Effective Remedial Teaching

Activity 1

I
Thin
k

Using the Post It Pads, write what you

know about remedial teaching and
why it is needed.

Effectiv
e
Remedi
al
Teachin
g
Strateg
ies

Readi
ng

Writin
g

Remedial Teaching
Defined

What is remedial
teaching?

Education which is designed to

bring pupils who are lagging
behind (non-achievers) up to the
level of achievement.
It is meant especially for pupils
who do not master the basic
literacy skills.
It is not re-teaching.

Design
individuali
zed
educationa
l
programm
e
Provide
systematic
pupils
trainings

Difference
s in pupils

Why do we
need to
carry out
remedial
teaching?
Bring up to
the level of
achieveme
nt

Provide
learning
and
practical
experienc
es
Develop
positive
attitude

Why do we need to carry

out remedial
teaching?
design individualized
Each individual pupil is
different in terms of
learning ability, learning
style and learning pace.
To provide learning
activities and practical
experiences to students
according to their abilities
and needs.
develop positive
attitudes and values, as
well as prepare them for
future studies and
career.

educational programmes
with intensive remedial
support to help pupils
consolidate their basic
knowledge to master the
learning methods,
strengthen their confidence
and enhance the
effectiveness
of learning.
provide
systematic
training to develop pupils'
generic skills, including
interpersonal relationship,
communication, problemsolving, self-management,
self-learning, independent
thinking, creativity and the
use of information
technology.

Principle of Helping Pupils With Learning

Difficulties

PLANNING

CLEAR
INSTRUCTION
AND
*Teaching
Approaches
MODELLING
*Provide Clear
Instructions
*Summarize the Main
Points

*Teaching Preparation
*Devise Various
Learning
Activities
*Design Meaningful
Learning Situation

MOTIVATION

*Enhance Learning Interes

and
Motivation
*Encourage pupils in Class
activities
*Focus on Learning Proces
*Show Concern

Principle of Helping Pupils

With Learning Difficulties
Plannin
g
1. Identifying pupils
diverse learning needs
right after the screening
so that they may design
appropriate teaching
plans to facilitate pupils
effective learning.

Principle of Helping Pupils

With Learning Difficulties
Plannin
g
2. Devise different
learning activities with
the same teaching
objective to develop
pupils' varied abilities
and skills in problem
solving.

Principle of Helping Pupils

With Learning Difficulties
Plannin
g
3. Adopt a series of
relevant and simple
teaching activities than
assigning one long
teaching activity since
pupils may acquire the
required knowledge and
skills through diversified
activities.

Principle of Helping Pupils

With Learning Difficulties
Plannin
g
4. Design meaningful
learning situations,
language environments
such as games or
activities to provide
personal learning
experiences for pupils
and stimulate their
interest and initiative
in learning

ion
t
a
tiv
Mo

ENHANCE LEARNING
INTEREST AND MOTIVATION

Frustrated remedial pupils may gradually lose

interest
Adapt the curriculum to meet the needs of
pupils.
Provide interesting and differentiated activities.
Have a reward scheme to stimulate pupils'
interest.
Help remedial pupils to gain a sense of
achievement and recover their confidence
and interest in learning.
eg. If the pupil needs a multi-sensory
approach to learning, then teacher should

ion
t
a
tiv
Mo

ENCOURAGE PUPILS' ACTIVE

PARTICIPATION IN CLASS ACTIVITIES

Remedial pupils lack self-confidence and are more

passive.
They seldom ask questions or express their views.
Teachers should patiently encourage active
participation in class.
Pleasurable learning experiences enhance interest
in learning.
Suitable questions can be posted to get them to
participate and teacher has to demonstrate.
A peer to get the pupils involved in the activities.

ion
t
a
tiv
Mo

FOCUS ON THE LEARNING PROCESS

Focus not only on the transmission of

knowledge.
See that pupils benefit from the learning
process.
Provide ample opportunities for
remedial pupils to practise.
Reinforce what is learnt during language
art lesson.
Give appropriate assistance, feedback
and encouragement

ion
t
a
tiv
Mo

SHOW CONCERN FOR THE

PERFORMANCES OF INDIVIDUAL
PUPILS

Teachers should carefully observe

the learning process of individual
pupils in class.
Whenever necessary, provide extra
individualized remedial teaching.
Take note of the common errors of
remedial pupils and deliver the
correct concepts and knowledge
to them promptly.

Effective Teaching

Categories Of Effective
Teaching
The criteria looks at the following broad areas :How well the teacher:
- Motivates students
- Present instructional content
- Organizes the environment and session structure
- Choose activities and materials
- Provides feedback
- Manages students
- Manage students behavior
- Other general observation.

