Menyediakan Beragam Metode untuk Tugas

Pelatihan Mandiri

9 Dec 202305:42

Summary

TLDRThe video script discusses the practice of two teachers in providing diverse assignment methods to cater to the learning needs of students. Ibu Maria organizes her class into four learning corners, each offering a different level of complexity and support, allowing students to choose tasks based on their abilities. Pak Endo differentiates assignments in his class by facilitating students to create a wall newspaper, reflecting on the geographical and cultural diversity of the Nusantara region. Both teachers emphasize the importance of self-regulation, reflection, and providing a supportive environment for students to excel in their tasks.

Takeaways

📚 Providing a variety of tasks for students to choose from is a way to support each student in the classroom.
🔍 Integrating tasks with learning activities can be a method to engage students, but tasks can also be standalone activities post-learning.
👩‍🏫 Ibu Maria, a 3rd-grade teacher, recognizes the diverse assignments her students have and organizes the class into four learning corners.
📐 The 'Explanation Corner' is near the blackboard and is staffed by Ibu Maria to assist with math problems.
🧰 The 'Tool Corner' contains educational tools to help students work on math problems in pairs.
✅ The 'Count Corner' offers more complex worksheets for individual work without the use of educational tools.
🎨 The 'Project Corner' includes a canvas where students can work in groups to apply mathematical concepts to real-world problems.
📝 Ibu Maria designs various forms of support, including corners with direct teacher assistance and self-guided learning spaces.
🤔 Students can choose whether to work alone, in pairs, or in groups, and are provided with written instructions at each corner.
⏰ Ibu Maria first writes down the available corners as a learning menu on the blackboard and allows students to choose their order of corners to work on.
🔄 If students struggle, they can switch to a different corner before returning to the original one, or move to a more complex corner for a new challenge.
👨‍🏫 Pak Endo, a 7th-grade teacher, differentiates tasks by having students analyze the relationship between the diversity of the Indonesian archipelago's geography and cultural formation.
📰 Pak Endo's students decide to express their learning outcomes in the form of a wall newspaper, identifying parts of a newspaper and discussing what makes news interesting.
📝 Criteria for success in the task are agreed upon and become the rubric for performance assessment.
📅 Students choose tasks according to their interests and talents, and create their own work schedules, which are posted on a large board in the classroom.
🤝 Pak Endo's method of task differentiation allows all students to work on different tasks according to their interests and talents, while still achieving the learning objectives.
🚀 Both Ibu Maria and Pak Endo help students to self-regulate by setting their own success criteria, schedules, and reflecting on their ongoing work.

Q & A

What is the purpose of providing various tasks in the classroom, as mentioned in the script?
-The purpose of providing various tasks is to offer support to each student in the classroom by catering to their different learning needs and preferences.
How does Bu Maria differentiate tasks for her students in the classroom?
-Bu Maria differentiates tasks by organizing the classroom into four learning corners: the explanation corner, the tools corner, the counting corner, and the project corner. Each corner offers different levels of complexity and types of learning activities.
What is the function of the explanation corner in Bu Maria's classroom?
-The explanation corner is located near the blackboard where Bu Maria is available to help students with math problems, providing direct support and guidance.
How are students encouraged to choose their learning tasks in Bu Maria's classroom?
-Students are given three minutes to explore the available corners and choose the one they feel suits their learning style and needs. They can then begin working in their selected corner.
What happens if a student finds a task too difficult in Bu Maria's classroom?
-If a student finds a task too difficult, they are allowed to switch to a different corner before returning to the challenging task later. This ensures that students can work at their own pace and level of understanding.
How does Pak Endo differentiate tasks for his students in his social studies class?
-Pak Endo differentiates tasks by having students create a classroom newspaper, with each student taking on a role that matches their interests and skills, such as writing articles, conducting interviews, taking photos, or drawing cartoons.
What criteria are used to assess the students' work on the classroom newspaper in Pak Endo's class?
-The criteria for assessing the students' work are established through a discussion that leads to a consensus on what makes a good news article. These criteria are then used as a rubric for evaluating the final product.
How do students in Pak Endo's class manage their work on the classroom newspaper?
-Students create their own work schedules, which are posted on a large poster in the classroom. This allows them to monitor their progress, regulate their work, and make adjustments as needed.
What skills does Pak Endo aim to develop in his students through the newspaper project?
-Pak Endo aims to develop self-regulation skills, as students are responsible for setting their own success criteria, managing their schedules, and reflecting on their progress.
What are the key benefits of using varied methods and tasks in the classroom, according to the script?
-The key benefits include meeting the diverse learning needs of students, supporting their individual strengths and challenges, and promoting self-regulation and reflection in their learning processes.

Outlines

00:00

📚 Customized Learning Activities

This paragraph introduces a video about two teachers' practices in providing various assignment methods to support students' learning. Ibu Maria, a third-grade elementary school teacher, recognizes the diverse needs of her students and organizes the classroom into four learning corners, each with different levels of complexity and support. The corners include 'Explanation Corner' for direct teacher assistance, 'Tool Corner' for pair work, 'Count Corner' for individual work with complex worksheets, and 'Project Corner' for group work applying mathematical concepts to real-world problems. Ibu Maria also provides written instructions for each corner, allowing students to choose their tasks independently and reflect on their choices. She facilitates the process by first listing the available corners, giving students time to choose their preferred order, and then monitoring their progress to ensure they match their learning capabilities. If students struggle, they can switch to a different corner or be guided to a more challenging one after gaining confidence.

