1. Effective Remedial Teaching

8/17/2019 1. Effective Remedial Teaching

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Efective Remedial Teaching


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Activity 1

Using the Post It Pads, write what youknow about remedial teaching andwhy it is needed.

I

Think


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eRemedi

al

Teaching

Strategies

Readi

ng

Writin

g


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Remedial Teaching

Dened


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What is remedialteaching?Education which is designed tobring pupils who are laggingbehind non!achievers" up to thelevel o# achievement$

It is meant especiall% #or pupilswho do not master the basic

literac% skills$

It is not re!teaching$


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Wh% do we

need tocarr% outremedialteaching?

&rovide

learningand

practicale'perienc

es

Diference

s in pupils

Developpositive

attitude(ring up tothe level o#achieveme

nt

Design

individuali)ed

educational

programme

&rovides%stematic

pupils*trainings


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Wh% do we need to carr%out remedial teaching?

Each individual pupil isdiferent in terms o#learning abilit%+ learningst%le and learning pace$

To provide learningactivities and practicale'periences to studentsaccording to their abilities

and needs.

design individuali)ededucational programmeswith intensive remedialsupport to help pupilsconsolidate their basicknowledge to master the

learning methods,strengthen their confdenceand enhance theeectiveness o! learning.provide s%stematic

training to develop pupils"

generic skills, includinginterpersonal relationship,communication, problem#solving, sel!#management,sel!#learning, independentthinking, creativity and the

use o! in!ormationtechnology.

develop positiveattitudes and values+ aswell as prepare them !or#uture studies and

career$


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&rinciple o# ,elping &upils With -earningDi.culties

/-E0RI1STR2/TI31

01D43DE--I15

&-011I15

43TI60TI31

$Teaching Preparation$%evise &arious'earning

Activities$%esign (eaning!ul

'earning )ituation

$Teaching Approaches

$Provide *learInstructions$)ummari+e the (ainPoints

$nhance 'earning Intereand

(otivation

$ncourage pupils in *las activities$-ocus on 'earning Proce$)how *oncern


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&rinciple o# ,elping &upils

With -earning Di.cultiesPlannin

g

7$ Identi#%ing pupils*diverse learning needs right a!ter the screening

so that they may designappropriate teachingplans to !acilitate pupilseective learning.


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g

8$ Devise diferentlearning activities withthe same teaching

ob/ective to developpupils9 varied abilitiesand skills in problemsolving$


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g

:$ 0dopt a series o#relevant and simpleteaching activities thanassigning one long

teaching activity sincepupils may ac0uire there0uired knowledge andskills through diversifedactivities.


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g. %esign meaning!ul

learning situations,language environmentssuch as games oractivities to provide

personal learninge'periences #or pupilsand stimulate theirinterest and initiative

in learning


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E1,01/E -E0R1I15

I1TEREST 01D 43TI60TI31• -rustrated remedial pupils may gradually lose

interest

• 0dapt the curriculum to meet the needs o!pupils.

• Provide interesting and dierentiated activities.

• 2ave a reward scheme to stimulate pupils"interest.

• 2elp remedial pupils to gain a sense o#achievement and recover their condenceand interest in learning$

eg$ I# the pupil needs a multi!sensor%

approach to learning+ then teacher should

( o t i v a

t i o n


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E1/32R05E &2&I-S9 0/TI6E

&0RTI/I&0TI31 I1 /-0SS 0/TI6ITIES

• 3emedial pupils lack sel!#confdence and are morepassive.

• They seldom ask 0uestions or e4press their views.

• Teachers should patientl% encourage activeparticipation in class.

• Pleasurable learning e4periences enhance interestin learning.

• )uitable 0uestions can be posted to get them toparticipate and teacher has to demonstrate.

• A peer to get the pupils involved in the activities.

( o t i v a

t i o n


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;3/2S 31 T,E -E0R1I15 &R3/ESS

• -ocus not only on the transmission o!knowledge.

• )ee that pupils beneft !rom the learningprocess.

• &rovide ample opportunities !orremedial pupils to practise.

• 3ein!orce what is learnt during language

art lesson.• 5ive appropriate assistance+ #eedback

and encouragement

( o t i v a

t i o n


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&ER;3R401/ES 3; I1DI6ID20-

&2&I-S

• Teachers should care!ully observethe learning process o# individualpupils in class$

• 5henever necessary, provide e'traindividuali)ed remedial teaching$

• Take note o! the common errors o#

remedial pupils and deliver thecorrect concepts and knowledgeto them promptl%$

( o t i v a

t i o n


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Efective Teaching


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/ategories 3# Efective

Teaching The criteria looks at the !ollowing broad areas 6#

2ow well the teacher6

# (otivates students

# Present instructional content

# 7rgani+es the environment and session structure

# *hoose activities and materials

# Provides !eedback

# (anages students

# (anage students behavior

# 7ther general observation.


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43TI60TI15 ST2DE1TS

∗

Uses content that is personally meaning!uland relevant to students.

∗ 3ein!orces and rewards eort.

∗ &alues in0uiry, curiosity and e4ploration.

