Remedial Instruction

Lesson 1: The Remedial Classroom: Organization and Management

1. Remedial Program
a. Address students’ language skills deficits
b. Helps students to acquire self-confidence to face tehir weaknesses
c. Acquiring self-help strategies
d. BEFORE THE PROGRAM: a though assessment is important
e. DURING THE PROGRAM: consistent monitoring is imperative in managing
the program
2. General Instructional Guidelines (Strickland, 1998)
a. Instruction is systematic when planned, deliberate in application, and
proceeds in an orderly manner.
a. No one-size-fits-all teaching
b. Intensive instruction on any particular skill or strategy should be based on
the need.
a. Needs analysis
b. Intensity in remediation vary based on individuals and in groups
c. There is no substitute for ongoing documentation and monitoring of
learning to determine the order in which skills should be addressed and the
level of intensity required to help a child or group succeed in a particular
area.
d. To track specific goals and objectives within an integrated language-arts
framework, teachers must know the instructional objectives their curriculum
requires at the grade or year level they teach.
3. Organization (Factors in Organizing a Remedial Program)
a. Curriculum
1. Base goals and standards for language learning on theory and research
i. Teachers should be using research-based strategies in teaching
ii. Put all theories in practice
2. Relate teacher beliefs and knowledge about instruction to research
i. All beliefs of the teacher (approaches, methodologies and strategies
should always have a theoretical explanation.
3. Organize the curriculum framework so that it is usable
i. The curriculum should be systematic.
ii. Consider the needs of the students in crafting the syllabus.
iii. Consider theoretical paradigms and frameworks to support the
organization.
4. Select materials that facilitate accomplishment of school goals
i. Prepare materials that will support the syllabus
ii. Materials and activities should be aligned to the goals of the school
iii. Materials and activities should be based on the curriculum guide of
a certain level or grade
b. Instruction
1. The program must identify instructional strategies and activities for
learners.
i. Use appropriate learning methods and strategies based on the needs
of the students
 ii. Learning Styles
iii. Learning Modalities
iv. Differentiated Instruction
v. Multiple Intelligences
2. Instruction must be based upon what we know about the effective
teaching of language skills.
i. Supported by the theories and principles of teaching and learning
ii. Assessment should be holistic.
iii. Always use Bloom’s Taxonomy of Educational Objectives to double
check if TLP is complete
3. Those involved in designing or selecting instructional activities need to
consider the variables that contribute to success in language learning ,
given its interactive and constructive nature.
i. Consider other factors of learning like learning styles, individual
differences, context, environment, cognitive, affective and
psychomotor skills, etc.
ii. Prepare activities that are based on the four macro skills and viewing
skill
4. Time must be provided in classroom for practice.
i. Give them time to think, practice and to give them time for your
guidance for the things they find difficulot
5. Composing should be an integral part of the program.
i. Among the five macroskills, writing is the last line of display of the skills.
ii. Every activity should have a writing task before moving on to the next
level.
iii. The macroskills are integral: before writing, all skills should have been
utilized.
6. Students should be given opportunities to become independent and to
self-monitor their progress.
i. Learning procedure should allow students to have guided and
independent practice for formative and summative assessment
ii. Teach them of metacognitive skills to assess and monitor themselves
iii. Self-motivation and self-assessment is essential to be developed.
7. The climate in a school must be conducive to the developments of the
students.
i. The school must be help0ful for students.
ii. It must be warm and accommodating.
iii. The environment should also act as a scaffold.
iv. Comfort and security must be felt.
v. Motivating and peaceful environment is helpful for the students.
8. The school must develop an organizational; structure that meets
individual needs of the students.
i. There should be assigned personnel that will help the students when
they are in need or confused.
ii. The teacher and all the stakeholders in the program should be
accommodating and warm when addressing the students’ need.
9. The program must provide for coordination among all language
programs in the school.
 i. Maximize the use of school organizations that will make the program
rich with connections so that students will not feel isolated
ii. Establish the sense of positive remediation by making them feel
belongingness in the school
iii. Providing avenues for learning outside the classroom is more
authentic
iv. Authentic learning is a good remedial approach
c. Assessment
1. Use assessment to guide instruction
a. Formative assessment
b. Summative assessment
2. Develop scoring guides and rubrics
a. Assess holistically (if you’re after the overall impact of the output)
or analytically (if you want to focus on a certain criteria)
b. Validity and fairness of assessment
3. Seek alignment among various layers of assessment
a. Assessment for learning (diagnostic)
b. Assessment as learning (formative)
c. Assessment of learning (summative)
Activity 1: Comprehension Check
Answer the questions below. Reflect and think thoroughly before answering. Self-
assessing and monitoring is encouraged. Use and underline the words in the
parentheses for each item when you state your answer.
1. How does a remedial program address a language deficit? (macroskills,
remediation, improve, mastery, weakness, self-confidence, self-help strategies,
assessment and monitoring)
2. What are the general guidelines in preparing a Remedial Program? (instruction,
intensive, order of the skills, needs analysis and learning objectives)
3. What are the factors to consider in the curriculum of a Remedial Program?
(language learning, theory, research, practice, teaching strategies, beliefs of
the teacher, syllabus, materials and activities)
4. What are the factors to consider in the instruction of a Remedial Program?
(Instructional strategies and activities, Teaching Learning Process in Language,
Variables of Successful Learning, Time, Composing, Independent learning and
self-monitoring, School climate, Organizational structure of the school or the
program and Coordination among all language programs)
5. How does assessment happen in a remedial program? (guide instruction,
formative, summative, holistically, analytically, validity and fairness, diagnostic,
as learning, of learning and for learning)
Lesson 2
Final Task: Drawing Implications and Planning Remediation
1. Complete the task below. The task is called Drawing Implications and Planning
Remediation. Draw implications from the components of remediation that were
discussed.
Drawing Implications and Planning Remediation
Remediation Components Implications to Curriculum Implications to Assessment
and Instruction
1. General Guidelines
2. Organization
a. Curriculum
1. Goals/ Standards
and theory and
research
2. Researches and
the Teacher
3. Curriculum
Framework
b. Instruction
1. Instructional
strategies and
activities
2. Teaching Learning
Process in
Language
3. Variables of
Successful Learning
4. Time
5. Composing
6. Independent
learning and self-
monitoring
7. School climate
8. Organizational
structure of the
school or the
program
9. Coordination
among all
language
programs
c. Assessment
1. To guide instruction
2. Scoring guides and
rubrics
3. Alignment among
layers of
assessment
3. Management
a. Orientation
b. Direct Instruction
c. Reinforcement and
Extension
d. Schema-
Enhancement
e. Personal-Emotional
Growth Development
f. Cognitive
Development
Conceptualized Plan: In one paragraph, explain the remedial program you are
planning to implement. Discuss the steps and the guidelines that you will follow.
Support your plan with the concepts that we have discussed.