SINGAPORE l MALAYSIA l INDONESIA

Effective Remedial Teaching

Teaching vs Remedial Teaching Principles and roles of remedial eaching Iden if!ing he ca"ses of #ea$er s "den s Developing and implemen ing remedial s ra egies and ac ion plans %&A

Teaching vs Remedial

'ha is eaching (
Objective : Impart knowledge How ? Teaching process, activities that impart knowledge and skills

Teaching vs Remedial

Teaching : There is not necessarily a connection between teaching and learning.

ome st!dents can and will learn in spite o" bad teaching

? $ H # ome st!dents will not learn even with the best teaching

Teaching vs Remedial

hare : #hat are some challenges yo! have as a teacher?

Teaching vs Remedial

%emediation
The act or process o" correcting a "a!lt or de"iciency.

Teaching vs Remedial

%emediation
To provide learning s!pport to p!pils : who lag "ar behind their co!nterparts in school per"ormance and not able to achieve the re(!ired standards set by the )inistry
& str!ct!red,"ormali'ed and intentional program to identi"y learning weakness

Principles and Roles *********Teach*******

*******+earn**********

Principles and Roles

,-ercise

Principles and Roles

The roles of remedial teacher :

..Identi"y p!pils/ diverse learning needs 0.1oc!s on the learning process with vario!s learning activities 2.,""ective delivery with clear instr!ctions and main points 3.1oc!s to enhance learning interest and motivation via participation 4. how concern "or the per"ormances o" individ!al p!pils 5. %evise and adapt

Iden if! he ca"ses

Causes
1.Motivation 2.Environment/Culture 3.Instructions 4.Cognitive skills

Iden if! he ca"ses

ymptoms

7oor %eading, pelling 8 #riting 7oor #eak )ath core low #ork &voids choolwork

6annot 6oncentrate

7oor 6omprehension

+ow

el"96on"idence, el"9,steem

Iden if! he ca"ses

)ental kill +evels and Intelligence are :"i-ed;

Iden if! he ca"ses

Today@s cience
<The brain= responds to !se and dis!se by either growing and remaining vital or decaying, and th!s, "or the "irst time, we are learning to see mental weaknesses as physical systems in need o" training and practice.

>r. ?ohn ?. %atey, Harvard )edical chool A Users Guide to the Brain

Iden if! he ca"ses

,-ercises

Iden if! he ca"ses

5 )ain Drain &reas "or Training

.A 7rocessing peed 0A Bis!al 7rocessing 3A +ogic 8 %easoning

2A #orking )emory C,motional 6ontrollerA

4A &!ditory &nalysis 5A #ord &ttack

Iden if! he ca"ses

0 7arts to )&%T
IHT,++IG,H6,
In"ormation Thinking )eas!red

FHO#+,>G, Fnowledge
&cc!m!lated :>atabase; )eas!red

7rocessing

1acts,

by IE, &T,

&6T, 6ollege ,ntrance Tests

by &chievemen Tests, Grades

Iden if! he ca"ses

$o! compete with others !sing yo!r mental ability II

In school, in work, in b!siness, in li"e II

Develop Remedial S ra egies and ac ion plans

As-Is
Domain Expertise Curriculum Design evelop teaching materials Teach Evaluate
improve

Adapt Analysis curriculu o pupils m Teaching strategies ! supporting materials Teach (group/individual/coteaching) Evaluate/observe obstacles
Adap eaching plans Advance opics

Domain Expertise Curriculum Design

To-Be

Process

Develop Remedial S ra egies and ac ion plans

,-ample : ,nglish +ang!age 7ro"iciency

E*ample ) Domain E*per ise

&!ditory learning) phonemic & a"di or! a#areness Bis!al recognition) hro"gh reading & recognising of #ords CdecodingA

E*ample ) Domain E*per ise

A"di or! learning) +asic ac,"iring of lang"age s$ills hro"gh lis ening and recogni ion of so"nds hro"gh speech peech development) hro"gh "se of #ords in reading alo"d and dail! speech

E*ample ) Domain E*per ise

most di""ic!lt component o" lang!age a"ter the child: 9 has letterJalphabet recognition 9 has ac(!ired and developed a vocab!lary bank 9 gain knowledge o" grammar and lang!age r!les 9 developed reasoningJanalytical skills to constr!ct tho!ghts, ideas 9 develop emotional mat!rity to e-press "eelings

E*ample ) Anal!sis of P"pils and develop ac ion plan

Remedial Ac ion Plan Hame o" t!dent : ************ >.O.D : ***** &ge : **** Gender : *** tandard : ******* Hame o" chool : ******************

E*ample ) Anal!sis of P"pils and develop ac ion plan ST-DENT PRO.ILE & , ),HT IH1O%)&TIOH :

T%,HGTH : +,&%H D, T #H,H : ),>I6&+ HI TO%$ : 6HOO+ HI TO%$ :

E*ample ) Anal!sis of P"pils and develop ac ion plan Areas of Need &cademic : Dehavioral : ocialJ,motional : +ang!age 6omm!nication : 7hysical :

E*ample ) Anal!sis of P"pils and develop ac ion plan Areas of Need +i"e kills : +ong9term Goals

hort9term Goals :

E*ample ) Anal!sis of P"pils and develop ac ion plan .O-R /OL-MN GOAL /0ART
Need (from above list of areas) "ocialemotional Academic Need (from above list of areas) "ocialemotional Academic Goal for the student Strategy & Team responsibiliti es Measurement of progress Goal for the student Strategy & Team responsibiliti es Measurement of progress

E*ample ) Anal!sis of P"pils and develop ac ion plan

(add participants as needed)

SIGNAT-RES ******************
>ate

******************
7arentJG!ardian

******************
7rincipal

******************
>ate

E*ample ) Adap c"rric"l"m5Gro"p Remedial S r"c "re

'ee$ 1 'ee$ 2 'ee$ 3 'ee$ 4

GO&+

E*ample ) Teaching S ra egies )/REATI6E7 .-N7 ENGAGING7

E*ample ) Teaching S ra egies )/REATI6E7 .-N7 ENGAGING7

Recap

%"es ions and Ans#ers

%&A
%e"erence 1or more on e""ective remedial strategies : www.edb.gov.hkJenJed!9 systemJspecialJreso!rcesJsercJirtpJbook92.html