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Sila rujuk

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EDUP3013 Falsafah dan Pendidikan di Malaysia_7  Julai   2015.pdf

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..fikirkan

1. Mengapa falsafah penting kepada guru?

2. Apakah ciri falsafah?

3. Apakah yang menentukan falsafah pendidikan anda?

4. Apakah cabang falsafah?

5. Apakah falsafah moden yang mempengaruhi pengajaran dan pembelajran?

6. Apakah teori pembelajaran yang mempengaruhi falsafah pendidikan?

7. Bagaimana anda membina falsafah pendidikan anda?

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Sila baca

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Tutorial : Perbincangan.

Berdasarkan kefahaman anda tentang falsafah dan falsafah pendidikan, bina falsafah pendidikan individu yang menjadi pegangan anda ( samada dalam bentuk pernyataan / grafik / lakaran dsb )

Perbincangan merujuk kepada falsafah yang dibina. Apakah signifikan falsafah tersebut kepada anda? Apakah falsafah yang sepatutnya menjadi pegangan seorang guru pada abad ke-21?

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The Nature of Philosophy

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The word philosophy literally means love of wisdom; 1 this tells us something about the nature of philosophy, but not much, because many disciplines seek wisdom. How does philosophy differ from these other disciplines? A brief look at the historical development of the field will help us to answer this question. On the standard way of telling the story, humanity's first systematic inquiries took place within a mythological or religious framework: wisdom ultimately was to be derived from sacred traditions and from individuals thought to possess privileged access to a supernatural (and, presumably, honest and error-proof) realm; the legitimacy of these traditions or access of these individuals, in turn, generally was not questioned. However, starting in the sixth century BCE, there appeared in ancient Greece a series of thinkers whose inquiries were comparatively secular (see " The Milesians and the Origin of Philosophy"). 2 Supposedly, these thinkers conducted their inquiries through reason and observation instead of relying on tradition or revelation. For this reason, they are considered the first philosophers. Although this picture admittedly is simplistic, the basic distinction has stuck: philosophy in its most primeval form is nothing less than secular inquiry itself. 3

However, there are now many forms of secular inquiry, so what distinguishes philosophy from them? In the beginning, there was no distinction. But, as civilization advanced, two parts of philosophy became so powerful in their own right that they separated off, claiming for themselves the status of independent disciplines. Mathematics was the first, and split off very early in the game; science (or natural philosophy, as it was called even into the nineteenth century) was the second, splitting off much later. To modern philosophy is left whatever questions these two disciplines cannot solve (at least at a given time), including not only questions that traditionally are thought to be beyond the two (e.g. "What is the meaning of life?"), but also theoretical questions currently at their fringes (e.g. "Can natural selection operate at the species level?") and conceptual questions at their foundations (e.g. "What is science?"). Philosophy, of course, is best known for the first class of questions, which includes some of the most difficult and important questions there are, such as whether or not there is a god, how one can know anything at all, and how a person ought to live.

Philosophy is characterized as much by its methods as by its subject matter. Although philosophers deal with speculative issues that generally cannot be investigated by experimental test, and philosophy therefore is more fully conceptual than science, philosophy properly done is not mere speculation. Philosophers, just like scientists, formulate hypotheses which ultimately must answer to reason and evidence. 4 This is one of the things that differentiates philosophy from poetry and mysticism, despite its not being a science. 5

The four main branches of philosophy are logic, epistemology, metaphysics, and axiology:

Logic is the attempt to codify the rules of rational thought. Logicians explore the structure of arguments that preserve truth or allow the optimal extraction of knowledge from evidence. Logic is one of the primary tools philosophers use in their inquiries; the precision of logic helps philosophers to cope with the subtlety of philosophical problems and the often misleading nature of conversational language.

Epistemology is the study of knowledge itself. Epistemologists ask, for instance, what criteria must be satisfied for something we believe to count as something we know, and even what it means for a proposition to be true. Two epistemological questions I discuss elsewhere on this site are the question of how we can know the future will be like the past, and the question of how we can be sure about anything at all.

Metaphysics is the study of the nature of things. Metaphysicians ask what kinds of things exist, and what they are like. They reason about such things as whether or not people have free will, in what sense abstract objects can be said to exist, how it is that brains are able to generate minds, and whether or not there is a god.

