CILACAP ENGLISH TEACHERS ASSOCIATION

WEBINAR 1 IN MERDEKA MENGAJAR PLATFORM (PMM)

Sharing Best Practice On Applying Differentiated Instruction In
Classroom
OBJECTIVE

1. To share the experience of practicing

differentiated instruction with the
colleague teachers

2. To get some appropriate feed back

from the colleagues

3. To make a reflection upon the practice

 SCENARIO Materials

1. Brief Concept
Orientation Presentation 2. Diagnostic Test Instrument
(10 minutes) (80 minutes)
3. Teaching Module
4. Differentiated Instruction
PPT
Conclussion & 5. Differentiated Instruction
Discussion
Reflection Practice (Video)
(20 minutes)
(10 minutes)
 Differentiated Instruction

Differentiated Instruction is a teaching approach that tailors

instruction to all students’ learning needs. All the students
have the same learning goal. But the instruction varies based
on students’ interests, preferences, strengths, and struggles.

Instead of teaching the whole group in one way (like a lecture),

a teacher uses a bunch of different methods. This can include
teaching students in small groups or in one-on-one sessions.

Carol Ann Tomlinson (an American educator and author) says

(How To Differentiate Instruction In Mixed-Ability Classrooms , 2001:45)
”Students have multiple options for taking in information,
making sense of ideas, and expressing what they learn,”
According to Tomlinson, there are four areas where
teachers can differentiate instruction:

1. Content:
Figuring out what a student needs to learn and
which resources will help
2. Process:
Activities that help students make sense of what
they learn
3. Product:
Ways for students to “show what they know”
4. Learning environment:
How the classroom “feels” and how the class works
together
What are the characteristics of Differentiated Instruction?

Differentiated instruction is evident when teachers:

• Offer students options to choose from; in assignments or
lesson plans.
• Provide multiple texts and types of learning materials.
• Utilize a variety of personalized learning methods
• Apply a variety of student assessments.
• Customize teaching to suit multiple forms of intelligence.
What Are the Benefits of Differentiated Instruction?

Differentiated instruction is beneficial because it helps educators connect

with different learning styles. Not all students will respond well to a class
lecture; a game or a video may work better with other students. Some students
may learn better by reading than they do using a computer. Giving students
choices about how they learn enables them to meet learning objectives in the
best way for them.

No matter what you’re teaching, some students will find certain material
engaging, while others won’t, and students will learn the same material in
varying amounts of time.

Do you want to make whatever you’re teaching more likely to resonate with
each one of your students?
Differentiated is instruction is the answer because it motivates them to learn
the material in a way conducive to their own interests and unique learning
styles.
What Are Some Differentiated Instruction Strategies?

You can differentiate instruction across four main areas: content, process,
product, and environment.
• To differentiate content, teachers consider the objective of a lesson, then
provide students with flexible options about the content they study to meet
the objective, from subject or topic to approach or presentation.
• With process differentiation, teachers differentiate how students learn.
Grouping students based on their individual readiness or to complement
each other is one way to accomplish process differentiation. Another is
varying the way concepts are taught: through visual, auditory, or
kinesthetic lessons, for example.
• Product differentiation applies to the types of assignments students create.
A teacher might ask students to explain a concept; the product could be a
written report, a story, a song, a speech, or an art project. Varying the
types of assessments you give students is also an example of product
differentiation.
• The classroom environment also affects learning. Changing physical things
in the classroom, like how desks are set up or arranged, or where students
can sit (on beanbags, for example), serves as classroom environment
differentiation, which can also include changes to routines and habits.
How to Implement Differentiated Instruction?

To ensure that the same objectives are being pursued by all

students (though they each take their own path to get there),
differentiated instruction must be standards-based.

• Teachers should include diagnostic testing and learning

inventories. Your goal is to set baselines for individual
students.

• Then teacher can identify tactics to help each student achieve

the objectives and deliver custom-tailored content.
What Do Experts Say About Differentiated Instruction?

