KOMPETENSI PEDAGOGI: FINAL ASSIGNMENT M4

FINAL ASSIGNMENT M 4

In a class there are 30 students with details:

1.      The number of male students is 20 and the number of female students is 10.

2.      The social status of students are 60% children of factory workers, 20% children of civil servants,        10% children of traders, and 10% are private employees / BUMN staff

3.      The students’ interest are 50% in sports activities, 10% on academic aspects, 20% on art                       activities, and 20% on skills aspect

4.      The students ability is 40% at lower limit, 40% on medium limit, and 20% on high limit

5.      The students’ learning preferences are 40% kinesthetic, 30% visual, and 30% auditory

Question

1.      How do you manage class and accommodate learning with these characteristics (take 1sub theme lesson / 1subject)

2.      How do you develop multiple intelligences with the above characteristics (take 1sub theme lesson / 1 subject)

Answer for question no 1:

Classroom Management and Learning Accommodations

in Diverse Students’ Characteristics

Students are all different. That is what makes students unique and interesting human beings. Classroom management is affected by students’ characteristics such as gender, age, culture, interests, home background, academic ability levels, learning preferences, etc. Learning accommodations are changes that remove barriers and provide students with equal access to learning. Accommodations serve a purpose to help students learn the same material and meet the same expectations as their classmates.

From the data which is given in this assignment, we can see that the students’ characteristics in that class are various. In other words, we can say that the class belongs to heterogeneous class. Heterogeneous class in the situation given is made up of 30 students of different levels of proficiency. Teacher should view the students’ differences in a positive way by creating positive learning environment in the class.

Here is an example of how to manage classroom and accommodate learning with the given students’ characteristics.

Subject                        : ENGLISH

Grade                          : 8^th  Junior High School

Topic                           : Present Continuous Tense

Basic Competence      :

3.8 Applying social functions, text structures, and linguistic elements of the text of oral and written transactional interactions that involve the act of giving and requesting information related to the circumstances / actions / activities / events that are being carried out / carried out when spoken, in accordance with the context of their use. (Pay attention to: Present Continuous Tense)

Learning Objective     :

Students are able to use the form of Present Continuous Tense correctly.

Learning Activities     :

Teaching Present continuous will be conducted with games to make fun learning activities and engage students from all characteristics in that class.  The learning activities are as follows:

·         Giving brief explanation about the form of Present Continuous Tense.

Teacher introduces the tense by carrying out actions. For example, teacher takes board marker or pen and start writing. Teacher says: “I am writing”.

·         Conducting games ‘Present Continuous Mimes” in group

This is how teacher divide students into 5 groups consist of 6 students:

-          Each group consist of 4/3 male and 2/3 female

-          Each group consist of 3 students with factory worker status

-          Each group consist of 3 students who are interested in sports

-          Each group consist of 1 student with high grades

-          Each group consist of 2 kinesthetic students

Through this division of groups, students are divided into various backgrounds and characteristics. It is expected that students in their group can work together to gain the learning objective of the lesson.

This is how to play games:

Students from one group mime Present Continuous sentences until the other students from other group say the correct sentence. It is important they don’t stop until people guess to give the idea of an action in progress. Teacher can give some pictures to mime too in this mime activity, especially picture of sport activities because half of students are interested in sport. Each group will take turn to play the games. Teacher records their score and give reward for the winning group. It is hoped that all students with different learning preferences in that class will participate actively in the learning process because this learning activity meets the kinesthetic, audio, and visual learning preferences.

·         Giving homework to students

Homework is one of excellent tools to provide students of all levels and abilities to review and consolidate material covered in class.

The homework is completing sentences using positive and negative Present Continuous Tense.

Answer for question no 2:

Developing Students’ Multiple Intelligences

The data given in the assignment tells that the students in that class are 40 % kinesthetic learners, 30 % visual learners, and 30% auditory learners. Here is how to develop their intelligences in the learning process.

Subject                        : ENGLISH

Grade                          : 8^th   Junior High School

Topic                           : Comparison Degree

Basic Competence      :

3.9 Applying social functions, text structures, and linguistic elements to the text of oral and written transactional interactions that involve the act of giving and asking for information related to the comparison of the number and nature of people, animals, objects, in accordance with the context of their use (Note the language element of comparison)

Learning Objectives: 

Students are able to compare people, things, and animals using comparative and superlative degree.

Learning Activities:

1.      Studying different form of comparative and superlative  adjectives

In this activity, teacher shows some examples that can be compared in the class. For example, books, dictionaries, pictures of building, pictures of animals, etc.  Students can compare the things and make some sentences using comparative degree.

In this activity, Spatial-visual intelligence is developed. Students can see the things, people, and animals and make the comparison of them.

2.      Practicing grammar point with the game called ‘Board Race’

Teacher lists some adjectives that have been studied on the board. Then, teacher makes columns for “-er” and “more”. After that students will be divided into two big teams consists of 10 male students and 5 female students in each team. One person from each team has to run up to the board and write a word under the correct column depending on which form it takes. Then, he/she runs back to their team and hand the marker to the next person in line who runs up to the board and does the same until all the words or adjectives are categorized. The superlative forms (“-est”, “most”) also can be done with this activity.  The team has finished first wins the board race competition.

The activity here which is called ‘Board Race’ keeps the lesson interesting. Kinesthetic Intelligence is developed in this activity because it practices grammar rules and keep the students engage especially for kinesthetic learners in the learning process.

3.      Correcting students’ answer when the game finished

When the game finished, teacher corrects the answers together with the students. Teacher also can have the students make some sentences in order to make sure that the students are not only able to understand the forms but also able to use them correctly.

In this activity, students who prefer audio and visual learning can be helped to understand more about comparative degree by seeing the examples and listening to the teacher’s explanation.