Menyediakan Pilihan Soal untuk Murid
Summary
TLDRThis video emphasizes that differentiation in education doesn't have to be difficult or resource-intensive. The primary goal is to meet students' learning needs by allowing creative, student-centered approaches. The video explains how to design math problems with varying difficulty levels to accommodate different learning abilities. Teachers can provide a selection of problems, allowing students to choose based on their comfort level, fostering a sense of control and confidence. This strategy can be adapted across subjects to meet diverse student interests and abilities, making learning more meaningful and inclusive.
Takeaways
- ๐ฏ Differentiated instruction aims to meet students' learning needs and stimulate them to achieve learning objectives.
- ๐ค Differentiation doesn't always require complex techniques; creativity can be key.
- ๐ Allowing students to choose from different types of questions can help cater to varied learning preferences.
- ๐ Even with differentiation, traditional tools like questions or quizzes can still be effectively used.
- ๐ข When designing questions, it's essential to align them with the learning objectives, such as mastering fraction addition and subtraction in mathematics.
- ๐ง Create questions with varying levels of difficulty to match students' capabilities.
- ๐ก Offering a mix of mandatory and optional questions can give students a sense of control over their learning.
- ๐ฎ If digital tools are available, consider using online platforms to provide questions.
- ๐ Analyze both the students' answers and their question choices to understand their learning progress better.
- ๐ Differentiation allows students of different abilities to feel confident and in control of their learning, without needing to group them separately.
Q & A
What is the primary goal of differentiated instruction?
-The primary goal of differentiated instruction is to meet students' learning needs and stimulate them to achieve learning objectives.
Is differentiated instruction necessarily complex and resource-intensive?
-No, differentiated instruction doesn't have to be complex or require extensive resources. Creativity and simple techniques can effectively achieve differentiation.
How can teachers incorporate differentiation in problem-solving activities?
-Teachers can differentiate by designing problems with varying levels of difficulty, ensuring each problem aligns with the learning objectives.
How can math differentiation be applied when teaching fractions?
-In teaching fractions, differentiation can be applied by creating problems that test prerequisite skills, basic operations, and advanced understanding, tailored to different student abilities.
How should the difficulty levels of problems be structured in a differentiated math lesson?
-Problems should be structured with varying difficulty, including prerequisite skill checks, basic problems, intermediate problems, and advanced problems, to cater to different student levels.
What is the role of student choice in differentiated instruction?
-Student choice allows learners to select which problems to solve, giving them a sense of control over their learning and making the process more engaging.
How can teachers provide clear instructions while keeping the learning student-centered?
-Teachers should give clear, simple instructions that empower students to make decisions about their learning while maintaining a focus on achieving learning objectives.
What can teachers analyze after students complete differentiated tasks?
-Teachers can analyze not only the students' answers but also the choices they made in selecting problems, which can provide insights into their thought processes and preferences.
How can differentiated instruction help build students' confidence?
-Differentiated instruction allows students to work at their own level and pace, which can help them feel more confident and in control of their learning.
Can differentiation be adapted to subjects other than mathematics? Provide an example.
-Yes, differentiation can be adapted to other subjects. For example, in a language class, students might choose from different writing prompts to practice creating advertisements, aligning with their interests and abilities.
Outlines
๐ฏ Simplifying Differentiated Learning
Differentiated learning is often perceived as complex and resource-intensive, but it can be made more accessible with creativity and simple techniques. The main goal is to meet the diverse learning needs of students and stimulate them to achieve educational objectives. Teachers can still use questions or assignments, but the key lies in how they are implemented. Differentiation can be applied even in basic question-answer activities by aligning them with learning goals, varying difficulty levels, and allowing students to select tasks that match their abilities.
๐ Designing Differentiated Questions in Math
In a math lesson focused on fraction addition and subtraction, differentiated learning is illustrated by creating questions of varying difficulty. Teachers can design 20 questions, grouped by skill level, such as basic, intermediate, and advanced. Students are then allowed to choose which questions to answer, fostering independence and ensuring that the tasks meet their learning needs. Teachers should provide clear instructions to maintain student-centered learning, guiding students on which questions to answer while allowing them freedom in their choices.
๐ Flexibility in Learning Tools and Platforms
Differentiated learning doesn't have to rely solely on traditional tools like paper and books. With easy access to devices and the internet, teachers can utilize digital platforms to present questions. This flexibility extends to the number of questions students must answer, allowing them to select based on their learning needs. For example, students may be asked to complete 10 out of 20 questions, with mandatory and optional sections, to accommodate different skill levels and encourage self-directed learning.