 “We differentiate instruction to honor the reality of the students we teach. They
are energetic and outgoing. They are quiet and curious. They are confident and
self-doubting. They are interested in a thousand things and deeply immersed in a
particular topic. They are academically advanced and ‘kids in the middle’ and
struggling due to cognitive, emotional, economic, or sociological challenges.
Many of them speak a different language at home. They learn at different rates
and in different ways. And they all come together in our academically diverse
classrooms.” – Carol Ann Tomlinson (William Clay Parrish, Jr. Professor and Chair
of Educational Leadership, Foundations, and Policy)
 “to succeed, and all teachers try to make this happen. That is all differentiation is.
We complicate differentiation by not allowing ourselves to be provisional with
how we apply the foundational pieces of differentiated instruction. Instead, if we
address these four questions in our instructional planning, differentiation will
always be the result: What do my students need? How do I know? What will I do
to meet their needs? How do I know if what I’m doing is working?” – Lisa
Westman (instructional coaching, differentiation, and standards-based grading
consultant and professional development facilitator)
 “Differentiated instruction is dynamic and organic. In a differentiated
learning space, teachers and students learn together. Students focus on
learning the course content, while teachers tailor their instructional
strategies to student learning styles.” – Alexa Epitropoulous (media and
author relations specialist at ASCD)
Subject : English
Grade : VII / Phase D
Semester : 2 (Even)
Theme : Descriptive Text

Look, This is my favorite thing. It is a guitar. The

colour is brown. It is an acoustic type. I always
play it in free time.

1. What is your favorite thing?

2. Please tell me a little about it.?

Designed by: Jafar Sarifudin, S. Pd.

 Non Cognitive Assessment
Profile Diagnostic Test Teaching Module

Outcome & Guessing Game

Indicator

Triger Quiz
Students
I V
Grouping
P T
R I Ice Breaking
C XT
S TE
Classroom
Agreement
E
D E Reflection
Opening of
Learning
Conclusion

Literation
Closing of
Activity
Learning

Learning Activity Learning Activity Learning Activity

1. (Exploration) 2. (Elaboration) 3. (Confirmation)
Tujuan Pembelajaran
 Menangkap makna yang terkandung dalam teks deskriptif
 Mengungkapkan gagasan dengan teks fungsional pendek sederhana
berbentuk descriptive text yang berkaitan dengan lingkungan terdekat.

Indikator Ketercapaian Pembelajaran

 Mengidentifikasi fungsi sosial, struktur dan fitur kebahasaan teks
deskriptif
 Menerapkan fungsi sosial, struktur dan fitur kebahasaan untuk menyusun
teks deskriptif
 Mempresentasikan deskripsi benda, binatang dan orang.

Manfaat;
1. Memahami deskripsi tentang benda, binatang dan orang yang disampaikan
dalam sebuah teks
2. Memiliki kemampuan mengungkapkan informasi tentang benda, binatang dan
orang secara lebih sistematik
 Link Tes Diagnostik Non Kognitif (form &respond di akun bnnjafar)
GROUPING
https://
(Group V1 - APPLE) docs.google.com/forms/d/e/1FAIpQLScxKoxiSY1H5fX3wgz8KE6-gwTfUb8
pXRo96URo7qKUe5_rVw/viewform?usp=share_link
Adam Bening Nurrozzaq,
Astaqiya Acaa Nisawa,
Oktaviani Selena Fazi, (Group A1 - DAFFODIL)
Lembayung Fadhila Putri, Audrey Maura Nathania,
Hanyfa Azka Airina, (Group K1 - GIRAFFE)
(Group V2 - BANANA)
Hari Frengki Rizkiana, Aisya Messiana Putria
Dwi Oktaviyani,
Meydita Kusuma Indrakirani, Milky Daelam
Arif Muzacky,
Chalista Fedya Amelia, Elvira Salisatun Amiroh,
Ahmad Shidqul Haiba (Group A2 -EDELWEISS)
Hanum Nailul Azzahro, Naela Syafaqoh, (Group K2 – HORSE))
Hanum Setiawan, Nayla Zahra Suratman,
(Group V3 - CHERRY) Izaz Novalinas, Syifa Ayunanda Azzahra,
Khoerul Muallif, Yufian Graciasputra,
Lintang Annisa Syarafana,
Ainaya Safina, Cipto Prasetyo Adhi
Ramzy Barkah Ramadan,
Rike Dwi Ayuningtyas (Group A 3 –FREESIA
Rizka Aulia Arifatunnisa
Rengganis Gazelle
Ajeng Fatma Sohibah,
Maesyafa'atun,
Classroom Agreement

1. Speak up confidently.
2. Follow the teacher’s instructions.
3. .......................................
4. ……………………………………..
  Pray

OPENING (15 MINUTES) Roll



 Introducing topic
 Learning Objectives
 Mindfullness Practice
Mindfullness Practice  Class Agreement

1. Stop whatever you are doing.

2. Have a seat and get relaxed.
3. Adjust your seat if it is necessary.
4. Make sure you can sit conveniently.
5. Close your eyes.
6. Take a deep breath.
7. Feel the sensation when the air flows into your nose
8. Hold the breath for 3 seconds. 1…. 2…..3
9. Loose the breath.
10. Feel the sensation when the air flows out through your nose
11. Take some more deep breaths then loose them slowly.
12. Ok. It's over. Now open your eyes and proceed to what you are going
to do.
1 TRIGERRING QUIZ 1

Guess the thing, based on the following clues,

We often find the thing in houses.

