kepelbagaian pelajar kuliah 1

8/2/2019 Kepelbagaian pelajar Kuliah 1

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Kepelbagaian Pelajar

Pengenalan

UNIVERSITI PENDIDIKAN SULTAN IDRISFakulti Sains Kognitif Dan Pembangunan ManusiaJabatan Asas Pendidikan

KPD5033



Sekolah Abad ke 19 dan Awal 20an

Hanya sebilangan kecil kanak-kanak kesekolah.

Kanak-kanak diperlukan untuk bekerja dan

membantu keluarga.

Kanak-kanak kurang upaya duduk di rumahatau sekolah khas.

Kanak-kanak perempuan tidak dijangkatamat hingga sekolah menengah.



Hari ini,

Semua kanak-kanak dijangka berada disekolah.

Bersama mereka terdapat perbezaan dari

segi latar belakang budaya, bakat dankeperluan 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 dikelas khas

membenarkan keciciran

membenarkan mereka naik kelas tanpa

menguasai 3M

sekolah untuk semua kanak-kanak dan potensisetiap murid perlu disedari.



Elemen Kepelbagaian

1. Jantina2. Ras/Etnik3. Kelas Sosial

4. Keluarga5. Bahasa6. Nationality7. Agama8. Keluarbiasaan9. 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 orbetter than boys on nearly every measure of achievement, but by thetime they graduate high school or college, they have fallen behind

(Sadker, 1994).

Across the country, boys have never been in more trouble: They earn70 percent of the D's and F's that teachers dole out. They make up twothirds of students labeled "learning disabled." They are the culprits in awhopping 9 of 10 alcohol and drug violations and the suspected

perpetrators in 4 out of 5 crimes that end up in juvenile court. Theyaccount for 80 percent of high school dropouts and attention deficitdisorder diagnoses (Mulrine, 2001).

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

mailto:[email protected]

mailto:[email protected]



Gender Differences in MentalAbilities

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




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


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Ethnic Group (Ethnicity) shared sense of

identity usually because of…

-A common place of origin (such asChina, Malaysian, Greek, etc),

-Religion (such as Islam, Hinduism, etc.)

-Race (NOT THE SAME AS ETHNICITY)refers ONLY to physical characteristics, suchas skin color.

2. Race/Ethnicity



Race, Ethnicity, and Culture

Two individuals can be of the same race – forexample, White – yet of different ethnicities,such as Italian American and Irish American.

Additionally, two individuals can share thesame ethnicity and still be very different interms of their culture, such as Latinos from

Mexico and those from Puerto Rico.



3. Social Class

Copyright © Allyn & Bacon 1999 13

Social Class(Socioeconomic Status-SES) is definedin terms of an individual’s income,

occupation, education and prestige insociety.


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How Does Socioeconomic Status AffectStudent Achievement?

Children from low-income families receive an upbringing that

is LESS consistent with what they are expected to do inschool (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/or8.Less willing to compete and more interested in cooperatingwith their peers.



Is the Low Achievement of Children from Low-Income Groups Inevitable?

Factors that Can ImproveStudent Achievement:

Significant Reductions in Class Size

Health and Social Interventions Beyond the

School




Implications for Teachers • Vary Instructional Practices

• On-Going Assessment

• Get to Know Students

• Avoid:

− Stereotyping

− Low Expectations

− Self-Fulfilling Prophecies




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



Copyright © Allyn & Bacon 1999 19

5. Defining Language Differences

Language Minority-native speakers of any

language OTHER than BM.

Limited Proficient - English Language/BahasaMelayu Learners; Possessing limited mastery of

BM/English; unlikely to success in an English-only program.

English as a Second Language (ESL)-is a

subject taught for students who are not nativespeakers of English.


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Respect of Diversity leads toDifferentiated Instruction



Be Color Blind?



Be Color Blind?

Jangan ada pemikiran dan

an a an cetek!!.



Perbezaan Latar Belakang

Psikologi PelbagaianPelajar

UNIVERSITI PENDIDIKAN SULTAN IDRISFakulti Sains Kognitif Dan Pembangunan ManusiaJabatan Asas Pendidikan

KPD5033



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…


http://www.nhk-book.co.jp/magazine/special/01_03_2/02/imag/mar_2.gif



Differentiation is NOT…

Individualized

instructionwith separate

lesson plans for

each student




Good Differentiated Instruction is

NOT…

…like the “Bowling Theory” – Shootstraight down the middle and hit as many

as you can.




Good Differentiated Instruction is NOT…

…dividing students into “high” and “low”ability groups and using the same groupseveryday.




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 tohave flexible approaches in their instruction.

This means adjusting the curriculum andinstruction to fit the needs of the learners,instead of the students being expected to modifythemselves for the curriculum.

Adapted from: Hall, Tracey NCAC



Differentiation IS…

Recognizing that students are different andresponding to those differences in a

thoughtful way.




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.”


http://www.webgurus.com/images/timon/tricks.gif



Why Differentiate??

• 1. To access learning

• 2. Motivation to learn• 3. Efficiency of learning



• To recognize students varying background ofknowledge, their readiness level, preferences inlearning, interests, and to model instruction

based on their differences.• The goal is to maximize every student’s growth

and individual success by instructing to a levelthat they can learn and reach their ownpersonal goals.

Adapted from Hall, Tracey; NCAC

Comparing Classrooms




Traditional

• Student differences aremasked or acted uponwhen problematic

• Assessment is at the end oflearning to see “who got it”

• A single definition ofexcellence exists

• Whole-class instruction

• Time inflexible

• The teacher solvesproblems

• Teacher provides whole-class standards for grading

Source: Tomlinson C. (1999) The

Differentiated Classroom; pg. 16





Traditional





• Time inflexible





Differentiated

• Student differences arestudied as a basis for

planning





Traditional





• Time inflexible





Differentiated


planning• Ongoing and diagnostic

assessments





Traditional





• Time inflexible





Differentiated



assessments

• Excellence is defined byindividual growth from the

starting point





Traditional





• Time inflexible





Differentiated



assessments


starting point• Many various instructional

strategies are used





Traditional





• Time inflexible





Differentiated



assessments



strategies are used

• Flexible time according tostudent needs




Co pa g C ass oo s

Traditional





• Time inflexible





Differentiated



assessments



strategies are used


• Students help one anotherto solve problems




p g

Traditional





• Time inflexible





Differentiated



assessments



strategies are used


• Students help one anotherto solve problems

• Whole-class and individualgoals



Differentiation of Instruction

is a teacher’s response to learners’ needs (readiness levels, interests,

and learning preferences)

guided by general principles of differentiation, such as

respectful tasks ongoing assessment andadjustment

f lexible grouping clarity of learning goals appropriate challenge

Classroom Community


Pl i F d C i l



Planning a Focused CurriculumMeans Clarity About What

Students Should … KNOW

– Facts

– Vocabulary – Definitions

• UNDERSTAND–Principles/

generalizations–Big ideas of the

discipline

• BE ABLE TO DO

–Processes

–SkillsJuly 16, 2009, Eric Carbaugh, Ph.D.James Madison University



KNOW

Facts, names, dates, places, information




UNDERSTAND

Essential truths that give meaning to the topic

Stated as a full sentenceBegin 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.




Understandings Serve as…




BE ABLE TO DO

Skills (basic skills, skills of the discipline, skills ofindependence, 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




Bloom Levels (2001)

Remember Remember Remember Remember Remember Remember

Understand Understand Understand Understand Understand

Apply Apply Apply Apply

Analyze Analyze Analyze

Evaluate Evaluate

Create



SEKIAN…..

TERIMA KASIH



R j k



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

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