DIFFERENTIATED

INSTRUCTIONAL
(Pengajaran Kepelbagaian
pelajar)
 Pengenalan
O Guru perlu melaksanakan pengajaran
kepelbagaian pelajar sebab pelajar
berbeza-beza kebolehan
O Kaedah mengambilkira kesediaan
belajar pelajar
O Teknik yang boleh memanfaatkan
pelajar yg kesediaan belajarnya sama
ada lebih tinggi atau lebih rendah drp
kelompok besar pelajar di dalam kelas
O Tomlinson describes differentiated
instruction as factoring students
individual learning styles and levels
of readiness first before designing
lesson plan.
O Try the ones that best apply to
you, depending on factors such as
student age.
 DIFFERENTIATED
INSTRUCTION STRATEGIES
1. Create Learning Stations
O Each station should use a unique method of
teaching a skill or concept related to your lesson.
O For example, students can rotate between
stations that involve:
Watching a video(visual)
Creating artwork(kinestatik)
Reading an article(audio
Completing puzzles(kinestatik)
Listening to you teach
(audio)
O.
2. Task Cards

O Like learning stations,

task cards allow you to
give students a range
of content.
O Answering task cards
can also be a small-
group activity, adding
variety to classes that
normally focus on solo
or large-group
learning.
3. Target Different Senses Within
Lessons
O Gaya pembelajaran pelbagai:
Playing videos
Using infographics
Providing audiobooks
Getting students to act out a scene
Incorporating charts and
illustrations within texts
Giving both spoken and written
directions to tasks
Using relevant physical objects,
such as money when teaching
math skills
Allotting time for students to
create artistic reflections and
interpretations of lessons
 4. Use the Think-Pair-Share Strategy

O The think-pair-share strategy

exposes students to three lesson-
processing experiences within one
activity. Its also easy to monitor and
support students as they complete
each step.

O As the strategys name implies, start

by asking students to individually
think about a given topic or answer a
specific question.

O Next, pair students together to

discuss their results and findings.

O Finally, have each pair share their

ideas with the rest of the class, and
open the floor for further discussion.
5. Tic- Tac- Toe
 6.Cubing
O Roll cube
 Isi pelajaran

Strategi
Persekitara
n ikut Proses
pembelajar
pembelajar
an keperlua an
n

Hasil
Pembelajaran
 Teknik yang sesuai
O Peer-tutoring
O Anchoring activities
O Tiered instruction
O Tic-tac-toe
O Menus
O Cubing
 Pembezaan

Adakah tindak balas guru kepada keperluan pelajar bersifat..

Kegiatan yang Kerja kumpulan yang Ujian Berterusan

dihormati disesuaikan (Flexible (Continual
(Respectful Task) Grouping) Assessment)

Guru boleh membezakan menerusi..

Isi Proses Produk Persekitaran

Berdasarkan

Kesediaan Pelajar Minat Pelajar Profil Pelajar

(Readiness) (Interest) (Learning Profile)

Melalui strategi yang pelbagai

 Prinsip utama
Guru jelas
dengan
matlamat
subjek
Guru
+pelajar
rakan
kerjasama Prinsip
utama Guru
menghargai,
memahami
Semua
pelajar
ambil
bahagian