Axiology is an umbrella term for different studies that center upon the nature of different types of value. 6 These different studies include aesthetics, which investigates the nature of such things as beauty and art; social philosophy and political philosophy; and, most prominently, , which investigates both the nature of right and wrong and the nature of good and evil. Ethics asks theoretical questions about the foundations of morality, such as whether right and wrong should be understood in a consequentialist or deontological way, but also asks practical questions about the fine details of moral conduct, such as how much moral consideration one ought to give to non-human animals.

Many professional philosophers also double as historians, researching one or another aspect of the history of philosophical thought. Even those who do not conduct novel historical research typically see great value in the texts of thinkers as far back as the ancient Greeks, and study these texts both for philosophical insight and enjoyment. Arguably, history of philosophy may be considered a fifth branch of philosophy.

There also are many "little" branches of philosophy (some of them truthfully quite huge) which address problems and questions that relate to specific other disciplines. There are, for instance, philosophers of religion, philosophers of psychology, philosophers of biology, and (like me) philosophers of physics.

As you can tell, the different branches of philosophy overlap one another. A philosopher considering how much one ought to give to the poor is asking an ethical question. However, his investigations might lead him to wonder whether or not standards of right and wrong are built into the fabric of the universe, which is a metaphysical question. If he claims that people are justified in taking a particular stance on that question, he is making at least a tacit epistemological claim. At every step in his reasoning, he will want to employ logic to minimize the chance of being led into error by the great complexity and obscurity of the questions. He may very well look to some of the ethical, metaphysical, and epistemological writings of past philosophers to see how his brightest predecessors reasoned about the matter.

Aspects of each branch of philosophy can be studied in isolation, but philosophical questions have a way of leading to other philosophical questions to the point that a full investigation of any particular problem is likely eventually to involve almost the whole of the philosophical enterprise.

Philosophical inquiry is very demanding, suitable only for those who possess a modest amount of courage, humility, patience and discipline.

Doing philosophy requires courage, because one never knows what one will find at the end of a philosophical investigation. Since philosophy can deal with the most fundamental and important issues of human existence, and since these are things that most people initially take for granted, genuine philosophical inquiry has the potential to unsettle or even to destroy one's deepest and most cherished beliefs. To engage in genuine philosophical inquiry also is to risk isolation among one's peers, both for the unorthodox views to which such inquiry may lead, and for the simple unpopularity of critical thinking. A philosopher must be able to face both consequences.

Doing philosophy requires humility, because to do philosophy one must always keep firmly in mind how little one knows and how easy it is to fall into error. The very initiation of philosophical inquiry requires one to admit to oneself that one may not, after all, have all of the answers.

Doing philosophy requires both patience and discipline, because philosophical inquiry requires long hours of hard work. One must be prepared to commit huge amounts of time to laboring over issues both difficult and subtle. People who avoid philosophy often complain that thinking about philosophical questions makes their heads hurt. This is unavoidable: if the answers seem to come easily to you, your inquiries almost certainly are superficial. To do philosophy, one must commit oneself to pain. Those who value truth recognize that there is no shortcut to it: every advance must be fought for tooth and nail.

These virtues always are imperfectly represented in any given person, which is why philosophy is best done in a community: the critical scrutiny of other thinkers provides a necessary check on personal defects invisible to one's own eyes.

But if philosophy is so demanding, why should anyone even bother with it?

In the first place, there is great utility in philosophical inquiry, even for someone who does not innately care about the pursuit of truth. Consider a random handful of classic philosophical questions: What is the meaning of life? What is the nature of justice? What does it take for a belief to be justified? Is the world we see illusion or reality? The answers to such questions cannot help but to have a critical impact on how one ought to live one's life. Surely one should subject one's intuitive beliefs about these things to critical scrutiny, and work hard to come as close to truth as possible. Many philosophical questions are fundamental to human life; the only reason it often does not seem that way is that most people tend simply to assume they know what the answers to these questions are, without ever daring to make a serious inquiry.

This leads us to the second reason why one ought to do philosophy: to understand is ennobling. To go through life simply assuming one understands, is not. To be sure, one can perhaps be happy, at least in the same way as a well-fed dog is happy, if one manages to live one's entire life without questioning anything. Philosophical inquiry, on the other hand, can be disquieting, offering no guarantee that one's hard work will yield the conclusions one hopes for. Even worse, philosophy gives no guarantee that one's investigations will yield any conclusion at all: at the end of the day, one may find oneself not only stripped of the certainties with which one began, but also with no new ones to put in their place. If one does philosophy, one may well have to learn to live with perpetual uncertainty, while others, in their ignorance, happily profess perfect knowledge of things they do not understand at all. But it is clear who has the better life: far better to understand, even if the main thing one understands is the limit of one's own knowledge.

