KANDUNGAN

• Rangka & Prinsip D.I

- 3 Kunci D.I
- 4 Alat Profil
- 5 Pendekatan
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APA?

(A) APA ITU D.I?

(B) APA ITU BUKAN D.I?

MENGAPA?

(1) Keterlibatan Pelajar

(2) Pembelajaran yang bermotivasi
(3) Kejayaan yang bertambah
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RANGKA &
PRINSIP
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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 …

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PRINSIP UTAMA
jelas tentang apa yang penting
(1) Guru ________
dalam pelajaran tersebut.

(2) Semua pelajar mesti mengambil bahagian

(3) Guru memahami, menghargai & membina

perbezaan pelajar.
___________

(4) Guru dan pelajar ialah rakan kerjasama

(collaborators) dalam pembelajaran.
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PRINSIP UTAMA
menyesuaikan isi, proses & produk
(5) Guru _______________
sebagai tindak balas kepada kesediaan, minat
dan profil pembelajaran pelajar.

(6) Matlamat kelas : Pertumbuhan & kejayaan

maksima
individu yang ___________.

(7) Ujian dan arahan tidak dapat dipisahkan.

Source: Tomlinson, C. (2000). D.I for Academic Diversity,

San Antonio. TX: ASCD
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3 KUNCI PEMBEZAAN
PELAJAR ANDA
(1) KENAL ___________
ISI KANDUNGAN
(2) KENAL __________________ ANDA
PENDEKATAN
(2) KENAL _________________ ANDA
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KUNCI 1: KENAL PELAJAR ANDA

Guru memahami,
menghargai dan membina
atas perbezaan pelajar
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PROFIL PELAJAR
KAD PROFIL PELAJAR

Gender Stripe
Auditory, Visual, Analytical, Creative,
Kinesthetic Practical
Modality Student’s Sternberg
Interests

Multiple Intelligence Preference Array

Inventory
Gardner
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ALAT-ALAT PROFIL

(1) MODALITY

(2) MULITPLE INTELLIGENCES

(3) STERNBERG

(4) ARRAY INVENTORY

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ALAT PROFIL 1:

MODALITY
(i) KINESTHETIC

(ii) AUDITORY

(iii) VISUAL
Activity 2.5 – The Modality Preferences Instrument (HBL, p. 23)
Follow the directions below to get a score that will indicate your own modality (sense) preference(s). This
instrument, keep in mind that sensory preferences are usually evident only during prolonged and complex learning
tasks.
Identifying Sensory Preferences
Directions: For each item, circle “A” if you agree that the statement describes you most of the time. Circle “D” if
you disagree that the statement describes you most of the time.

1. I prefer reading a story rather than listening to someone tell it. A D

2. I would rather watch television than listen to the radio. A D
3. I remember faces better than names. A D
4. I like classrooms with lots of posters and pictures around the room. A D
5. The appearance of my handwriting is important to me. A D
6. I think more often in pictures. A D
7. I am distracted by visual disorder or movement. A D
8. I have difficulty remembering directions that were told to me. A D
9. I would rather watch athletic events than participate in them. A D
10. I tend to organize my thoughts by writing them down. A D
11. My facial expression is a good indicator of my emotions.
A D
12. I tend to remember names better than faces. A D
13. I would enjoy taking part in dramatic events like plays. A D
14. I tend to sub vocalize and think in sounds. A D
15. I am easily distracted by sounds. A D
16. I easily forget what I read unless I talk about it. A D
17. I would rather listen to the radio than watch TV. A D
18. My handwriting is not very good. A D
19. When faced with a problem , I tend to talk it through. A D
20. I express my emotions verbally. A D
21. I would rather be in a group discussion then read about a topic. A D