05:00

📰 Differentiated Assignments in a Middle School Class

In the second paragraph, Pak Endo, a seventh-grade middle school teacher, is featured for his approach to differentiated assignments. After discussing the importance of understanding the geographical conditions of the Nusantara region and their impact on cultural diversity, the class decides to create a wall newspaper. Pak Endo guides the students in identifying the components of a newspaper and brainstorming criteria for an engaging news item. The students then self-select tasks based on their interests and talents, such as writing news articles, interviewing figures, or creating caricatures. They also establish a work schedule displayed in the classroom to help them reflect and regulate their progress. Pak Endo's method ensures that all students work on different tasks according to their interests and talents while achieving the broader learning objectives. Additionally, he helps students to train in self-regulation by setting their own success criteria, organizing schedules, and reflecting on their ongoing work using various methods.

Mindmap

Keywords

💡Diverse Assignments

Diverse assignments refer to a variety of tasks that cater to different learning needs and styles. In the video's theme, it is central to providing support for every student in the class. The script mentions that the teacher, Ibu Maria, organizes the class into different corners, each with a different type of assignment, allowing students to choose the one that suits them best, which illustrates the concept of diverse assignments.

💡Learning Activities

Learning activities are tasks or exercises designed to facilitate the educational process. The script describes how assignments can be integrated with learning activities, such as the 'sudut penjelasan' (explanation corner) where Ibu Maria helps students with math problems, demonstrating the integration of assignments within the learning process.

💡Class Differentiation

Class differentiation is the practice of organizing a classroom to accommodate different learning levels or interests. The script discusses how Ibu Maria arranges the class into four learning corners, each with a different focus, which exemplifies class differentiation and its role in personalized learning.

💡Self-Regulation

Self-regulation in a learning context refers to students' ability to manage their own learning process. The script mentions that students can choose to work independently, in pairs, or in groups, and that they can select tasks according to their interests and talents, indicating the importance of self-regulation in the learning process.

💡Instructional Support

Instructional support involves the assistance provided by teachers to guide students through their learning. The script describes how Ibu Maria provides direct support in the 'sudut penjelasan' and how Pak Endo facilitates discussions and tasks, showing the role of instructional support in enhancing understanding and engagement.

💡Complexity of Materials

The complexity of materials refers to the varying levels of difficulty in educational content. The script mentions that some corners provide more concrete materials like 'alat peraga' (teaching aids), while others offer more abstract and complex materials like 'soal cerita' (story problems), highlighting the range of complexity in the learning materials.

💡Student Autonomy

Student autonomy is the concept of allowing students to make choices about their learning. The script illustrates this through the students' ability to choose which learning corner to work in and the method of working (alone, in pairs, or in groups), emphasizing the importance of student autonomy in personalized education.

💡Written Instructions

Written instructions are clear, textual guidelines provided to students to understand what is expected of them. In the script, Ibu Maria prepares written instructions for each corner, ensuring that students know what to do independently, which is crucial for structured and guided learning.

💡Learning Reflection

Learning reflection involves students thinking about and evaluating their learning process and outcomes. The script describes how the method used by Ibu Maria and Pak Endo includes reflection on the tasks chosen by the students, which is key for self-improvement and understanding.

💡Interest and Talent

Interest and talent are personal inclinations and abilities that can influence learning preferences and outcomes. The script shows how students are encouraged to choose tasks according to their interests and talents, as seen in the assignment of roles for creating a 'koran dinding' (wall newspaper), which is important for motivation and engagement.

💡Project-Based Learning

Project-based learning is an educational method where students gain knowledge and skills by working for an extended period on a complex problem or question. The script mentions the 'sudut Project' where students work in groups to apply mathematical concepts to real-world problems, exemplifying project-based learning in action.

Highlights

Providing a variety of tasks for students to choose from supports diverse learning needs in the classroom.

Tasks can be integrated with learning activities or serve as post-lesson activities.

Two teachers demonstrate different methods of assigning tasks in the video.

Ibu Maria organizes her class into four learning corners to accommodate various student needs.

The 'Explanation Corner' offers direct teacher support for solving math problems.

The 'Tool Corner' provides physical aids for students to work on math problems in pairs.

The 'Counting Corner' offers complex worksheets for individual student work without aids.

The 'Project Corner' allows students to work in groups on real-world math applications.

Ibu Maria designs various support forms, including teacher-assisted and student-independent corners.

Students can choose to work alone, in pairs, or in groups based on their preference.

Written instructions are provided at each corner to guide students' independent work.

Ibu Maria first lists the available corners as a learning menu on the board.

Students are given time to explore and choose the order of corners they prefer.

Ibu Maria circulates to ensure students' choices align with their learning styles and abilities.

Struggling students can switch to a different corner before returning to the original one.

Pak Endo's class discusses the importance of understanding the relationship between geography and culture.

Students decide to present their learning in the form of a classroom newspaper.

Pak Endo facilitates a discussion on what makes news interesting and how to create a successful newspaper.

Students identify the main components of a newspaper, such as headlines, articles, and illustrations.

The agreed-upon criteria for a successful newspaper become the rubric for performance assessment.

Students choose tasks based on their interests and talents, such as writing, interviewing, or drawing.

Students create their own work schedule, posted on a large board in the classroom.

The work schedule serves as a tool for self-reflection and regulation among students.

Pak Endo's differentiated task approach allows students to work on different tasks according to their interests and talents.

All students demonstrate their learning outcomes towards the broader educational goals.

Pak Endo also helps students train self-regulation by setting their own success criteria, schedules, and reflecting on their work.

Differentiated tasks by teachers can meet the learning needs of students, understand their strengths, and support the challenges they face.