A final reason for studying philosophy is that, for all of the pains and difficulties associated with it, the pursuit and acquisition of knowledge is enjoyable. To be sure, it is a refined enjoyment, and from the outside it is often hard to see what the appeal is. But once one becomes immersed in it, it carries its own immediate rewards, and even becomes addictive. I have experienced most of the same pleasures everyone else has, but in the end, none of them hold a candle to the pleasures of the mind-to the sheer pleasure of studying and investigating, and sometimes even understanding.

From the Greek philia (friendship/love) or philos (friend/lover) and sophia (wisdom). According to the admittedly unreliable Diogenes Laertius ( Lives and Opinions of Eminent Philosophers, I.VIII), the term philosopher was introduced by Pythagoras, who preferred it to the less modest title of sophist, or "wise man."

The standard story, wherein the Milesians literally are the first secular thinkers, cannot literally be true; it is scarcely possible that human thought could have been uniformly superstitious-broadly, yes, but not uniformly-at any time in history. However, we have no formal record of the Milesian style of thought prior to the "official" advent of philosophy.

To say that philosophy is secular does not mean that it is anti-religious, but only that it is independent of religion. If one needed to be anti-religious or even nonreligious to do philosophy, the history of philosophy would be very slim. To say that philosophy is secular also is not to deny that there are many thinkers, arguably including most of the first philosophers themselves, for whom it is not always clear whether they are doing philosophy or theology: philosophy, like any other discipline, has gray boundaries.

In saying this, am I ruling out Continental philosophy by stipulation? I don't think so, at least not across the board. To be sure, Continental philosophers do not write like analytic philosophers, and I consider that a vice, but I am not sure that their rock-bottom commitments really are that different. The phenomenologists and existentialists I am familiar with seem to base their thought upon rational and evidential grounds as much as anyone else; even with postmodernists, I am not sure that the open disdain for reason and evidence is more than just talk. Am I ruling out from philosophy anyone whose inquiries do not ultimately rely upon reason and evidence? Yes, and unapologetically so.

I need to make another qualification here: poetry and literature sometimes can overlap with philosophy. Camus, for instance, expressed himself very well through the medium of novels and plays, but the thoughts he expressed seem to have been worked out by appeals to reason and evidence. I would contrast that with, say, the poem by Whitman that expresses disgust with the way astronomers dissect nature, and contrasts their efforts with the beauty of the night sky. I suspect Whitman was just articulating feelings rather than a position he had worked out rationally: however deep his feelings might be, and however much grist they might provide for a philosophical mill, Whitman still was not doing philosophy.

The term axiology sometimes (and perhaps more properly) is used in a more constrained way, to refer strictly to the study of questions of value; in such usage, axiology cuts across the studies I list, functioning as a component of each rather than an umbrella term for all.

Lawhead WF. 2015. The Voyage of Discovery: A Historical Introduction to Philosophy: Fourth Edition. Belmont, CA: Wadsworth.

The historical introduction I use in my current Philosophy 101 classes. It is very well-written, and almost entirely secondary text (only a few pages per chapter of original text).

Nagel T. 1987. What Does It All Mean? Oxford: Oxford University Press.

So far, the only topic-oriented general introduction that I really like. It is very short, and does not address some key questions, but it is a great first step.

Stumpf SE, Fieser J. 2007. Socrates to Sartre and Beyond: Eighth Edition. New York: McGraw-Hill.

Another historical introduction I used to use in my Philosophy 101 classes. This one is considerably denser than Lawhead, which may be good or bad depending on your temperament.

Warburton N. 2006. Philosophy: The Classics: Third Edition. New York: Routledge.

Yet another historical introduction I used to use in my Philosophy 101 classes. Each of the chapter covers, in lightning speed, one book by one philosopher. For history of philosophy, this is a great first book. Warburton also offers free audio versions of most of the chapters.

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The word philosophy literally means love of wisdom; 1 this tells us something about the nature of philosophy, but not much, because many disciplines seek wisdom. How does philosophy differ from these other disciplines? A brief look at the historical development of the field will help us to answer this question.

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Sila nyatakan falsafah pendidikan anda berasaskan

(1) Belief about teaching and learning,

(2) Beliefs about students,

(3) Beliefs about knowledge,

(4) Belief about what is worth knowing, dan

(5) Personal beliefs in philosophical areas.