MOTIVATING STUDENTS

Uses content that is personally meaningful

and relevant to students.
Reinforces and rewards effort.
Values inquiry, curiosity and exploration.
Builds pupils confidence

Presenting Instructional
Content
Uses visual representations to help students.
Provides appropriate examples.
Models to demonstrate performance
expectations.
Uses concise communication.
Uses multiple instructional strategies that
are effective and appropriate to the content.

Presenting Instructional
Content
Uses instructional strategies that challenge
students to think.
Activates students prior knowledge and relates
new learning to what they now.
Differentiates and scaffolds instruction to
accommodate different learning needs.
Brings closure to lesson and asks students to
think about applications.
Present concepts in concrete ways.

ORGANIZATION OF ENVIROMENT
AND SESSION STRUCTURE.

Session has visible structure-(e.g..introduction,

development, conclusion)
Teacher makes minimal reference to checklist/lesson plan.
Teacher smoothly transitions from one activity to the next.
Materials are within easy reach.
Sets up the classroom to minimize crowding and
distractions.
Pacing is appropriate.-( e.g. length of time for each activity,
speed in giving instructions, time given for students to
process)

ACTIVITIES AND
MATERIALS

.support session objectives.

.sustain students attention.
.elicit a variety of thinking.
.culturally relevant to students lives.
.appropriate for students
.provide opportunities for interaction.

Questioning
Teachers question are varied.-(open-ended
and closed).
Teacher gives students time to think and
respond.

FEEDBACK
Oral feedback is specific to students
performance.
Oral feedback aid student understanding.
Feedback is timely and relevant.
Feedback is used to monitor and adjust
instruction.
Teacher encourages students to learn from
mistake
Feedback gives students a sense of
achievement.

"Give me a dozen healthy infants, well-formed,

and my own specified world to bring them
up in and I'll guarantee to take any one at
random and train him to become any type of
specialist I might select -- doctor, lawyer,
artist, merchant-chief and, yes, even beggarman and thief, regardless of his talents,
penchants, tendencies, abilities, vocations,
and race of his ancestors."
--John Watson, Behaviorism, 1930

 CRITIQUES FOR BETTERMENT

VIDEO 1: Bad Example of T&L :Ishaans
English Teacher
VIDEO 2: Good Example of T&L: Khans
lesson

In your group:

Compare and contrast

between the two
teaching style.
Discuss.

MANAGING STUDENT
BEHAVIOUR
Teacher is able to keep students focused on task.
Teacher established rules for performance and behaviour.
Teacher response to behaviour is appropriate- E.g. uses
techniques such as social approval, contingent activities,
consequences to maintain appropriate student behaviour.
Teacher uses the least negative approaches to manage
discipline.
Teacher foster positive interactions among students and
teaches appropriate social interactions.
Teacher uses incentives wisely to encourage and reinforce
students cooperation.

"The consequences of
behavior determine the
probability that the
behavior will occur again"
--B. F. Skinner

Other general observation

Session is student centered.-E.g. students are engaged in
constructing knowledge trough exploration and
interaction)
Teacher is well prepared.
Teacher demonstrates professional concern and
enthusiasm.
Session is managed in a friendly and orderly manner.
Teacher demonstrates comfortable control of the activities.
Teacher manages unexpected developments
knowledgeably and professionally.

Literacy Defined

Video Induction: Literacy

Empowers

What is literacy

Literacy is
Communicating using print
Reading
Writing

It is more than the ability to read and write

It is Communicating.

Literacy is a social interactive

process

Reading entails understanding the text and

depends on active engagement and interpretation
by the reader.
Requires negotiation of meaning with the authors
and those with whom we share and discuss the
meanings.

A problem in the social interactive

process can lead to a problem with
literacy development, particularly

Literacy is also a language

process
It is linked to the processes of listening and
speaking
Reading can be viewed as an act of
communication

A problem in any language

process can lead to a problem

Literacy is also a cognitive

process
Closely related to and reliant on other cognitive
processes such as attention and memory
Reading can be viewed as an attempt to create
meaning

A problem in any cognitive process can

lead to a problem with literacy
development.

Sample cognitive processes

Attention
Visual perception
Auditory perception
Working memory
Long-term memory
Retrieval
Rehearsal
Metacognition

What literacy activities do students

have to interact with in school?
Materials

Print

Text books
Paragraphs
References
Sentences
Tests and exams
Words
Instruction
Letters
Notices
Punctuations
Labels

Other difficulties correlated to

the literacy difficulties

Language development and exposure

Motor co-ordination
Visual processing
Intelligence
Concentration and attention
Personal organisation
Memory
Sequencing skills
Anxiety, depression, other emotional challenges

Can we provide English Literacy

remediation without diagnosis

YES
We need to have a good understanding of
reading development and processes

Remedial Process
Assessment
What information do I
have?
What information do I
need?
Evaluation
How well did the
teaching and learning
program work both
during the program and
at the end??

Planning
What will I teach and
how will I teach it?

Implementation
What will the teaching
and learning program
look like?