UNIVERSITI PENDIDIKAN SULTAN IDRIS Fakulti Sains Kognitif Dan Pembangunan Manusia Jabatan Asas Pendidikan

KPD5033

Kepelbagaian Pelajar
Pengenalan

Sekolah Abad ke 19 dan Awal 20an

Hanya sebilangan kecil kanak-kanak ke sekolah. Kanak-kanak diperlukan untuk bekerja dan membantu keluarga. Kanak-kanak kurang upaya duduk di rumah atau sekolah khas. Kanak-kanak perempuan tidak dijangka tamat hingga sekolah menengah.

Hari ini, Semua kanak-kanak dijangka berada di sekolah. Bersama mereka terdapat perbezaan dari segi latar belakang budaya, bakat dan keperluan yang berbeza. Kebanyakan mereka kekurangan support and encouragement dari rumah. Sesetengahnya hadapi masalah learning disability. Sebahagian yang lain pelajar pintar.

Kini tidak boleh ,

membenarkan sebahagian murid ditempatkan di kelas khas membenarkan keciciran membenarkan mereka naik kelas tanpa menguasai 3M sekolah untuk semua kanak-kanak dan potensi setiap murid perlu disedari.

Elemen Kepelbagaian
1. 2. 3. 4. 5. 6. 7. 8. 9.

Jantina Ras/Etnik Kelas Sosial Keluarga Bahasa Nationality Agama Keluarbiasaan Umur

1. Jantina
Gender Bias

"Sitting in the same classroom, reading the same textbook, listening to the same teacher, boys and girls receive very different educations" (Sadker, 1994). In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind (Sadker, 1994). Across the country, boys have never been in more trouble: They earn 70 percent of the D's and F's that teachers dole out. They make up two thirds of students labeled "learning disabled." They are the culprits in a whopping 9 of 10 alcohol and drug violations and the suspected perpetrators in 4 out of 5 crimes that end up in juvenile court. They account for 80 percent of high school dropouts and attention deficit disorder diagnoses (Mulrine, 2001).

Gender Bias in Education by Amanda Chapman of D'Youville College

Gender Differences in Mental Abilities

No overall IQ difference Girls show strength in reading, writing, language, computation Boys show strength in mathematical, mechanical, and visual information processing Differences are small Mathematically gifted boys perform better than mathematically gifted girls Why the differences?

Why the differences?

Different Experiences(due to). Reinforcement for Behaviors, i.e. pink and blue by adults. Socialization (during school years). Subtle Differentiation, i.e. girls play house, boys play with blocks.

Copyright Allyn & Bacon 2006

Avoiding Gender Bias in Teaching

Teachers Should:

Avoid Stereotypes

Promote Integration
Treat Females & Males Equally

Copyright Allyn & Bacon 2006

Eliminating Gender Bias

Check textbooks for gender bias Watch for unintended biases in your classroom practices Check for equal opportunities for both sexes in school activities Use gender free language Provide role models

2. Race/Ethnicity

Ethnic Group (Ethnicity) shared sense of identity usually because of -A common place of origin (such as China, Malaysian, Greek, etc), -Religion (such as Islam, Hinduism, etc.)

-Race (NOT THE SAME AS ETHNICITY) refers ONLY to physical characteristics, such as skin color.
Copyright Allyn & Bacon 1999 11

Race, Ethnicity, and Culture

Two individuals can be of the same race for example, White yet of different ethnicities, such as Italian American and Irish American. Additionally, two individuals can share the same ethnicity and still be very different in terms of their culture, such as Latinos from Mexico and those from Puerto Rico.

3. Social Class

Social Class (Socioeconomic Status-SES) is defined in terms of an individuals income, occupation, education and prestige in society.

Copyright Allyn & Bacon 1999

13

How Does Socioeconomic Status Affect Student Achievement?

Children from low-income families receive an upbringing that is LESS consistent with what they are expected to do in school (middle class values). For example: 1.Difficulty following directions, 2.Difficulty explaining and understanding reasons, 3.Difficulty comprehending and using complex language, 4.Poor access to health care, 5.More susceptible to disease, 6.Less likely to have received good prenatal care, 7.Less opportunity, and/or 8.Less willing to compete and more interested in cooperating with their peers.
Copyright Allyn & Bacon 1999 14

Is the Low Achievement of Children from LowIncome Groups Inevitable?

Factors that Can Improve Student Achievement:

Significant Reductions in Class Size

Health and Social Interventions Beyond the School

Copyright Allyn & Bacon 2006

Implications for Teachers

Vary Instructional Practices On-Going Assessment

Get to Know Students

Avoid:
Stereotyping Low Expectations Self-Fulfilling Prophecies

Copyright Allyn & Bacon 2006

Social Class Differences

SES Wealth, power, background, prestige Upper, middle, working, lower Poor

4. Family
FAMILY DIVERSITY: Key Contemporary Traits

No longer defined by marriage or blood lines Increase number of:

interracial families number of grandparents parenting young children Intergenerational families

5. Defining Language Differences

Language Minority-native speakers of any language OTHER than BM. Limited Proficient - English Language/Bahasa Melayu Learners; Possessing limited mastery of BM/English; unlikely to success in an Englishonly program. English as a Second Language (ESL)-is a subject taught for students who are not native speakers of English.

Copyright Allyn & Bacon 1999

19

MENGHORMATI

Respect of Diversity leads to Differentiated Instruction

Be Color Blind?