22. I prefer talking on the phone rather than writing a letter to someone. A D
23. I would rather participate in athletic events than watch them. A D
24. I prefer going to museums where I can touch the exhibits. A D
25. My handwriting deteriorates when the space becomes smaller. A D
26. My mental pictures are usually accompanied by movement. A D
27. I like being outdoors and doing things like biking, camping, swimming, hiking etc. A D
28. I remember best what was done rather then what was seen or talked about. A D
29. When faced with a problem, I often select the solution involving the greatest activity. A D
30. I like to make models or other hand crafted items. A D
31. I would rather do experiments rather then read about them. A D
32. My body language is a good indicator of my emotions. A D
33. I have difficulty remembering verbal directions if I have not done the activity before. A D
 Interpreting the Instrument’s Score
Total the number of “A” responses in items 1-11 _____
This is your visual score

Total the number of “A” responses in items 12-22 _____

This is your auditory score

Total the number of “A” responses in items 23-33 _____

This is you tactile/kinesthetic score

If you scored a lot higher in any one area: This indicates that this modality is very
probably your preference during a protracted and complex learning situation.
If you scored a lot lower in any one area: This indicates that this modality is not likely
to be your preference(s) in a learning situation.
If you got similar scores in all three areas: This indicates that you can learn things in
almost any way they are presented.
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ALAT PROFIL 2:

MULTIPLE INTELLIGENCES
(1) Verbal - Linguistic
(2) Logical - Mathematical
(3) Visual - Spatial
(4) Bodily - Kinesthetic
(5) Musical
(6) Interpersonal
(7) Intrapersonal
(8) * Naturalist
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ALAT PROFIL 2:

PRINSIP M.I.
Howard Gardner – Jenis Kecerdikan

• Mendakwa bahawa kecerdikan

seseorang pelajar menjejas cara dia
memahami informasi, menyelesaikan
masalah dan memproses
pembelajaran
Self Assessment: The Theory of Multiple Intelligences
Where does your true intelligence (processing ability) lie? This quiz can help you determine
where you stand. Read each statement. If it expresses some characteristic of yours and sounds
true for the most part jot down a “T”. If it doesn’t mark and “F”. If the statement is sometimes
true, sometimes false, leave it blank.
1. _____ I’d rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply quickly in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps quickly.
7. _____ It’s easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech, or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that comes with new gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skate) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than others.

17. _____ I enjoy building models (or sculpting).

18. _____ I am good at finding the the fine points of word meanings.

19. _____ I can look at an object one way and see it turned sideways or backwards just as easily.

20. _____ I often connect a piece of music with some event in my life.

21. _____ I like to work with numbers and figures.

22. _____ Just looking at shapes of buildings and structures is pleasurable to me.

23. _____ I like to hum, whistle, and sing in the shower or when I am alone.

24. _____ I’m good at athletics.

25. _____ I’d like to study the structure and logic or languages.

26. _____ I’m usually aware of the expressions on my face.

27. _____ I’m sensitive to the expressions on other people’s faces.

28. _____ I stay in touch with my moods. I have no trouble identifying them.

29. _____I am sensitive to the moods of others.

30. _____ I have a good sense of what others think of me.
 M.I Scoring Sheet
 
Place a checkmark by each item, which you marked as "True." Add your
totals. A total of (four in any of the categories A through E indicates strong
ability. In categories F through G a score of one or more means you have
abilities in these areas as well. 

A B C D
Linguistic Logical/Math. Musical Spatial
7 ____ 4 ____ 2 ____ 1 ____
8 ____ 5 ____ 3 ____ 9 ____
14 ___ 12 ___ 10 ___ 11 ___
18 ___ 16 ___ 20 ___ 19 ___
25 ___ 21 ___ 23 ___ 22 ___

E F G
Body/Kinesthetic Intrapersonal Interpersonal
6 ____ 26 ___ 27 ___
13 ___ 28 ___ 29 ___
 
15 ___ 30 __
 
17 ___
24 ___
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ALAT PROFIL 3:

STERNBERG
(1) Kecerdikan Kreatif (Creative Intelligence)

(2) Kecerdikan Praktikal (Practical Intelligence)

(3) Kecerdikan Analitikal (Analytical Intelligence)