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Sila baca

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Betulkan yang biasa, biasakan yang betul.

Falsafah ini sentiasa mengingatkan saya agar menjadi suri teladan terhadap anak murid serta membimbing saya menjadi seorang guru yang cemerlang dalam semua aspek.

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Percaya kepada diri sendiri dan tidak berputus asa serta tabah menghadapi segala rintangan dalam kehidupan.

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Tidak pernah putus asa dalam apa-apa situasi dan akhirnya masalah dapat diselesaikan

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Percaya kemampuan diri dan bergabung dengan semangat tidak berputus asa yang lahir daripada hati sendiri dalam membelajari dan melakukan sesuatu perkara supaya dapat berjaya memperoleh sesuatu kemahiran atau ilmu pengetahuan.

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Berusaha dan mencuba berkali-kali pasti akan mencapai kejayaan kerana semua perkara mula dengan kesusahan.

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Belajar sepanjang hayat untuk mendapat ilmu yang luas

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Belajar sepanjang hayat untuk mendapat ilmu yang luas

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Sentiasa belajar untuk meningkatkan kemahiran dan keupayaan dalam profesional keguruan.

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Semakin bersungguh-sungguh, semakin baik hasilnya.

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no excuses to the difficult and just try rather than fear failure

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no excuses to the difficult and just try rather than fear failure

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not excuses to the difficult and just try rather than fear failure

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not excuses to the difficult and just try rather than fear failure

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Pelangi hadir selepas gerimis,
Matahari muncul menyinari bumi.
Bersusah-susah dahulu, bersenang-senang kemudian.

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Be positive and open-minded.
Proses belajar adalah satu perkara yang sentiasa akan berlaku pada setiap orang kerana setiap orang akan belajar pelbagai ilmu pengetahuan untuk menjadi seorang insan yang baik dan berguna

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Orang yang mempunyai wajah yang cantik tidak semestinya mempunyai hati yang cantik tetapi seseorang yang mempunyai hati yang cantik maka dialah yang paling cantik.

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Tiada kemajuan, tiada kejayaan

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Faiz.Amirul.Mukmin.Danish

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T5 - Tutorial – Perbincangan berdasarkan dua artikel berikut; i. .www.newsweek.com/best-schools-world-200968ii. http://www.npr.org/sections/ed/2016/08/09/488214332/the-   best-schools-in-the-world-do-this-why-dont-weBerdasarkan dua artikel yang dibaca, huraikan isi2 yang terkandung di dalamnya. Kemukakan pengajaran yang boleh kita ambil daripada artikel tersebut.
T6 | Tutorial - Perbincangan tentang peranan guru dalam merealisasikan kandungan FPK. Buat satu cadangan/aktiviti bagaimana anda boleh merealisasikan hasrat FPK itu.Bincang kekuatan dan kelemahan aktiviti tersebut.

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Ahli kumpulan: Lee & Chung

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Ahli kumpulan: Chai kiew koh lee lim

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Sistem pendidikan china

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Ahli Kumpulan: Chung Wan Yi, Lai Tsin Hiung, Leong Lai Yee, Tai An Nee

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Leong Lai Yee

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1. Kenal pasti gap / jurang - ada murid yang tahu & tidak
2. Penglibatan murid dalam pentaksiran/penilaian
3. Maklum balas : F.up/ F.Forward/ F.back
4. Perkembangan pembelajaran : daripada tahap 1 ==> 2 dsb

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Fikirkan...

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Sistem pendidikan di Malaysia sedang mengalami transaformasi kurikulum yang bermula daripada KBSR hinggalah kini KSSR. Pelbagai isu, saranan, agenda, peristiwa telah timbul kepada ramai pihak-pihak yang  berkaitan samada secara langsung atau tidak langsung dalam pelaksanaan standard kurikulum yang baharu ini. Sebagai contoh PBS antara salah satunya isu yang agak gamat diperbincangkan dalam dunia pendidikan di Malaysia. Sebagai salah seorang pegawai di Bahagian Pembangunan Kurikulum,  bagaimana anda menyelesaikan pelaksanaan KSSR dan isu yang ditimbulkan bagi menjayakan KSSR? Pilih model kurikulum yang bersesuaian dalam penyelesaian anda dan berikan justifikasi. [Ambil kira faktor-faktor yang pembentukan sesuatu kurikulum]

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Berdasarkan artikel jurnal “Amalan Pentaksiran Berasaskan Sekolah Dalam Kalangan Guru Matematik Sekolah Rendah” oleh Muhammad Sofwan Mahmud et al. (2015), kenal pasti isu-isu berikut:

1. Kenal pasti faktor yang menyebabkan Pentaksiran Berasaskan Sekolah (PBS) merupakan komponen utama pelaksanaan Kurikulum Standard Sekolah Rendah (KSSR).  PBS tidak boleh gagal!

