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Week 12: Instructional Variable & Motivation Session

Last week, MMSEL class was very different with previous class. Most of MMSEL class last week spent in an activity, outdoor activity, motivation session. Before that activity begun, Ms. Lidya asked us to show our emotion that day, whether happy, sad, sleepy, or whatever emotion that day without say even a word. We have to use our face to express our feeling. So many expression appears, but mostly is happy, about me of course still sleepy hehehehe. After showing our face expression, we continued to watching video (thanks to Ratih for remind me about this). The video shows teacher who gave instruction to students and the students seems very well prepared for these instructions. In my opinion, it takes times to make students do something like that, and it was amazing.

Next activity learns about Instructional Variables. The instructional variables divided into four parts, introductory focus, personalization, involvement, and feedback. First is introductory focus, it means teacher should be able to create a beginning or opening of a class that attract students’ attention. Besides attract students’ attention, opening activity also should be able to provide a conceptual framework for students. Hence, the expected result is students’ attention gained and they got conceptual knowledge of the material.

Second is personalization, it means that teacher should be able to make connection between the material and students’ live. This is also important for help students to get the main concept of the material. The common example is contextual learning that related the learning material into real life condition.

The main activity in last week is motivation session. We were divided based on article’s posting group to create a motivation session. In my group which consists of Novani, Evik, Titiah, and I choose multiple intelligences as main topic to be delivered. Then, we began to discuss the technical aspects and how we will deliver the material. Based on discussion, Evik was chosen as motivator, Novani as Agnes Mocerai, Titiah as Valentina Rissa, and I as moderator. Then, when our turn comes we begin the role play. The main point of role pay is to convey the teacher candidates/audiences that students are unique; they have different need and different interest in learning. So, as teacher we have to aware and do not force what we want to them.

 
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Posted by on December 13, 2011 in Reflection week 12

 

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Instructional Variables in Meeting Individual Needs (Reflection Week 12)

The instructional factors that teachers should consider in meeting individual needs are much the same for various groups of students. The factors that will discussed are:

Meaningful Reading and Writing Tasks

In recent years the criteria for effective instruction have undergone a dramatic shift from emphasis on drill and practice to 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). It is important for the tasks that students do to require thinking (Marx & Walsh, 1988). For example, choosing the correct response to a literal detail question requires significantly less thinking than summarizing the important events in a story.

Expectation Level

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). While gifted students are academically advanced, they also need special provisions to meet their individual needs. Like all learners, their potential is affected by the quality of instruction and the learning experiences provided (Tuttle, 1991).

Students’ Strengths

Successfully meeting individual needs is dependent upon knowing what an individual is already able to do and linking what is already known with what remains to be learned (Chall & Curtis, 1991; Eisenhart & Cutts-Dougherty, 1991). By helping students bridge the gap between their current abilities and the intended goal, teachers are providing scaffolds of support for learning (Rosenshine & Meister, 1992).

Varying Levels of Support

Scaffolded instruction may include direct explanation, modeling or showing students how to perform a task or operation, and think-alouds of the reasoning behind a particular procedure (Roehler & Duffy, 1991). The organizational plan for the classroom can also provide scaffolding. For example, students acquiring English might be introduced to a concept with the whole class, work with peers in some form of collaborative learning, and then work individually to apply the concept independently.

Active Involvement

Another characteristic of effective instruction and learning is the degree to which students are active participants in the learning process. When students use each other as learning resources by working in cooperative or team learning arrangements, student engagement increases (Knapp, Turnbull, & Shields, 1990). The lowest amount of student engagement usually occurs during seat-work types of activities (Evertson & Harris, 1992).

Match Between Classroom and Support Programs

The degree to which the classroom program and special support programs (such as Chapter 1 or Resource Room) philosophically match is referred to as congruence. When students receive philosophically compatible literacy instruction and all teachers emphasize the same strategies and skills, learning increases (Winfield, 1987). Typically, however, the opposite happens. A consistent lack of coordination between the core curriculum and the curriculum of special teachers has been documented (Allington & Shake, 1986; Johnston, Allington, & Afflerbach, 1985; LeTendre, 1991). The amount of congruence between instructional programs seems to be greatly influenced by the amount of communication that takes place between the classroom teacher and the special teacher (Allington & Shake, 1986).

