Tips & Tricks for Differentiating Instruction in Various Classrooms 

Hello PS_Media friends, it's nice to be with you here and to greet all friends through the video "Tips & Tricks for Differentiating Instruction in Various Classrooms #autopaham". This time we will thoroughly discuss about DIFFERENTIATING INSTRUCTION which is trending in the world of education, especially in the implementation of independent curriculum.
You need to know why I made this video. Some time ago I distributed a questionnaire through the Google form application to find out teacher's levels of understanding about differentiating instruction. The questions are about the meaning, strategies, and examples of implementing differentiating instruction in the classroom. What was both encouraging and surprising was that teachers who answered very well understood, understood, and quite understood were above 70%. Seeing the reality above, I was urged to make this video so that teacher's understanding about differentiating instruction is getting better and teacher has confidence to implement it in classroom.
According to Tomlinson, differentiating instruction is a learning process that meets the individual learning needs of students
You may ask, is it possible to meet the diverse learning needs of students? Then watch this video until the end, so you get complete picture of differentiating instruction. For who haven't subscribed, please press the subscribe button so that you are always updated with new posts from PS_Media.
Differentiating instruction practices carried out by the teacher in the classroom must be based on 3 things:
1. READINES
2. INTEREST
3. LEARNING PROFILE
To determine learning readiness, interest in learning, and student learning profiles, teacher must first conduct a diagnostic assessment, both cognitive and non-cognitive diagnostic assessments. For example, a social studies teacher who is going to teach material about ROMA, the teacher first conducts a diagnostic assessment to determine learning readiness, interest in learning, and student learning profiles. Student interest can be identified by asking students to fill out a questionnaire about what they want to learn about Rome. To determine learning readiness, the teacher makes a questionnaire containing questions about what students already know about Rome. Finally, to see student learning profiles, the teacher designs and distributes questionnaires about how they want to learn.
After mapping the level of learning readiness, interests, and individual student learning profiles as well as their learning styles including visual, auditory, or kinesthetic types, then teacher can design differentiating instruction to be carried out in classroom, whether differentiation is CONTENT, PROCESS, PRODUCT, or the combination of the three.
CONTENT: WHAT STUDENTS LEARN!
Differentiating content is closely related to what students learn. This is what the teacher must choose or consider what material(s) and in what form suits the characteristics and needs of students, whether the material is simple, complex, real, abstract, delivered slower or faster, in the form of writing, sound or video. You may think, why is it so complicated? Relax bro, everything's gonna be alright. You want to glorify students, don't you?
PROCESS: HOW STUDENTS LEARN IT!
Differentiating process relates to the selection of learning activity steps: are learning activities carried out individually or in groups, do students work on assignments independently or collaboratively, do they work while listening to music or have to be quiet, by sitting on the floor or sitting in chairs, do they still need guidance intensively or with only a little guidance, or whether the material is delivered rather slowly or quickly.
PRODUCT: HOW STUDENTS DEMONSTRATE WHAT THEY’VE LEARNED!
Products of learning are expected results from students after learning process, after studying one unit, one semester or even one year. Products can also be interpreted as the result of students' work or performance in forms such as test results, writing, essays, performances, speeches, presentations, recordings, infographics, diagrams and so on that reflect students' understanding. After learning it is expected that students not only know but are able to apply and develop it.
We hope that this video will provide benefits and strengthen your intentions to immediately apply differentiating instruction in your classroom. Let's honor students by understanding their characteristics and learning needs.