2. Mengapakah pelaksanaan PBS sangat mencabar guru-guru di sekolah?

3. Menggunakan salah satu model pembinaan kurikulum (Tyler, Taba atau Stenhouse), bagaimana masalah pelaksanaan PBS boleh diselesaikan.

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Year 4 Singapore Maths Model Lesson: Measuring Area | Maths — No Problem!

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Year 4 Singapore Maths Model Lesson: Measuring Area | Maths — No Problem!

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Everthing we teach should be different from machines..

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Everthing we teach should be different from machines..

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Jack Ma: Everything we teach should be different from machines

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I Will Not Let An Exam Result Decide My Fate || Kinetic Typography

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I will not let an exam Result dicide my fate

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I will not let an exam Result dicide my fate

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Suli Breaks -  I Will Not Let An Exam Result Decide My Fate (Spoken Word)

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..istimewa..

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Faizal Tahir - Adam Lyric Video (25 Rasul)

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Tentukan kriteria murid anda

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Ahli Kumpulan:Foong, Liew, Soh, Wong

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Laksanakan semakan kendiri masing-masing..

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Senarai Semak Model Pembelajaran Pelajar (Versi Pelajar)

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Differentiated Instruction

In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

Levels of Understanding: Learning That Fits All: Learn how to develop a framework to support creating homework or practice to meet the needs of all learners. (Edutopia, 2015)

Making Failure Harder Work Than Passing: Discover how one chemistry teacher uses incremental learning goals, formative assessments, and differentiation to inspire students to work hard and reach their potential. (Edutopia, 2015)

5 More Ways to "Remove the Walls" From Your Classroom: Explore five ways to rearrange students across the usual groupings and grade levels while differentiating, hitting the standards, ensuring proficiency, and boosting engagement. (Edutopia, 2015)

Students Matter: 3 Steps for Effective Differentiated Instruction: Check out three strategies for differentiated instruction: knowing students' strengths, involving them in planning, and leveraging the strengths of fellow educators. (Edutopia, 2014)

3 Ways to Plan for Diverse Learners: What Teachers Do: To differentiate learning in the classroom, focus on content, process, and product. For more planning tips, also see 15+ Readiness Resources for Driving Student Success, which provides resources to help teachers meet the readiness needs of all students. (Edutopia, 2014)

Understanding Differentiated Instruction

Make Learning Last: How Diverse Learners Can Process Their Understanding: Find out how quick reflections, surveys, and diverse-perspective assessments can help students to process more deeply and check their own understanding. (Edutopia, 2016)

How Learning Profiles Can Strengthen Your Teaching: Explore ways that collecting data about learners can inform differentiation. (Edutopia, 2014)

3 Guidelines to Eliminating Assessment Fog: Break through assessment fog by identifying and communicating clear learning targets, separating logistical guidelines (like following directions) from academic learning targets, and providing students with different ways to demonstrate their learning. (Edutopia, 2014)

Dipsticks: Efficient Ways to Check for Understanding: Within this primer to formative assessment, you'll find a printable list of 53 ways to check for student understanding. For more ideas, you might also want to check out David Wees' community post with 56 Examples of Formative Assessment and Edutopia's formative assessment page. (Edutopia, 2014)

Tools for Teaching: Ditching the Deficit Model: Read about how to gain knowledge of students' strengths, interests, and hidden talents in order to best determine out how to meet their needs. (Edutopia, 2013)

Planning and Implementation Ideas

Equity vs. Equality: 6 Steps Toward Equity: Explore seven steps toward classroom equity: knowing every child, celebrating their potential, recognizing their challenges, becoming flexible, acknowledging inequity, and using culture as a resource. (Edutopia, 2016)

Serving Gifted Students in General Ed Classrooms: Consider do's and don'ts for meeting the needs of gifted students. (Edutopia, 2015)

Bridging the ADHD Gap: To support the needs of children with ADHD, make the learning child-centered, differentiate, integrate movement and mindfulness, create supportive learning environments, and document the process. (Edutopia, 2015)

Integrating ELL Students in General Education Classes: Learn about differentiated-instruction and formative-assessment strategies that can help general-education teachers of English-Language Learners (ELLs).