Cultural Appropriateness

Cultural appropriateness of instruction includes consideration of the materials and types of activities used. All students, but especially students of different cultures – African-American, Asian-American, Latino, and Native-American – need multicultural literature. Its inclusion in the reading curriculum can affirm and empower students about their cultures. It confirms that members of many groups have contributed, and continue to contribute, to human life (Harris, 1990).

source: http://www.eduplace.com/rdg/res/literacy/meet2.html

 

From the article above, we can see that there are many things that we should cover in order to meet our students’ needs through the instructional variables. Each of the criteria is related with each other, so we need to see also the bound between those criteria. Then, we need to find the appropriate ways to create a meaningful learning experience for our students.

 

nb: this posting is an exchange posting, because I did not attend the last meeting. 😦

 

Jonathan Saputra

2009110004

Instructional Variables in Meeting Individual Nee

 
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Posted by on December 13, 2011 in Reflection week 12

 

Fashionable-Motivate-Teachers!

The first things that come to my mind about our last meeting are ‘Face-book-update’ and role-play day! 😀

We began with showing our expression at that time in the circle. We were making a big circle and showing our expression without saying anything. I thought that some of my friends were ‘pretending’ their mood; they showed happy, curious, sad, and everything, but I guess they all felt sleepy. 😛

This topic was about instructional variable and we did motivation role-play to understand about it. This topic consists of introductory focus, personalization, feedback, assessment and learning. Introductory focus is saying about lesson beginning that attracts student attention and provides a conceptual framework for the lesson. Teacher should make her/his first meeting becomes ‘eye catching’ and meaningful learning. It can be a motivation to students because they LOVE the SUBJECT, not the teacher. Personalization is about linking the subject with real life situation. Wondered that my high school teacher never did like this, they always directly jumped into the lesson without motivating us. It is terrible for students like me (who already realize it) because I don’t know the purpose and objectives that we should learn about that. Students will be motivated if they know the goals and application in real life.

After a little lecturing, we were asking to do role-play. As we did before, I did a little discussion with my group; Faqih, Andi, and Nia. The idea was motivating teachers’ candidate to be better future teacher with fashionable way. I was being a motivator like Mario Teguh. I don’t think I did perfectly like Mario Teguh because I never found he ever explained about ‘fashionable teacher will motivate students’. The main point of my own motivation session was teacher should be fashionable in cover and in their soul. The reason is, fashionable teacher will be a good motivator because of they are good looking. However, fashionable isn’t always about good looking, it also about fashionable heart of teaching. Teacher should be creative, active, and lots of spirit, it comes from teacher soul and heart, and then they will be a good motivator for students. By using this, the instruction that I explained in motivation session, it could make my friends/audiences be motivated to be a teacher. If we cannot make them directly love the subject, let them love us then motivate them to love the subject. 😀

I have been trying to be fashionable-motivate-cheerful-inspiring-extraordinary teacher! I can do it, I will do it, I pray for it! 😀

Ratih Anindiya

 

 
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Posted by on December 13, 2011 in Reflection per week, Reflection week 12

 

Never Doubt to your choise

Last Thursday, there was MMSEL section as usual. I was not in good condition. I got an acident a day before. However, I could not let my self sad. I have to be happy, because it was nothing. This condition was apropriate when the class began (opening session). Mrs. Lidya wanted to see our mood on the day. Mostly, students were in good mood include me. we showed a smile that indicated our mood.

After showing our mood, we talk about the topic ”developing interest learning activity”. It was about how to make our students interest to our students. It aims to get students attention in learning process, so students can focus to understand about topic of subject we teach. We discuss about anything that can make our students interest and why it can make our student interest. Besides that, Mrs. Lidya showed us a video. The video was about teacher that gives instructions to students or kid in learning process. This video showed us that in giving instructions to the students, teacher has to control students so they can follow teacher instructions. Then, we shared the video content to our pairs.