Triarchic Theory of Intelligences
Robert Sternberg
Mark each sentence T if you like to do the activity and F if you
do not like to do the activity.
1. Analyzing characters when I’m reading or listening to a
story ___
2. Designing new things ___
3. Taking things apart and fixing them ___
4. Comparing and contrasting points of view ___
5. Coming up with ideas ___
6. Learning through hands-on activities ___
7. Criticizing my own and other kids’ work ___
8. Using my imagination ___
9. Putting into practice things I learned ___
10. Thinking clearly and analytically ___
11. Thinking of alternative solutions ___
12. Working with people in teams or groups ___
13. Solving logical problems ___
14. Noticing things others often ignore ___
15. Resolving conflicts ___
16. Evaluating my own and other’s points of view
___
17. Thinking in pictures and images ___
18. Advising friends on their problems ___
19. Explaining difficult ideas or problems to others
___
20. Supposing things were different ___
21. Convincing someone to do something
___
22. Making inferences and deriving conclusions ___
23. Drawing ___
24. Learning by interacting with others ___
25. Sorting and classifying ___
26. Inventing new words, games, approaches ___
27. Applying my knowledge ___
28. Using graphic organizers or images to organize your
thoughts
___
29. Composing
30. Adapting to new situations ___
Triarchic Theory of Intelligences – Key
Transfer your answers from the survey to the key. The
column with the most True responses is your dominant
intelligence.

Analytical Creative Practical

1. ___ 2. ___ 3. ___
4. ___ 5. ___ 6. ___
7. ___ 8. ___ 9. ___
10. ___ 11. ___ 12. ___
13. ___ 14. ___ 15. ___
16. ___ 17. ___ 18. ___
19. ___ 20. ___ 21. ___
22. ___ 23. ___ 24. ___
25. ___ 26. ___ 27. ___
28. ___ 29. ___ 30. ___

Total Number of True:

Analytical ____ Creative _____ Practical _____
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ALAT PROFIL 4:

ARRAY INVENTORY
Kunci D.I. adalah dengan melihat pelajar
kita sebagai individu.
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PROFIL PELAJAR
Kenali pelajar anda
• Cara seseorang individu belajar
dengan paling cekap dan berkesan
Guru dan pelajar mungkin cenderung
dengan profil pembelajaran yang
berbeza.
Array Interaction Inventory
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Winnie the Pooh and Friends

in 100 Acre Wood
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Anda kenal watak-watak ini?

Winnie Tigger Eeyore

Rabbit
the
Pooh
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Profil Pembelajaran
• Watak yang bagaimana dapat
menerangkan tentang diri anda?

Poohs – Peace Seekers

Supporter
Listener
Steady
Amicable
Big-hearted
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Rabbits – Movers and Shakers,

Overcomer,
Task-oriented,
the big picture,
have end in mind,
get things done,
forget how they affect others
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Tiggers – Fun Lovers,

Connector,
‘Live-wire’,
Expressive, ‘noisy’,
Humorous,
lots of friends,
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Eeyores – Contemplater

Thinker,
Conscientious, Precise,
High standard of quality
slow to change,
avoid trouble.
 Array Model Descriptors Knaupp 1995

Personal Objectives / Personality Component

Harmony Production Connection Status Quo
COOPERATIVE Caring Logical Spontaneous Quiet
Sensitive Structured Creative Imaginative
(Positive
Nurturing Organised Playful Insightful
Behaviour)
Harmonizing Systematic Enthusiastic Reflective
Feeling-oriented Thinking Action-oriented Inaction-oriented
Oriented
RELUCTANT Overadaptive Overcritical Disruptive Disengaging
Overpleasing Overworks Blames Withdrawn
(Negative
Makes mistakes Perfectionist Irresponsible Delays
Behaviour)
Cries or giggles Verbally attacks Demands Despondent
Self-defeating Demanding attention Daydreams
Defiant
PSYCHOLOGICA Friendships Task completion Contact with Alone time
people Stability
L NEEDS Sensory Time schedule Fun activities
experience
WAYS TO MEET Value their Value their ideas Value the activity Value their privacy
feelings Incentives Hands-on Alone time
NEEDS
Comfortable Rewards activities Independent
workplace Group interaction activities
Leadership
Pleasing learning positions Games Specific directions
environment Schedules Change in routine Computer activities
Work with a
friend sharing To-do lists Routine tasks
times
 LEAD
ERSH
STYL IP
ES