∗

8uilds pupils confdence


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&resenting Instructional/ontent

∗ Uses visual representations to help students.

∗ Provides appropriate e4amples.

∗ (odels to demonstrate per!ormancee4pectations.

∗ Uses concise communication.

∗ Uses multiple instructional strategies thatare eective and appropriate to the content.


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∗ Uses instructional strategies that challenge

students to think.∗ Activates students prior knowledge and relates

new learning to what they now.

∗ %ierentiates and scaolds instruction to

accommodate dierent learning needs.∗ 8rings closure to lesson and asks students to

think about applications.

∗ Present concepts in concrete ways.

&resenting Instructional/ontent


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3R501I


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0/TI6ITIES 01D40TERI0-S

∗


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=uestioning

∗ Teachers 0uestion are varied.#9open#ended

and closed:.∗ Teacher gives students time to think and

respond.


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-%8A*=

∗ 7ral !eedback is specifc to students

per!ormance.∗ 7ral !eedback aid student understanding.

∗ -eedback is timely and relevant.

∗ -eedback is used to monitor and ad/ust

instruction.∗ Teacher encourages students to learn !rom

mistake

∗ -eedback gives students a sense o!

achievement.


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"Give me a dozen healthy infants, well-formed,and my own specied world to bring themup in and I'll guarantee to take any one atrandom and train him to become any type ofspecialist I might select -- doctor, lawyer,artist, merchant-chief and, yes, even beggar-

man and thief, regardless of his talents, penchants, tendencies, abilities, vocations,and race of his ancestors"##>ohn 5atson, (ehaviorism, 1?@


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∗ *3ITIBU) -73 8TT3(CT

∗ &I%7 16 8ad 4ample o! TD' 6Ishaansnglish Teacher

∗ &I%7 E6 Food 4ample o! TD'6 =hans

lesson


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∗

*ompare and contrastbetween the two

teaching style.∗%iscuss.

In your group6


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40105I15 ST2DE1T(E,06I3U3

∗ Teacher is able to keep students !ocused on task.

∗

Teacher established rules !or per!ormance and behaviour.∗ Teacher response to behaviour is appropriate# .g. uses

techni0ues such as social approval, contingent activities,conse0uences to maintain appropriate student behaviour.

∗ Teacher uses the least negative approaches to managediscipline.

∗ Teacher !oster positive interactions among students andteaches appropriate social interactions.

∗ Teacher uses incentives wisely to encourage and rein!orcestudents cooperation.


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"The consequences ofbehavior determine the

probability that thebehavior will occur again"--! #kinner


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7ther general observation

∗ )ession is student centered.#.g. students are engaged in

constructing knowledge trough e4ploration andinteraction:

∗ Teacher is well prepared.

∗ Teacher demonstrates pro!essional concern andenthusiasm.

∗ )ession is managed in a !riendly and orderly manner.

∗ Teacher demonstrates com!ortable control o! the activities.

∗ Teacher manages une4pected developmentsknowledgeably and pro!essionally.


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-iterac% Dened


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&ideo Induction6 'iteracympowers


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'iteracy is <

∗ Communicating using print

∗ 3eading

∗ 5riting

∗ It is more than the ability to read and write

∗ It is Communicating.

5hat is literacy


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∗ 3eading entails understanding the te4t and

depends on active engagement and interpretationby the reader.

∗ 3e0uires negotiation o! meaning with the authorsand those with whom we share and discuss the

meanings.

0 problem in the social interactiveprocess can lead to a problem withliterac develo ment+ articularl

'iteracy is a social interactiveprocess


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∗ It is linked to the processes o! listening and

speaking∗ 3eading can be viewed as an act o!

communication

0 problem in an% language

process can lead to a problem

'iteracy is also a languageprocess


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∗ *losely related to and reliant on other cognitive

processes such as attention and memory∗ 3eading can be viewed as an attempt to create

meaning

0 problem in an% cognitive process canlead to a problem with literac%

development$

'iteracy is also a cognitiveprocess


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∗ Attention

∗ &isual perception∗ Auditory perception

∗ 5orking memory

∗ 'ong#term memory

∗ 3etrieval

∗ 3ehearsal

∗ (etacognition

)ample cognitive processes


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4aterials &rint

Te4t books Paragraphs3e!erences )entences

Tests and e4ams 5ords

Instruction 'etters

Cotices Punctuations

'abels

5hat literacy activities do studentshave to interact with in schoolG


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∗ 'anguage development and e4posure

∗ (otor co#ordination

∗ &isual processing

∗ Intelligence

∗ *oncentration and attention

∗

Personal organisation∗ (emory

∗ )e0uencing skills

∗ An4iety, depression, other emotional challenges

7ther diHculties correlated tothe literacy diHculties


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)

*an we provide nglish 'iteracyremediation without diagnosis

5e need to have a good understanding o!reading development and processes


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3emedial Process

Evaluation2ow well did the

teaching and learningprogram work both

during the program andat the endGG

&lanning5hat will I teach andhow will I teach itG

0ssessment5hat in!ormation do I

haveG5hat in!ormation do I

needG

Implementation5hat will the teachingand learning program

look likeG

Documents

1. Effective Remedial Teaching