The Power of Introverts: An Essential Understanding for Teachers: Understand the characteristics of an introvert to better serve shy and quiet students. (Edutopia, 2013)

Knowing and Assessing Students

Integrating Technology and Literacy: Explore digital tools for text and video annotations, teacher feedback, and formative assessment. (Edutopia, 2016)

100+ Tools for Differentiating Instruction Through Social Media: Find out how social media can enhance differentiated instruction if the tools are selected with a careful eye on individual students' readiness, interests, and learning profiles. (Edutopia, Updated 2016)

Mixing it Up With Mangahigh: Using Games to Differentiate Instruction: Learn how one teachers uses the online math game site Mangahigh to better differentiate instruction. (Edutopia, 2014)

Enhancing Learning Through Differentiated Technology: Discover three tech tools -- SAS Curriculum Pathways, Newsela, and EDpuzzle -- that can help differentiate instruction by showing where students are and offering appropriate formative assessment. (Edutopia, 2015)

Teaching Diverse Learners

Tools for Differentiating Instruction in PBL: Differentiate the content, process, and product of your PBL lessons with tools and practices like Learning Profile Cards, narrative feedback, and design thinking. (Edutopia, 2016)

6 Strategies for Differentiated Instruction in Project-Based Learning: Learn about six simple, effective approaches to differentiated instruction in project-based learning. (Edutopia, Updated 2016)

How Does PBL Support Differentiated Instruction?: Understand how PBL can be designed and managed to factor in students' readiness, interests, and learning profiles. (Buck Institute for Education, 2012)

Differentiating With Technology

Differentiation in Project-Based Learning

Examples and Downloads From Schools That Work

Sample Student Exit Tickets -- Download sample exit tickets that Humboldt teachers use as a quick check for comprehension of that day's lesson; these tickets let teachers know who might need additional help in a small group setting.

Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn. Below, find downloads used by practitioners at featured schools, and dive into real-world examples of differentiated instruction.

Small Group Work With "I Choose"
When teachers began asking for time to work with students in small groups, Humboldt Elementary in Dewey-Humboldt, Arizona found the time, adjusted the schedule, and empowered students by mixing scaffolded supports with a variety of student-friendly elective enrichments. Watch the video, and download sample exit tickets used by teachers:

Academic Success for All Students: A Multi-Tiered Approach
At P.K. Yonge Developmental Research School in Gainesville, Florida, Multi-Tiered System of Supports (MTSS) enables teachers to differentiate and provide each student the right level of instruction to succeed. Learn more, and check out one of this school's tools:

How do you approach differentiated instruction in your classroom? Share tools, resources, experiences, or advice in the comments.

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In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

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Differentiated Instruction

Techniques for meeting the needs of students with diverse abilities and interests.

Differentiation is a method of instruction designed to meet the needs of all students by changing what students learn (content), how they accumulate information (process), how they demonstrate knowledge or skills (product), and with whom and where learning happens (learning environment).

Differentiation is not an assortment of instructional recipes. Rather, it is "a way of thinking about teaching and learning" to ensure that children receive appropriate classroom experiences, writes differentiation expert Carol Tomlinson.

How do you teach the same concepts and skills to students with diverse abilities and interests? Different learning profiles? And how do you do that in real classrooms, with limited time to plan?

Differentiated instruction is one answer that has been extensively documented (see "Recommended Resources" at the end of this post). I want to share two fundamental tenets of DI before describing specific tactics:

With that in mind, here are specific techniques you can use to meet the needs of students with a range of abilities.

1. Start Slow

Experiencing comprehensive student-centered instruction for the first time makes some kids uneasy. I'll never forget the high school girl who ate an entire roll of cherry Tums the day I introduced my choice-based syllabus. Gradually integrate a student-centered curriculum, says Dr. Kathie Nunley, by asking learners to " choose between two or three assignments " that can be completed before the end of class.

2. Introduce Compacting for High Achievers

Compacting curriculum lessens the tedium that elite achievers experience when they master concepts faster than their peers. The Gifted Program at the University of Connecticut recommends using pre-assessments to determine how these learners can skip specific chapters or activities. Then offer "mini-courses on research topics" or "small group projects" as alternatives in a compacting contract.

how they learn with others-individually, in pairs, in small groups, or with the whole class.

the difficulty levels of assignments,using menu-based tools like choice boards, or activity menus. The digital version, Interactive Learning Menus, provide links to in-depth assignment descriptions, examples, and rubrics. Content can also be curated and remixed into Learning Playlists with online tools like MentorMob and BlendSpace.

what content they study. With Literature Study Circles, an entire English class can investigate and discuss "gender and identity" by selecting one of several books hand-picked to address that theme.

what quiz questions they answer. Page one of a test might say, "Pick three of the following five questions that you're most confident answering." Students can also vote on when to complete an exam.

what, where, when, and how they learn, via individual learning contracts. Be forewarned that students need intensive instruction and patience as they compose their own contracts.

