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Rahmawati, Upa
Unversitas Cokroaminoto Palopo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Other

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Journal : Indonesian TESOL Journal

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From Plan–Do–See to Real Differentiation: Tracing Teachers’ Shifts in Differentiated Instruction Across Lesson Study (A Case Study in Vocational High Schools) Upa, Rahmawati; Paldy; Opik Dwi Indah; Suci Damayanti; Nurthasya
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.9551

Abstract

This study traces teachers’ shifts in differentiated instruction across three Lesson Study (Plan–Do–See) cycles in a vocational high school context through an open-class program on fantasy text learning. Using a qualitative case study approach, the research examines differentiated instruction as it emerged through iterative redesign of (a) grouping arrangements, (b) tiered group tasks aligned with students’ readiness, and (c) teacher responsiveness to passive individuals during group work. Data were collected across planning, implementation, and reflection stages, including lesson plans and revised materials, classroom observation notes focused on participation patterns, and records of post-lesson reflection discussions. Findings indicate a clear developmental trajectory across cycles. In Cycle I, heterogeneous grouping was associated with unequal participation, as higher-ability students dominated discussion and presentation while lower-ability students remained largely silent. In Cycle II, redesign toward homogeneous grouping combined with tiered group tasks was linked to increased participation among previously passive students, particularly within lower-ability groups. In Cycle III, differentiation was strengthened further through deliberate teacher attention to passive individuals across all ability groups, indicating a shift from group-level differentiation to more responsive, individual-level support. The study highlights how Lesson Study can function as an evidence-based redesign mechanism for developing “real differentiation” in vocational classrooms by progressively refining learning conditions, task calibration, and in-the-moment teacher responsiveness. Practical implications emphasize evaluating grouping assumptions, integrating grouping with tiered tasks, monitoring passivity at the individual level, and using the “See” stage to anchor redesign in concrete participation evidence.
Co-Authors Alif Darmawansyah Baso Jabu, Baso Dedan Marthen Fajar Novriansyah Yasir Fibri Indira Lisanty Hafirah Patang Heryanto Mangalik Indah, Opik Dwi Inrawati Inrawati Inrawati, Inrawati Irmayani Irmayani Iskandar Iskandar Masnah Muhammad Resqi Ridho Noka, Isara Abda Nur Insan Tangkelangi Nurthasya Nuur Insan Tangkelangi Opik Dwi Indah Paldy Paldy, Paldy Parjas, Hermini Patang, Hafirah Patang, Hafirah Reski Yusrini Islamiah Yunus Reski, Pilu Rosmiati Rosmiati Sri Damayanti Sri Damayanti SRI RAHAYU Sri Rahayu Suardi Suardi Suardi Suardi Suci Damayanti Sudirman, Andi Mangnguntungi Syamsu Alam Tenri Ola Tsamratul’aeni Tsamratul’aeni Tsamratul’aeni Wahyono, Edi Yunus, Reski Yusrini Islamiah