After we discuss it, we were asked to join to our group. We would have a seminar in that class. The seminar was about motivation. Each group has to disscuss what we would speak to the audience. One of the member group had to be a motivator that performed in front of the class. Fortunatelly, we were not in class, but outside the class in presentation or giving  motivation. The motivator of each group were; Ratih, Riyan, Fitri, and I (Arifin). At the time, we were amateur motivator. 🙂

In my mind, Ratih and Riyan give motivation about how to be a motivative teacher and get students interest in learning process. Fitri and I gave motivation about how to make ourselves believe with our decision to be a teacher. When I perfomed to give motivation to the audience, I could not focus to my topic. I tried to give motivation to my audience. It was about not to doubt to our decision to be a teacher.  We can be sure if we did not doubt to our decision. So, never doubt to the decision to be a teacher. 🙂

Nur Arifin (2009110006)

 
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Posted by on December 13, 2011 in Reflection week 12

 

reflection week 12

Last week was the last meeting that we have in this year for MMSEL course. Oohh.. i never realize about that, i think the time was running fastly. but, the last meeting was very interesting because some activities that we have never meet before.. 😀

At the first time, Ms. Lydia asked us to show our feelings on that time. It was funny, because some of my friends show their expressions in different ways, and it’s so funny :D. Other  friends show the sadness, happiness, and their excited. Then, we came back to our chairs.

After that, Ms. Lydia explained us about instructional variables and how to motivate our students. We did role play in groups, and each group have to did a motivation session. It was very interesting and funny, because each group show their ability as a motivator or trainer with their own way. We did it outside the class, it made us feel ashame actually, because sometimes some students passed and look at us. But, we still continue our motivation session. I get some tips and knowledge from this sessions. For example, Riyan’s group said that the teacher shoul be unique, Ipin’s group said that to fight something’s not good we have to said “Don’t or Jangan!” . My group actually consider about how to motivate the teacher, become a good teacher. We said that if we want to be a teacher, so we should not too much consider about our salary, because teaching is about how we deliver our knowledge with heart. If we do something with our heart, so it will be easy to get something great. Just keep in effort, don’t forget to pray. Everything will come running toward you, if you can do it with your heart. 🙂

 

~hanna.anggraeni.

 

 

 
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Posted by on December 13, 2011 in Reflection week 12

 

Instructional Variables in meeting Individual Needs


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.

Conclusion

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

 
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Posted by on December 13, 2011 in Articles

 

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Instructional Activity

MMSEL course today is started by showing mood. Actually I got miss instruction, because I don’t know the instruction. I think we should show mood based on PPT from Ibu Lydia, but we should show our own mood in that time. So, I just smileJ. It means I feel ashamed. After that we talk about interest, how to design classroom that fulfill student interest. That will be hard, but teacher should do it to make student interest to learn. Even student have different interest, teacher able to generalize it and apply in the class.

We can make an interesting activity in the class based on our instructional variable. The variable is introductory focus, personalization, involvement, and feedback. Introductory focus is attracting students’ attention; it can be apply by using Varity method that interesting for student. Then personalization is link to students’ lives, it mean teacher able to know every student personality and emotion, so teacher should try to fulfill it when teaching material. After that Involvement, involvement is increasing intrinsic interest. It can be apply by using open-ended questions and using hand-on activities. The last is feedback; teacher should give feedback to increase student interest and self-efficacy.

Today activity also a motivation section, every group present their ability in motivate their friend. That is interesting, but I can’t perform well in this motivation section. I am sorry, because my group still confuses the flow of word that should tell to the audience. Actually the ability to motivate is very important to make student feel interesting and motivate to learn. I will learn more to do it.

 
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Posted by on December 13, 2011 in Reflection week 12

 

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Motivator Teacher Candidate :)

This is my reflection about a great motivator in our self as a teacher,,,

Today i learn so many thing about motivation but the important thing in this part is located how we as a teacher can be an inspire people or our student by our talent. 🙂

That so many thing, I get from Ratih. I get how to be a fashionable teacher which is it must looking good inside and out side. From Fitri and Aida how to be a great teacher without thinking how much we pay to be a teacher?. From Huda we get how to serve our student which having different need and intelligence as an human being.

I believe in my heart when I feel with my heart what Huda said about teacher is only can be serve in general way but teacher also should good personal approach to their student, because teacher is come from a human with so many deficiency, error and fail but improve their ability to making deficiency, error and fail is our strength as human being.