3. Provide Choice

Choice is motivating and empowering. Let students choose:

Educator Chandra Manning recommends two graphic organizers, "Who I Am" and "All About Me Gazette," for collecting information about students' interests.

Kids complete the "3-Minute Pause" reflection protocol after a lesson concludes.

Teacher-student conferences can quickly help teachers determine how learners are progressing and what further support they need.

Differentiation expert Deborah Blaz reports that student-created rubrics help instructors identify schema strengths and gaps. For advanced learners, Blaz adds an extra column with challenging criteria to her rubrics.

When creating tests, include different question types that might address students' preferences: multiple choice, short answer, timelines, matching, true or false, graphic organizers to label, and sentences that are partially completed.

Have students visually document their academic progress "by creating a 'benchmark timeline' of weekly tasks. Each Friday, students initial the timeline, indicating where they are in the task sequence."

Professor Helen Barrett defines the learning portfolio as "a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas."

4. Bake Assessments Into Every Class

Rewordify, a text compactor, simplifies and shortens readings so that students with diverse comprehension abilities can comprehend and discuss the same article.

To find readings that are adjusted for high, medium, or low Lexile levels, use the informational texts in Newsela, the Smithsonian's Tween Tribune, or News in Levels-the latter also provides audio versions of the articles for additional support.

Distribute Comprehension Bookmarks (see pp. 13-26) to readers who might struggle with a complex text.

Student-centered instruction is only as consequential as its assessment. Teachers need to know where kids are in their academic journey, how they learn best, and what interests them. These assessments can help:

For academic writing, temporarily supply a word bank of transitions, an essay structure graphic, or sentence frames.

The free SAS Writing Reviser, which integrates beautifully with Google Docs, analyzes essays for sentence economy, variety, power, and identifies clarity and grammar issues. Ask advanced writers to analyze and assess their compositions' sentence variety and use of passive voice, while struggling writers can use the SAS tool to diagnose fragments, run-on sentences, and dangling modifiers.

5. Provide High- and No-Tech Scaffolding for Reading

6. Offer Targeted Scaffolding for Young Writers

If learners haven't adapted to our classroom, classroom instruction should adapt to learners by experimenting with student-centered strategies.

Recommended Resources

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Teaching a Class With Big Ability Differences

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Techniques for meeting the needs of students with diverse abilities and interests.

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Differentiated Instruction

In this collection of tools and advice from Edutopia and the web, find resources to help you adjust instruction in response to diverse learner needs and interests.

Levels of Understanding: Learning That Fits All: Learn how to develop a framework to support creating homework or practice to meet the needs of all learners. (Edutopia, 2015)

Making Failure Harder Work Than Passing: Discover how one chemistry teacher uses incremental learning goals, formative assessments, and differentiation to inspire students to work hard and reach their potential. (Edutopia, 2015)

5 More Ways to "Remove the Walls" From Your Classroom: Explore five ways to rearrange students across the usual groupings and grade levels while differentiating, hitting the standards, ensuring proficiency, and boosting engagement. (Edutopia, 2015)

Students Matter: 3 Steps for Effective Differentiated Instruction: Check out three strategies for differentiated instruction: knowing students' strengths, involving them in planning, and leveraging the strengths of fellow educators. (Edutopia, 2014)

3 Ways to Plan for Diverse Learners: What Teachers Do: To differentiate learning in the classroom, focus on content, process, and product. For more planning tips, also see 15+ Readiness Resources for Driving Student Success, which provides resources to help teachers meet the readiness needs of all students. (Edutopia, 2014)

Understanding Differentiated Instruction

Make Learning Last: How Diverse Learners Can Process Their Understanding: Find out how quick reflections, surveys, and diverse-perspective assessments can help students to process more deeply and check their own understanding. (Edutopia, 2016)

How Learning Profiles Can Strengthen Your Teaching: Explore ways that collecting data about learners can inform differentiation. (Edutopia, 2014)