• It is shaped like a box.
• It contains some water .
• It has some coral reef,
• It is a home of fish

So……. What is it????????

Good, You are right.

It is a fish tank or
aquarium Key
Next
2
WHAT IS IT ?

I am thinking about beautiful animal

• It has two wings, two eyes, a tail, and a beak.

• It can fly. It also has a beautiful feathers.
• It eats seeds

PREV
Key
Next
3 WHO IS he?

He is a popular person
• He is tall, young and good looking.
• He has a good education and a successful career.
• Now he is the education minister of Indonesia

Key
PREV
Nadiem Makarim
Literation Activity (10 minutes)

Video

Downloaded from:
https://youtu.be/YWIgZmwmnvE

Article

Downloaded from:
http://traheni.blogspot.com/2023/03/descriptive-text-
descriptive-text.html
A. EXPLORATION (10 menit)

Discuss this material in group Group

https://
1. APPLE
traheni.blogspot.com/2023/03/hi-friends-i-
want-to-tell-you-about-my.html 2. BANANA
3 . C H E R RY
https://youtu.be/26v6L3mUBVg 4 . DA F F O D I L
5 . E D E LW E I S S
6. FREESIA
https://drive.google.com/file/d/1-UiB84oh0HAM-
MEnBENzv1ZzSfwjEcR-/view?usp=share_link
7. GIRAFFE
8. HORSE
B. ELABORATION (10 menit)

Menjawab pertanyaan pada bahan

pembelajaran.

Mendiskusikan jawaban untuk

mendapatkan umpan balik dari teman
dan guru.

Berbagi tugas antar anggota kelompok

untuk sesi mengkomunikasikan hasil.
 ICE BREAKING
People to People Game

• Decide 4 words to play: Palm, Finger, Elbow and Shoulder

• Let the students stand in pairs.
• Ask the pairs to respond to your commands in action.
• Remember the order: The first word for the student on the left,
second word for the one on the right

Teacher’s Command Students’ Response & Action

• People to people, Repeat the words while showing best

expression to partner.
• Palm to palm, Repeat the words while attaching
the left palm to the right palm of
their pair
• Palm to finger, Repeat the words while attaching
the left palm to the right finger of
their pair
……………………
………………………………………………….
……………………
C. CONFIRMATION (10 menit)

1. Mempersiapkan presentasi hasil diskusi dalam kelompok

masing masing.

2. Mengkomunikasikan hasil kerjanya di depan kelas dengan

beragam cara
 Kelompok V diminta untuk langsung menuliskan jawabannya
pada kertas atau slide PPT
 Kelompok A diminta membacakan jawabannya secara lisan
 Kelompok K diminta memajang jawabannya pada window
shopping.

3. Meminta umpan balik atas hasil kerjanya dari teman dan guru.
D. CONCLUSION

a D E S C R IP T IV E T E X T
T h e t ext ab o v e is

EXAMPLE & SOCIAL

DEFINITION FUNCTION

GENERIC LANGUAGE
STRUCTURE FEATURES
 Example

This is our classroom. It is large. The floor is always clean. We clean

it every morning.
It has a blackboard, a door, four windows, a cupboard and a map.
The cupboard is at the corner and the map hangs above it. The wall is
green. At the wall, there are some pictures, a calendar, the picture of
Garuda and the pictures of our president and vice president.
There are twenty-four desks and forty-eight chairs for the students.

Definition

Descriptive Text is a text that describes a particular person,

place, or thing.
(In the text above, it describes A CLASSROOM)

Back to Conclusion
 Reflection for Session 1

1. What did you learn in this session?

2. What did you feel during the learning?
3. What can you suggest to help you
understand the material better?
4. What would you do after learning the
material?

Back to Conclusion
 Social Function

To describes someone or something in particular. (specific)

(In the text above, it gives information about

What the classroom looks, the objects in the classroom, the
arrangement of the objects, and the number of the desk in the
classroom.)