I remember that life is so easy and sometime it’s running very complicated, but Allah always with us to support us to be stand up in here in SSE until today, like Nur Aripin said that if you want to NOT SAD so let’s DONOT SAD, if you want to NOT LAZY so DONOT LAZY and if you want to NOT GALAU so DONOT GALAU,,,

First i think that’s word very easy to said but very hard to show in the real life, but it’s really easy when you believe that you can apply that’s theory in your real life. 🙂

Actually as a teacher I feel in this university we must show how our friends can feel our spirit as student, we can making a good thing. If we can not making good thing for at least can making our self feel calm and enjoy for survive and breaking the challenge to reach our goal. 🙂

Thank you my friends,,, without you I’m cannot stand in here,,, 🙂

 
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Posted by on December 13, 2011 in Reflection week 12

 

Teacher = Motivator

I was not attending MMSEL class on last Thursday. So, I am going to make a reflection based on PowerPoint from last session and my friends’ explanation. On the last week session, Mrs.Lydia explains about instructional variables which are promoting students’ motivation at the class. Those are four parts of instructional variables, there are introductory focus, personalization, involvement and feedback.

Introductory focus is an opening session of the lesson which is attracts the students to pay attention to the lesson. There are four ways to giving of providing an introductory focus, there are: giving problems & questions (such as: Problem Based Learning or Project Based Learning), Inductive sequences, concrete examples, and objective & rationales.

Personalization is about how the teacher tries to make connection with students live and the material given. It can be through examples those relate with students’ daily life. On mathematics, teacher can use Contextual Teaching Learning (CTL) method to make relation between mathematics topic and examples from students’ daily life.

Teacher can use four strategies for promoting students’ involvement, there are using improvement drill, giving games, let student doing individual work spaces, and ask students to do group work.

Feedback is needed by students to increase students’ self-efficacy and their interest in learning. On the other words, teacher needs to give feedback to students in order to increase students’ intrinsic motivation to learn.

When I asked some of my friends, they said the main point of last session is a teacher is a motivator. I think that is true. Because a teacher should help students to be motivated when learning and make students interested to the subject. Teacher has big role at the class, because when a teacher stand up in front of the class, it means that she / he have obligation to deliver the materials, engage students’ understanding about the materials and make students to feel enjoy and be motivated while learning. I hope I can be a motivator teacher. 🙂

 

Shinta Puspita Kencanasari

2009110026

 
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Posted by on December 13, 2011 in Reflection week 12

 

Motivators / Trainers… “Action”

The previous MMSEL class was exciting. The class full of activities (acting). At the first time, Ms. Lydia asked us to make a big circle, then we had to express our face based on the pictures in power point slide. It was a funny activity because I could see how my friends expressed their face when being sad, surprised, happy, guilty, and so on. Their faces were so funny, and sometimes disgusting. Hahahhaha :p

I was learning about instructional variables. I was so excited because at that moment, Ms. Lydia asked us to act or do role play again. But, at this moment, we had to act as motivators or trainers. I thought it was little bit difficult, because for me, motivating students or people is hard. I used to decrease my friends’ self-esteem. Hahaha. I know it’s ridiculous, but that what I heard from my friends. Therefore, I just let my friends in my group to do the role as a motivator/trainer. Finally, Ratih was ready to be a trainer. We were confused at the beginning to decide what topic would be delivered in our group performance. Eventually, we found an interesting topic which is fashionable teachers. We would train new generation of teachers how to be fashionable teachers who could be role models and center of attention.

My group got the first chance to perform. It made my group nervous. Although the performance should be performed outside of campus, which is so hot and crowded, my group just went ahead and focused on what we were going to deliver to our audiences. Ratih did her role as well. After my group performed, I got my chance to be audience. It was my time to see how my friends would be motivators/trainers. In fact, my friends did their job very well. They were excellent. Moreover, I was laughing when Ipin acted as a motivator. He was so funny. Although I realized that he didn’t apply positivism theory. He always told us by using a word “don’t/jangan” which means negative expression.

Actually in that class was learning about instructional variables, but to be honest I didn’t really get the point what instructional variable is, because I just focused on the role play. So guys, could you tell me about the concept of instructional variable. Billion thanks for you 😀

Faqih Al A

2009110038

 
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Posted by on December 13, 2011 in Reflection week 12