๐ง Analyzing Student Choices and Responses
After students complete their chosen questions, teachers can analyze not only the answers but also the choices students made. This reflective practice helps students understand their decision-making process, identifying areas for improvement. Teachers can facilitate this by asking prompting questions like 'Why did I choose this question?' or 'What can I improve?' Differentiated learning in this context provides diverse question options, enabling teachers to cater to varying student needs without grouping them, thus boosting student confidence and control over their learning.
๐ Adapting Differentiation to Various Subjects
Differentiation isn't limited to a specific subject or grade level. Teachers can adapt this approach to different subjects by varying themes to match students' interests. For instance, in a language class focused on writing advertisements, teachers can offer questions with different themes, allowing students to choose the ones that appeal to them. This method not only meets diverse student interests but also allows them to respond according to their abilities, making differentiated learning a versatile and effective teaching strategy.
๐ค Encouraging Collaborative Learning Among Teachers
Differentiated learning practices can be simple to implement and highly effective. Teachers are encouraged to share their successful strategies with peers, fostering a collaborative learning environment. By exchanging best practices, teachers can collectively improve their differentiated instruction methods, ensuring that all students receive an education tailored to their needs and interests.
Mindmap
Keywords
๐กDifferentiation
๐กLearning Goals
๐กStudent Choice
๐กAssessment
๐กInstructional Strategies
๐กStudent-Centered Learning
๐กFraction Problems
๐กFlexible Grouping
๐กOpen-Ended Questions
๐กReflective Practice
Highlights
Differentiated instruction is aimed at meeting students' learning needs and stimulating them to achieve learning goals.
Differentiation does not always require complex or advanced techniques; creativity can simplify the process.
Differentiated instruction can still include traditional methods like quizzes and questions; it's about how they're applied.
In mathematics, questions should be designed to showcase the application of concepts like addition and subtraction of fractions.
Teachers should design questions with varying levels of difficulty to match different learning objectives.
Teachers can create 20 questions for addition and subtraction of fractions, categorized by difficulty: prerequisite skills, basic, intermediate, and advanced.
Assessment should be tailored based on prior learning and ongoing class performance.
Differentiated questions should allow students to choose from a set of questions based on their comfort level and ability.
Students can be given a set number of mandatory and optional questions to complete, allowing them some control over their learning.
Instructions should ensure that students have control over their learning, fostering a student-centered environment.
After answering, teachers should analyze not only the responses but also the question choices made by students.
Teachers should use reflective questions to help students evaluate their own learning and choices.
Offering a variety of question choices can increase student confidence and engagement.
Differentiated practice doesn't require grouping students; it offers all students equal opportunities to improve their skills.
Differentiated instruction can be adapted across subjects and levels, tailored to specific learning goals and student interests.
Transcripts
[Musik]
Siapa bilang kalau praktik diferensiasi
adalah hal yang sulit serta membutuhkan
waktu dan sumber daya yang
[Musik]
banyak tujuan utama dan yang paling
penting dari pembelajaran diferensiasi
adalah untuk memenuhi kebutuhan belajar
dan menstimulasi murid untuk mencapai
tujuan pembelajaran kita perlu berpikir
kreatif namun tidak selalu harus dengan
tek teknik yang mutakir dan rumit
memberikan kemerdekaan belajar untuk
murid bukan berarti kita tidak boleh
lagi menggunakan soal atau daftar
pertanyaan dalam proses pembelajaran
namun bagaimana cara kita menerapkannya