Back to Conclusion
 Generic Structure
Identification
Introducing the things to
describe, i.e. the classrom
Description 1
What the classroom is like.
Description 2
Objects in the classroom.
Description 3
Arrangement of the objects
in the classroom.
Description 4
Number of the desk and
chair in the classroom
Back to Elaborasi
This is our classroom. It is large and
comfortable.
The floor is always clean. We clean it
every morning.
It has a blackboard, a door, four
windows, a cupboard and a map.
The cupboard is at the corner and the
map hangs above it. The wall is green. At the
wall, there are some pictures, a calendar, the
coat of arms of Garuda and the pictures of
our president and vice president.
There are twenty-four desks and forty-
eight chairs for the pupils.
 Language Features
 Focus on specific participants
The text above tells about a classroom in
particular (Not in General). It is the writer’s
classroom.
 Use of Adjective for identification processes
In the text above we can find the adjectives;
large, clean, green
 Use of simple present tense.
The verbs used in the text above are in simple
present tense. is, has, are.

Back to Conclusion
Definition Generic Structure Language Features

Descriptive Text is a  Focus on

A Descriptive Text consists of:
text describing a specific
 Identification
particular person, participants.
place, or thing. this part introduces the
person/things described.
 Use of attributive
Descriptive and identifying
 Description
describes someone
This part gives the details processes.
or something in
of the person/thing  Use of simple
detail.
Description is often described. It may describe present tense.
used in other text parts, qualities or
types characters.
 Conclusion (optional)

Back to Conclusion
CLOSING

Conclusion
Reflection
Next Plan
Thanking
Leave taking
 Assessment

Part 1. Arrange these jumbled paragraphs to make a descriptive text

1. He helps the students find the catalogue 1. Our school has a library. It is located
of the books we want to borrow on a between the English laboratory and
computer the school hall.
2. The school library has a librarian. He 2. It has two floors. You can read a lot
helps everybody patiently. of magazines and newspapers on
3. If you go upstairs you can find many the ground floor.
kinds of text books. Here, the reading 3. If you go upstairs you can find many
room is available too. It is very wide and kinds of text books. Here, the
comfortable. reading room is available too. It is
4. We have to show our membership card very wide and comfortable.
when we want to borrow books. 4. The school library has a librarian.
5. It has two floors. You can read a lot of He helps everybody patiently.
magazines and newspapers on the 5. He helps the students find the
ground floor. catalogue of the books we want to
6. Our school has a library. It is located borrow on a computer.
between the English laboratory and the 6. We have to show our membership Key
school hall. card when we want to borrow
books.
Next Excercise
 Assessment

Part 2. Describe this animal

_____________________________________
___________________________________

_____________________________________
___________________________________

_____________________________________
___________________________________ _
_____________________________________
__________________________________
 GAME 1.

 Work in Group

1. It has four Legs and a

tail. It eats bones, It
barks when seeing its
master or strangers. It
is a…..

A DOG
Key

Next Game
GAME 2.

It is a kind of fish.
It lives in the sea.
Many people use it
as an acrobat.
It is friendly. It is …..

A DOLPHIN Key
SEE YOU NEXT TIME, GUYS …
 REFLECTION

● Guiding Questions;
1. What do you find most interesting about learning
this material?
2. What do you need to do to make your learning
easier?
A. EKSPLORATION

Read the following text then answer the questions below.

Hi friends, I want to tell you about my sister, Nadia. She

is 17 years old.
She is very good-looking with a white complexion and
pointed nose. Her hair is straight and long.
She looks rather calm. But she is very nice, friendly and
helpful.
Her favorite activities are cooking and gardening. She
sometimes plants vegetables and cooks them
My sister is a vocational school student. She studies
marketing. I want to be pretty and smart, just like her.
1. What does the text tell us about?
2. How does she look like?
3. What is she like?
4. What are her favorite activities?
5. What does she do?
 CURRICULUM VITAE

1. Name : JAFAR SARIFUDIN, S. Pd.

2. NIP : 19750906201001 1 010
3. Place & Date of Birth : Cilacap, Sept 6, 1975
4. Company/Rank : Dinas P Dan K Kab. Cilacap / IIId
5. Occupation/Subject : Teacher / English
6. Education Background : English Training and Education Prog
7. Work Experience :
- LPK Kurti College Sidareja * SMK 18 LPPMRI Sidareja
- SMA Al Hidayah Sidareja * SMP Negeri 4 Majenang
- SMK Yos Sudarso Sidareja * SMPN1 Gandrungmangu

8. Address : Jln. Syamsul Huda Ciklapa Kec. Kedungreja Kab. Cilacap ,

- Email : Traheni@gmail.com - Blog : Traheni
- FB : Jafar Sarifudin - WA : 0895348399349
9. Interest : History, Language, Music,
10. Organization :
- PGRI Ranting SMP1 Gandrungmangu
- MGMP Ing SMP Kab.Cilacap