Pooh (Harmony)
Rabbit (Production)

Eeyores (Status Quo)

Tigger (Connection)

“Understanding How Others Misunderstand You”

by Ken R Vogues & Ron L Bruan
 TEAM
DYNA
MI CS

Pooh (Harmony)
Rabbit (Production)

Eeyores (Status Quo)

Tigger (Connection)

“Understanding How Others Misunderstand You”

by Ken R Vogues & Ron L Bruan
 SENS
ITIVIT
I
OTHE ES TO
RS

Pooh (Harmony)
Rabbit (Production)
Tigger (Connection)

Eeyores (Status Quo)

“Understanding How Others Misunderstand You”

by Ken R Vogues & Ron L Bruan
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KUNCI 2: KENAL PASTI PENDEKATAN

ANDA

Guru menyesuaikan isi kandungan,

proses dan projek sebagai tindak
balas kepada kesediaan, minat dan
profil pembelajaran pelajar-pelajarnya,
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PENDEKATAN
(1) STERNBERG

(2) CUBING

(3) TIERED

(4) RAFT

(5) M.I
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Sternberg’s Triarchic
Theory of Intelligence
Robert Sternberg, Profesor Psikologi di Universiti
Yale , mengenalkan teori bahawa seseorang itu
memiliki tiga kecerdikan dalam tahap yang berbeza.
Kajian beliau menunjukkan bahawa seseorang dapat
belajar bila kecerdikan dominan diberi perhatian.
(Sternberg, 1997).
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Teori Triarchic
• Pengajaran Triarchic ialah strategi yang
membezakan menurut teori Sternberg
“kecerdikan berjaya” (successful intelligence):
– Kecerdikan Kreatif (Creative Intelligence)
– Kecerdikan Praktikal (Practical Intelligence)
– Kecerdikan Analitikal (Analytical
Intelligence)
 Study the
pictures in the
Draw a picture folder and try to
depicting the same identify the
scene throughout season in which
the 4 seasons. each was taken.
Make a song to What clues did
Row, Row, Row you look for?
Your Boat that tells Explain your
what people do in guessing.
each season and
why.

Make a shopping list for three

people in your family that tells
what they need to buy to get ready
for each season. Be ready to tell
why you put those things on your
list.
Cindy Strickland,
2004
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CUBING – APA?
 Strategi melihat dari perspektif yang
berbeza.

 Setiap satu bahagian kiub mempunyai

aktiviti yang berlainan.

 Sesuai untuk kerja kumpulan atau secara

individu.
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CUBING – BAGAIMANA?

Kritik

Gambarkan Bayangkan Cipta Tarikan

Bandingkan
 DIFFERENTIATED INSTRUCTIONS

Describe
how you would solve
simultaneous
equation.

Demonstrate Change Create

Compare & contrast
how a professional one or more numbers an interesting and
could apply this in the problem. challenging word
this problem to the
concept or problem to Give a rule for what problem from the
one on page _____.
their work or life. that change does. number problem.

Diagram or illustrate
the solution to the
problem, so we can
understand it.
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Setting
Illustrate the setting of
your poem. Use color
(markers, pencils) and
give your picture a title
that is connected to
the poem but not the
title of the poem

Figurative Language
Theme
Using a graphic Rhyme
Describe the theme
organizer, list all the Line Figure out the rhyme
of your poem in a
similes and metaphors Describe the way scheme of the poem.
paragraph. Check for
in your poem. If you the lines Be prepared to
topic sentence,
need help finding are arranged teach it to the
supporting details
metaphors, consult With class.
and conclusion
your group members

Speaker
Describe the speaker
of this poem. Be
prepared to share
orally.
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CUBING – MENGAPA?
 Pelajar “Bermain” sambil belajar

 Pelajar dapat peluang memahami konsep dalam

sudut yang berlainan.