menjadi poin yang menentukan
pembelajaran yang bermakna Lalu
bagaimana cara melakukan diferensiasi
dalam aktivitas menjawab soal pertanyaan
pertama kita berangkat dari tujuan
pembelajaran yang akan
dicapai sebagai contoh pada mata
pelajaran matematika fase C dengan
tujuan pembelajaran menyelesaikan
masalah penjumlahan dan pengurangan
pecahan maka setiap soal yang akan ibu
dan bapak rancang harus dapat
memperlihatkan kemampuan aplikasi konsep
penjumlahan dan pengurangan pecahan
kedua rancanglah beberapa soal dengan
tingkat kesulitan yang
beragam sesuai dengan tujuan
pembelajaran tadi saya membuat 20 soal
terkait penjumlahan dan pengurangan
pecahan berdasarkan hasil asesmen awal
pembelajaran dan proses pembelajaran
yang sudah berlangsung saya memetakan
komposisi soal sebagai
berikut dua soal menguji kemampuan
prasyarat yaitu mengurutkan pecahan
dengan pembilang atau penyebut yang sama
Li soal menguji kemampuan penjumlahan
dan pengurangan pecahan tingkat dasar 10
soal menguji kemampuan penjumlahan dan
pengurangan pecahan tingkat menengah dan
tiga soal menguji kemampuan penjumlahan
dan pengurangan pecahan tingkat
lanjut jumlah soal dapat disesuaikan
dengan tujuan pembelajaran bentuk
pertanyaan dan variasi kemampuan murid
di kelas ya jika pertanyaan membutuhkan
jawaban berbentuk isai maka ibu dan
bapak dapat membuat pilihan soal yang
lebih sedikit
media kegiatan juga tidak harus
menggunakan kertas atau buku ya jika
akses gawai dan internet mudah ibu dan
bapak tentunya dapat meletakkan soal
pada platform dari ketiga ibu dan bapak
dapat menentukan jumlah soal yang harus
dipilih oleh murid pada contoh ini saya
akan meminta murid untuk mengerjakan 10
dari 20 soal yang sudah disediakan 10
soal yang dikerjakan murid terdiri dari
lima soal wajib dan lima soal
pilihan lima soal wajib terdiri dari dua
soal prasyarat dua soal kemampuan dasar
dan satu soal kemampuan menengah sisanya
menjadi soal pilihan keempat beri
instruksi yang tepat agar pembelajaran
tetap berpusat pada murid saat
memberikan instruksi pastikan bahwa
muridlah yang memiliki kendali terhadap
pembelajaran mereka ibu dan bapak dapat
memberikan instruksi seperti baik
anak-anak kalian bisa lihat daftar yang
terdiri dari 20 soal yang ada di kertas
silakan kerjakan lima soal wajib yang
ada di nomor 1 hingga 5 lalu kalian
boleh bebas memilih lima soal lainnya
dari 15 soal pilihan semangat anak-anak
silakan mengerjakan semaksimal mungkin
yang dapat kalian lakukan ya setelah
murid Selesai mengerjakan soal ibu dan
bapak tidak hanya dapat menganalisis
hasil jawaban murid namun juga dapat
menganalisis pilihan soal yang dipilih
oleh murid saat melakukan refleksi
dengan murid ibu dan bapak dapat
memberikan pertanyaan pemantik seperti
Mengapa saya memilih soal ini hal apa
yang masih bisa saya tingkatkan kembali
bagaimana ibu dan bapak Terata tidak
sulit ya untuk melakukan diferensiasi
dalam menyediakan soal yang beragam
dengan memberikan pilihan soal yang
beragam guru dapat memenuhi kebutuhan
murid yang berbeda-beda tanpa
mengelompokkan murid murid akan merasa
lebih percaya diri dan memiliki kontrol
terhadap
pembelajarannya Selain itu setiap murid
dengan kemampuan yang berbeda-beda tetap
mendapatkan kesempatan yang sama dalam
meningkatkan keterampilan pemahamannya
tentu saja praktik pada video ini hanya
sebagai salah satu contoh yang dapat ibu
dan bapak sesuaikan kembali dengan
jenjang mata pelajaran dan tujuan
pembelajaran yang sedang dicapai selain
berdasarkan tingkat kesulitan soal juga
dapat ibu dan bapak kembangkan dengan
tema yang berbeda-beda untuk memenuhi
minat murid yang berbeda misalnya pada
mata pelajaran bahasa Indonesia fase C
dengan topik menulis teks iklan ibu dan
bapak dapat menyediakan lima soal
menulis teks iklan dengan tema yang
berbeda-beda kemudian murid dapat
memilih Dua pertanyaan yang ingin mereka
jawab pada praktik ini Ibu dan Bapak
tidak hanya memenuhi kebutuhan minat
murid yang beragam dengan menggunakan
pertanyaan terbuka murid pun dapat
menjawab pertanyaan sesuai dengan
kemampuannya kira-kira praktik
diferensiasi apa lagi yang mudah
diterapkan ya Ibu dan Bapak Yuk kita
belajar bersama dengan saling membagikan
praktik
baik
y
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