Pembelajaran Berdiferensiasi di Kelas Matematika SMA Negeri 1 Batam

Herma wati

9 Oct 202210:00

Summary

TLDRThe teacher begins the lesson with a prayer, followed by a greeting and a check on student attendance. The focus of the day's lesson is on trigonometric limits, using a differentiated teaching model based on students' learning styles—visual, auditory, and kinesthetic. The teacher reviews last week's lesson on limits and guides students into group discussions, allowing each group to present their understanding. The session concludes with a reflection, where students share feedback on the differentiated approach, and a recognition of their efforts with a certificate. The lesson ends with a closing prayer and well wishes.

Takeaways

🙏 The class begins with a moment of prayer, encouraging students to pray according to their own beliefs.
📚 The lesson for the day focuses on the limits of trigonometric functions.
💡 The teacher introduces differentiated learning based on students' learning needs (visual, auditory, kinesthetic).
👥 Students were previously divided into groups based on their learning styles to enhance learning outcomes.
📝 A brief recap of the previous lesson on the definition of limits is provided.
📊 The teacher uses visual aids and examples to explain the concept of function continuity and limits.
🖥️ Students in the visual group are instructed to use laptops and Chrome for accessing study materials.
👏 The lesson is interactive with group presentations and discussions to reinforce learning.
🔄 The class reflects on the day’s lesson and shares feedback on how the differentiated learning approach helped.
🏅 The teacher rewards the students with certificates of appreciation for their participation and learning efforts.

Q & A

What activity does the teacher suggest before starting the lesson?
-The teacher suggests that the students pray according to their individual beliefs before starting the lesson.
What subject is being taught in this lesson?
-The subject being taught is the limit of trigonometric functions.
What type of learning model is being implemented in this class?
-The class is using a differentiated learning model, which is based on the students' individual needs.
How were the students grouped for learning activities?
-The students were grouped based on their learning styles: visual, auditory, and kinesthetic.
What concept related to limits does the teacher review from the previous week's lesson?
-The teacher reviews the definition of limits and the concept of continuity in functions.
What tool does the teacher ask the visual group to use during their activity?
-The teacher asks the visual group to open their laptops and use Chrome for their activity.
What did the students do during their group presentations?
-Each group presented their understanding of the material, with the visual group presenting first, followed by the auditory and kinesthetic groups.
What key topic was completed during this lesson?
-The lesson completed the key topic of KD 3.1, which focuses on the limit of trigonometric functions.
How did the students reflect on the lesson at the end?
-Students reflected on the lesson by sharing their opinions on the learning process, emphasizing that the division of groups based on their learning styles made the material easier to understand.
What did the teacher provide to the students at the end of the class?
-The teacher provided certificates of achievement to the students at the end of the class as a form of recognition.

Outlines

00:00

🙏 Start of the Class with Prayers and Greetings

The teacher begins the class with a prayer, encouraging students to pray according to their beliefs. After the prayer, the teacher greets the students, checks attendance, and wishes for everyone to participate in future classes. The lesson topic for the day is introduced as the concept of trigonometric limits. The teacher explains that today’s lesson will use a differentiated approach, tailored to each student’s learning style—visual, auditory, or kinesthetic. The teacher also reminds the students about the classroom agreements they established, specifically emphasizing active participation. A brief recap of last week’s lesson on limits is provided, and students are prompted to discuss what they learned about the limit's definition. The teacher also sets up a small activity where students try to interpret a graphical representation on the monitor. The students then proceed to sit in groups and prepare for the main discussion, with the teacher encouraging an atmosphere of enthusiasm and collaboration through a spirited clap session.

