profiles, planning learning, accompany student learning activities and end by asking students to reflect on their learning experiences. Although it requires extra preparation and effort to implement this differentiated learning, However, as a teacher, I feel satisfied with the learning that I present to my students.
The result is that this practice is quite effective, especially in terms of the speed at which students complete their group assignments. Most groups can complete their product in one meeting, while a small percentage complete their product at the next meeting. Students feel happy because they feel that their abilities which are different from other children get attention from their teachers and the products they make get appreciation in the form of praise from their classmates..
The response from other teachers to this differentiated learning practice is quite positive. They have the same opinion that students' diverse abilities must be facilitated in their learning activities and teachers must have a mapping of students' learning profiles. However, This three types of differentiation strategy does not have to be implemented in every lesson. Teachers can apply either one, or just two types of differentiation in one lesson. This is adjusted to the situation and conditions faced by teachers and students when carrying out learning.
Good practice before revised
Good practice elaboration
In the Implementation of the Independent Curriculum, every teacher should be able to present meaningful learning and be on the side of the students. Learning implemented in the classroom must be able to develop all the nature or abilities that exist within each student. The individual abilities of each student differ from one another. Learning strategies that I have been using, have not been able to meet the diversity of abilities of my students. Because of that, I tried to apply a differentiation learning strategy.
There are several challenges to implementing differentiation learning strategies. The first challenge faced is that teachers must have data about abilities, students' learning needs and learning profiles. The second challenge is that teachers must design learning that can facilitate student diversity (type pupil auditorium, kinesthetic And visual). The learning design must be able to present at least one strategy or type of differentiation, namely content differentiation, process differentiation, and product differentiation, as well as a learning environment that supports differentiated learning. The learning plan is organized in a teaching module as a model in implementing learning, and so that it can be used or modified by other teachers according to the needs and conditions of their students. Teachers or colleagues and students need to be involved so that the mindset regarding learning activities which has always been uniform is not appropriately applied in the Independent Curriculum, because in reality every student has different abilities from other students. We as educators must be able to guide them to grow and develop according to their nature.
The first step I took was to look at the results of my students' diagnostic assessments. A diagnostic assessment was carried out by the Curriculum team at the beginning of the school year 2022-2023 to map students' abilities based on their academic abilities and learning styles. I then processed the results of the diagnostic assessment into the student's learning profile. From this learning profile, I can see that my students have various academic abilities and learning styles.
The second step I took was to design learning that could facilitate the diversity of my students' learning profiles, namely using a differentiation learning strategy. In this practice I apply it to class material 7 namely the Socio-Cultural Diversity of Society. I try to apply three types of differentiation at once into one lesson. My learning plan is written into the teaching module, group worksheets and various assessments formative.
The next step is to carry out learning. I start my learning activities by asking questions lighter related to material on Socio-Cultural Diversity in Society. I involve my students in answering the trigger questions as well as to measure students' learning readiness in studying the material. I present study material in various types of content (content differentiation), including material in the textbook, reading books in the library, learning videos, sources from the internet as well as videos/podcast on YouTube. Students will get study material from various content according to their interests.
The academic abilities of students in one class vary, some are ready to learn the subject matter and some are not. So when I joined them into one group, There was a peer tutoring process between them. They also collaborate with students with high academic abilities, middle and low in one group. This collaboration is visible when they create products resulting from group work. They look enthusiastic and happy because the products they make match their talents and interests.
There are three approaches to grouping students, namely by grouping according to learning readiness, interest, and learning profile. In this practice, I try to group students according to their respective learning profiles, namely groups with the same learning style (auditorium, Kinesthetic and Visual). The auditory group creates an audio or video presentation product of the results of their group discussion. Auditory students tend to like making products that give them the freedom to speak or make a sound. Auditory types don't like it when they just keep quiet. The kinesthetic group makes videos of ritual movements/dance/cultural activities from other regions that are different from other regions. Kinesthetic students tend to like making products that give them the freedom to move physically. Kinesthetic students will feel bored if learning activities only involve sitting in class. Lastly, the visual group created posters of socio-cultural diversity influenced by geographical factors. Visual type students tend to like making products that give them creative freedom in a visual form (picture, caricature, animation etc).
It turns out that three types of differentiation can be applied simultaneously in one lesson. This practice is implemented by identifying student learning profiles, planning learning, accompany student learning activities and end by asking students to reflect on their learning experiences. Although it requires extra preparation and effort to implement this differentiated learning, However, as a teacher, I feel satisfied with the learning that I present to my students.
The result is that this practice is quite effective, especially in terms of the speed at which students complete their group assignments. Most groups can complete their product in one meeting, while a small percentage complete their product at the next meeting. Students feel happy because they feel that their abilities which are different from other children get attention from their teachers and the products they make get appreciation in the form of praise from their classmates..
The response from other teachers to this differentiated learning practice is quite positive. They have the same opinion that students' diverse abilities must be facilitated in their learning activities and teachers must have a mapping of students' learning profiles. However, This three types of differentiation strategy does not have to be implemented in every lesson. Teachers can apply either one, or just two types of differentiation in one lesson. This is adjusted to the situation and conditions faced by teachers and students when carrying out learning.
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