Be Color Blind?

Jangan ada pemikiran dan angapan cetek!!.

UNIVERSITI PENDIDIKAN SULTAN IDRIS Fakulti Sains Kognitif Dan Pembangunan Manusia Jabatan Asas Pendidikan

KPD5033

Perbezaan Latar Belakang Psikologi Pelbagaian Pelajar

Based on
Students readiness levels (background knowledge) Students interests (what are they interested in, both within subjects and in life) Student learning preferences (how do they best learn? Think Sternberg and Gardner) Cognitive Abilities Motivation

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Differentiation is NOT
ONE SIZE FITS ALL

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Differentiation is NOT
Individualized instruction with separate lesson plans for each student

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Good Differentiated Instruction is

NOT

like the Bowling Theory Shoot straight down the middle and hit as many as you can.

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Good Differentiated Instruction is NOT dividing students into high and low ability groups and using the same groups everyday.

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Recognize that they are all different

Children come to us in a variety of shapes, sizes, intellectual abilities, creative abilities, inter/intra personal skills, and a myriad more characteristics that makes each child we deal with unique and special. Carol Ann Tomlinson

Differentiated Instruction IS
A model of teaching that requires teachers to have flexible approaches in their instruction. This means adjusting the curriculum and instruction to fit the needs of the learners, instead of the students being expected to modify themselves for the curriculum.

Adapted from: Hall, Tracey NCAC

Differentiation IS
Recognizing that students are different and responding to those differences in a thoughtful way.

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Differentiation IS a PHILOSOPHY, not a Bag of Tricks.

Everyone in this class has different strengths, interests, ways of learning, and learning needs, and in this classroom, we respect those differences.
July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Why Differentiate??

1. To access learning 2. Motivation to learn 3. Efficiency of learning

 To recognize students varying background of knowledge, their readiness level, preferences in learning, interests, and to model instruction based on their differences. The goal is to maximize every students growth and individual success by instructing to a level that they can learn and reach their own personal goals.
Adapted from Hall, Tracey; NCAC

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Differentiated Student differences are studied as a basis for planning

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Differentiated Student differences are studied as a basis for planning Ongoing and diagnostic assessments

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Differentiated Student differences are studied as a basis for planning Ongoing and diagnostic assessments Excellence is defined by individual growth from the starting point

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Differentiated Student differences are studied as a basis for planning Ongoing and diagnostic assessments Excellence is defined by individual growth from the starting point Many various instructional strategies are used

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Differentiated Student differences are studied as a basis for planning Ongoing and diagnostic assessments Excellence is defined by individual growth from the starting point Many various instructional strategies are used Flexible time according to student needs

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Differentiated Student differences are studied as a basis for planning Ongoing and diagnostic assessments Excellence is defined by individual growth from the starting point Many various instructional strategies are used Flexible time according to student needs Students help one another to solve problems

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Comparing Classrooms

Traditional Student differences are masked or acted upon when problematic Assessment is at the end of learning to see who got it A single definition of excellence exists Whole-class instruction Time inflexible The teacher solves problems Teacher provides wholeclass standards for grading

Source: Tomlinson C. (1999) The Differentiated Classroom; pg. 16

Differentiated Student differences are studied as a basis for planning Ongoing and diagnostic assessments Excellence is defined by individual growth from the starting point Many various instructional strategies are used Flexible time according to student needs Students help one another to solve problems Whole-class and individual goals

Classroom Community

Differentiation of Instruction
is a teachers response to learners needs (readiness levels, interests, and learning preferences)

guided by general principles of differentiation, such as

respectful tasks

ongoing assessment and adjustment

flexible grouping clarity of learning goals appropriate challenge

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Planning a Focused Curriculum Means Clarity About What Students Should

KNOW
Facts Vocabulary Definitions

UNDERSTAND
Principles/ generalizations Big ideas of the discipline
July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

BE ABLE TO DO Processes Skills

KNOW
Facts, names, dates, places, information

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

UNDERSTAND
Essential truths that give meaning to the topic Stated as a full sentence Begin with, I want students to understand THAT (not HOW or WHY or WHAT)
Multiplication is another way to do addition. People migrate to meet basic needs. All cultures contain the same elements.

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Understandings Serve as

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

BE ABLE TO DO
Skills (basic skills, skills of the discipline, skills of independence, social skills, skills of production) Verbs or phrases (not the whole activity)
Analyze Solve a problem to find perimeter Write a well supported argument Evaluate work according to specific criteria Contribute to the success of a group or team Use graphics to represent data appropriately

July 16, 2009, Eric Carbaugh, Ph.D. James Madison University

Bloom Levels (2001)

Create
Evaluate Analyze Apply Understand Remember Remember Understand Remember Apply Understand Remember Analyze Apply Understand Remember Evaluate Analyze Apply Understand Remember

SEKIAN.. TERIMA KASIH

Rujukan
www.doe.virginia.gov/VDOE/studentsrvcs/.../si-b.ppt www.austincc.edu/teacher/.../Lesson15TeachingDiversestudents.ppt www.delmarlearning.com/companions/content/.../deMelendez.ppt academic.udayton.edu/.../Files/Copy%20of%20WoolfolkPPT05.ppt

mrwheeler.com/Pipelinepaperwork/Class_102/chp_10.ppt
personal.ashland.edu/.../202,Chpt4,Diversity,Culture,Ethn,SES,Lang,Gender.P PT

SEKIAN.. TERIMA KASIH