 Fleksibel dan pelajar dapat mendalami sesuatu

topik

 Guru dapat membezakan kesediaan pelajar

dengan cara yang tidak ketara
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CUBING (MENGGUNAKAN THINKDOTS)

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CUBING

(DENGAN THINKDOTS)

Gambarkan … Gunakan … Persoalkan …

Sokong atau Bandingkan … Cipta …

bantah …
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TIERING
Pendekatan kesediaan – informasi, idea dan kemahiran
yang sama, tetapi tahap kepayahan di pertingkatkan

Kriteria untuk Tiering yang berkesan

• Tugasan sama dari segi pengetahuan, pemahaman
dan kemahiran
• Tugasan perlukan tahap pemikiran yang tinggi
• Tugasan memerlukan keterlibatan yang sama rata

Banyak Pendekatan yang boleh dibariskan (Tiered)

Kegiatan-kegiatan, tugasan di makmal,penulisan
jurnal, kerja rumah, produk, ujian/penilaian, soalan
perbincangan . . .
C. Tomlinson
 Developing a Tiered Activity
1
Select the activity organizer 2
• Concepts to be taught Think about your students/use assessments
skills
• readiness range reading
thinking
• interests information
• learning profile
• talents
3
Create an activity that is
• interesting 4
• high level High skill/
• causes students to use Chart the Complexity
key skill(s) to understand complexity
a key idea of the
activity Low skill/
complexity

5
Clone the activity along the ladder as
needed to ensure challenge and
success for your students, in
• materials – basic to advanced 6
• form of expression – from familiar to
unfamiliar Match task to student based on
• from personal experience to removed
from personal experience student profile and task
requirements
 g
ou
fD
k o ng
o r ad i
n w Re Me tin,
d o ng ot r
se hi If N Ma
ba ac d
at Te eas: r an
rm i n r e
Fo e d it n t A mey
l c nte ill

Differentiating
eh Co ?B
Bu the ho
W
in en
Th 8
9
19

RAFTs for
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RAFT
RAFT is an acronym that stands for
• Role of the student – reporter,
observer, eyewitness, object?
• Audience – Who will be addressed by
this raft: the teacher, other students,
parent, another object?
• Format – in a letter, report, song,
picture?
• Topic – Who or what is the subject of
this writing?
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RAFT …
• … menggalakkan penulisan rentas
kurikulum
• … cara menggalakkan pelajar-pelajar
untuk
– … mengambil peranan role
– … menimbangkan audiens audience,
– … meneliti topik dari pespektif yang
sesuai
– … tulis mengikut format tertentu
• Pilihan, minat and profil pelajar,
 Grade 6
Social Studies RAFT

The Feudal System

Students will
Know:
Names and roles of groups in the feudal class
system.

Understand:
Roles in the feudal system were interdependent. A
person’s role in the feudal system will shape
his/her perspective on events.

Be Able to Do:
Research
See events through varied perspectives
Share research & perspectives with peers
 Feudal Pyramid RAFT
Role Audience Format Topic
King The Subjects Proclamation Read My Lips,
New Taxes
Knight Squire Job Description Chivalry,
Is it for you?
Lord King Contract Let’s Make a Deal
Serf Animals Lament Poem My So Called Life
Monk Masses Illuminated Do As I Say,
Manuscript Not as I Do
Lady Pages Song ABC, 123

Following the RAFT activity, students will share their research

and perspectives in mixed role groups of approximately five.
Groups will have a “discussion agenda” to guide their
conversation.
Kathryn Scaman
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KUNCI 3: KENALI ISI PELAJARAN ANDA

Guru tahu dan jelas tentang apa

yang penting dalam
pelajarannya.
 Lesson Planning
• Begin with the end in mind
• SIOs
• Learning goals

• Know
• Understand
• Do