05:02

📚 Group Presentations and Reflections on Trigonometric Limits

The lesson continues with presentations from different groups. First, the visual group presents, followed by the auditory and kinesthetic groups, with each sharing their understanding of the trigonometric limit concept. The teacher engages with the students, asking questions and encouraging discussions to deepen their understanding. After the presentations, the teacher summarizes the day's learning outcome, emphasizing that the students have completed learning about the KD 3.1 trigonometric limits. They are encouraged to continue practicing on the Learning Management System (LMS) at home. The class then moves into a reflection phase, where the students provide feedback on the lesson. A student shares their positive experience, noting that the differentiated approach helped them grasp the content better. The teacher thanks the students for their input and introduces a small reward, awarding a certificate to the class for their participation. The lesson concludes with the teacher wishing everyone good health and ending with a closing greeting.

Mindmap

Keywords

💡Prayer

The video begins with a collective prayer, which serves as a spiritual and respectful start to the learning process. It encourages students to connect with their beliefs before focusing on the lesson. The teacher leads the prayer, reflecting the importance of incorporating personal faith in classroom settings.

💡Limit of Trigonometric Functions

This is the main mathematical topic discussed in the video. The limit of a function, especially in trigonometry, refers to the value that the function approaches as the input approaches a certain point. The teacher uses examples to help students understand this concept, making it the core lesson of the day.

💡Differentiated Learning

This teaching model is emphasized as the primary approach in the video. Differentiated learning tailors instruction to meet the different needs, learning styles, and abilities of students. In the video, the teacher organizes students into groups based on whether they are visual, auditory, or kinesthetic learners.

💡Visual Learners

This group of students prefers to learn through seeing, such as diagrams, charts, and visual aids. The teacher provides specific modules and encourages this group to use laptops and view content via Chrome to enhance their understanding of the lesson.

💡Auditory Learners

Auditory learners absorb information best through listening. The teacher acknowledges this group and gives them opportunities to present and discuss their findings, as speaking and listening are integral to their learning style.

💡Kinesthetic Learners

This group of students learns best through physical activities or hands-on experience. In the video, the teacher tries to involve the kinesthetic group by encouraging movement and physical engagement during the lesson.

💡Classroom Agreement

The teacher reminds students of the established classroom agreements or rules, one of which is to be active in learning. This reinforces the importance of maintaining an engaging and respectful classroom environment, where everyone contributes to the lesson.

💡Reflection

Reflection is an essential part of the lesson's closure. The teacher asks students to reflect on the day’s learning experience and provide feedback, helping to gauge the effectiveness of the teaching methods and understand the students' preferences for future lessons.

💡Summarizing

At the end of the lesson, both the teacher and the students work on summarizing the main points, such as understanding the limits of trigonometric functions. Summarization is used to reinforce what has been learned and ensure comprehension before moving on to further study.

💡Learning Management System (LMS)

The teacher mentions that additional exercises can be found on the Learning Management System (LMS), indicating that the classroom integrates digital tools to support student learning beyond the in-person lesson. The LMS is a platform where students can access materials, complete assignments, and track their progress.

Highlights

The lesson begins with a prayer session followed by greetings to students and an inquiry about their attendance.

The teacher introduces the topic of the day: limit of trigonometric functions.

The lesson method for the day is differentiated learning, based on students' learning needs (visual, auditory, kinesthetic).

The teacher recalls last week's lesson about the definition of limits and continues with the continuity of functions.

Students are asked to observe an example on the screen about the limit as X approaches 1, encouraging class participation.

Students are divided into groups based on their learning styles: visual, auditory, and kinesthetic.

Visual learners are given modules and instructed to use their laptops to open Chrome for their tasks.

Before group discussions, the class engages in a 'motivation clap' to boost energy and enthusiasm.

Each group (visual, auditory, and kinesthetic) is asked to present their work to the class, starting with the visual group.

The teacher emphasizes differentiated instruction by allowing students to present their creative videos.

Students from the visual group engage in a discussion to explain the answers to the problems.

The lesson concludes with a summary of key learning outcomes: trigonometric function limits and continuity.

The teacher encourages reflection on the day’s learning and asks for feedback on how they would prefer to learn next week.

Students express that they enjoy the differentiated learning approach and find it helpful for better understanding.

The teacher awards a certificate of achievement to the class for their participation and success in the lesson.