3 Guidelines to Eliminating Assessment Fog: Break through assessment fog by identifying and communicating clear learning targets, separating logistical guidelines (like following directions) from academic learning targets, and providing students with different ways to demonstrate their learning. (Edutopia, 2014)

Dipsticks: Efficient Ways to Check for Understanding: Within this primer to formative assessment, you'll find a printable list of 53 ways to check for student understanding. For more ideas, you might also want to check out David Wees' community post with 56 Examples of Formative Assessment and Edutopia's formative assessment page. (Edutopia, 2014)

Tools for Teaching: Ditching the Deficit Model: Read about how to gain knowledge of students' strengths, interests, and hidden talents in order to best determine out how to meet their needs. (Edutopia, 2013)

Planning and Implementation Ideas

Equity vs. Equality: 6 Steps Toward Equity: Explore seven steps toward classroom equity: knowing every child, celebrating their potential, recognizing their challenges, becoming flexible, acknowledging inequity, and using culture as a resource. (Edutopia, 2016)

Serving Gifted Students in General Ed Classrooms: Consider do's and don'ts for meeting the needs of gifted students. (Edutopia, 2015)

Bridging the ADHD Gap: To support the needs of children with ADHD, make the learning child-centered, differentiate, integrate movement and mindfulness, create supportive learning environments, and document the process. (Edutopia, 2015)

Integrating ELL Students in General Education Classes: Learn about differentiated-instruction and formative-assessment strategies that can help general-education teachers of English-Language Learners (ELLs).

The Power of Introverts: An Essential Understanding for Teachers: Understand the characteristics of an introvert to better serve shy and quiet students. (Edutopia, 2013)

Knowing and Assessing Students

Integrating Technology and Literacy: Explore digital tools for text and video annotations, teacher feedback, and formative assessment. (Edutopia, 2016)

100+ Tools for Differentiating Instruction Through Social Media: Find out how social media can enhance differentiated instruction if the tools are selected with a careful eye on individual students' readiness, interests, and learning profiles. (Edutopia, Updated 2016)

Mixing it Up With Mangahigh: Using Games to Differentiate Instruction: Learn how one teachers uses the online math game site Mangahigh to better differentiate instruction. (Edutopia, 2014)

Enhancing Learning Through Differentiated Technology: Discover three tech tools -- SAS Curriculum Pathways, Newsela, and EDpuzzle -- that can help differentiate instruction by showing where students are and offering appropriate formative assessment. (Edutopia, 2015)

Teaching Diverse Learners

Tools for Differentiating Instruction in PBL: Differentiate the content, process, and product of your PBL lessons with tools and practices like Learning Profile Cards, narrative feedback, and design thinking. (Edutopia, 2016)

6 Strategies for Differentiated Instruction in Project-Based Learning: Learn about six simple, effective approaches to differentiated instruction in project-based learning. (Edutopia, Updated 2016)

How Does PBL Support Differentiated Instruction?: Understand how PBL can be designed and managed to factor in students' readiness, interests, and learning profiles. (Buck Institute for Education, 2012)

Differentiating With Technology

Differentiation in Project-Based Learning

Examples and Downloads From Schools That Work

Sample Student Exit Tickets -- Download sample exit tickets that Humboldt teachers use as a quick check for comprehension of that day's lesson; these tickets let teachers know who might need additional help in a small group setting.

Edutopia's flagship series highlights practices and case studies from K-12 schools and districts that are improving the way students learn. Below, find downloads used by practitioners at featured schools, and dive into real-world examples of differentiated instruction.

Small Group Work With "I Choose"
When teachers began asking for time to work with students in small groups, Humboldt Elementary in Dewey-Humboldt, Arizona found the time, adjusted the schedule, and empowered students by mixing scaffolded supports with a variety of student-friendly elective enrichments. Watch the video, and download sample exit tickets used by teachers:

Academic Success for All Students: A Multi-Tiered Approach
At P.K. Yonge Developmental Research School in Gainesville, Florida, Multi-Tiered System of Supports (MTSS) enables teachers to differentiate and provide each student the right level of instruction to succeed. Learn more, and check out one of this school's tools:

How do you approach differentiated instruction in your classroom? Share tools, resources, experiences, or advice in the comments.

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Sila nyatakan falsafah pendidikan anda berasaskan

(1) Belief about teaching and learning,

(2) Beliefs about students,

(3) Beliefs about knowledge,

(4) Belief about what is worth knowing, dan

(5) Personal beliefs in philosophical areas.