Factors that influence students in meeting their individual needs are in the following.
1. Meaningful Reading and Writing tasks
Effective instruction emphasis on meaningful tasks of reading and writing. The focus of instruction should be on ways to help students integrate new knowledge with existing knowledge to construct meaning (Roehler & Duffy, 1991). Good readers spend the majority of their time engaged in meaning-making activities such as silent reading and peer discussions (Allington, 1983).
2. Expectation level
their potential is affected by the quality of instruction and the learning experiences provided. Research indicates that children in remedial and compensatory programs spend the majority of their time completing low-level tasks (Anderson & Pellicer, 1990; Allington & McGill-Franzen, 1989). Not only does this pattern reflect lower expectations, but students do not develop the higher levels of academic functioning necessary to achieve success in later years (Clifford, 1990)
3. Student’ Strength
Students is already able to do and linking what is already known with what remains to be learned. Teachers are providing scaffolds to help students bridge the gap between their current abilities and the intended goal.
4. Varying levels of Support
Students can learn from varying level of support. It might be introduced to a concept with the whole class, work with peers in collaborative learning, and then work individually to apply the concept independently.
5. Active Involvement
Characteristic of effective instruction and learning is students are active participants in the learning process. Each student can share their opinion to other students and follow the activities based on instruction from the teacher. They can use each other opinion as learning resources to improve their knowledge.
6. Match Between Classroom and Support Programs
The effective classroom emphasizes to the strategies and skills. Coordination between the core curriculum and the curriculum is important to apply in the classroom.
7. Cultural Appropriateness
This factor of instruction includes consideration of the materials and types of activities used. Teacher can used various interesting methods that appropriate with students culture. For example, students can work in group (Collaborative learning) that has members from different cultures. They can contribute in doing the activities in group.
After we know about the factors of instructional variables, we conclude that instructional variables affect the students needs. Teacher must consider about what the students need and what they interested in. Teacher have an important role in giving various activity that can develop students interest and motivation in learning. But, students should to involved in the activity. Maybe they can share their opinion from teacher questioning, actively participate in group discussion, questioning from teacher in improving their critical thinking, etc. After teacher gave some task or questioning to the students, teacher can give feedback, so the students can improve their ability more deeply in doing better work.
Members of group:
Novani Lieadi (2009110032)
Titiah Dewi Masitoh (2009110024)
Evik Dwi Priagung (2009110028)
Huda Marofiq (2009110042)
Resource article: http://www.lessonsense.com/info/individual-needs.html
Resource image : http://www.google.co.id/imgres?q=teacher+feedback&um=1&hl=id&biw=1024&bih=494&tbm=isch&tbnid=F5ZPlukUyC94OM:&imgrefurl=http://www.gifted.uconn.edu/siegle/SelfEfficacy/section12.html&docid=OxM_7EScqvbrlM&imgurl=http://www.gifted.uconn.edu/siegle/SelfEfficacy/SEC-IMG/CLASHAND.GIF&w=550&h=739&ei=ISnnTvGvFIG0rAeyl9SYBw&zoom=1