Effective Remedial Teaching Part 2

8/9/2019 Effective Remedial Teaching Part 2

1/29

Efective Remedial

TeachingPart 2


2/29

At the end of this session:

You will be able to know of what ismeant by e ective remedial teaching(ERT)

You will be u dated with issuesregarding ERT You will realise that ERT is im ortant!


3/29

"efore that!!#et$s review on

our %rst hase


4/29

Review o Phase ONE& E ective teaching& #iteracy awareness

& Emergent literacy& 'honological awareness& Reading uency

& Reading com rehension& i erentiated instruction& *ntroduction to the remedial rocess


5/29

DEFINITION OF

REMEDIA TEA!"IN# *t is also known as com ensatory or corrective teaching! The teacher teaches the lesson inorder to hel slow learners make u for whatthey lost in the course of learning!

• The teacher uses e+tra hours after school,weekends or holidays!

• -e uses more resources and varies teachingmethods!

• -e hel the children to master, retain or rememberwhat they have learned


6/29

The Ecological

Framewor$ TeacherFactors Peer Factors

!%rric%l%m

& Reso%rceFactors

Ph'sical

(etti

ngFactors

(t%dent

TeacherFactors

Peer Factors

!%rric%l%m

& Reso%rceFactors

Ph'sical

(ettingFactors

(t%dent

TeacherFactors

Peer Factors

!%rric%l%m& Reso%rceFactors

Ph'sical(ettingFactors

(t%dent

TeacherFactors

Peer Factors

!%rric%l%m& Reso%rceFactors

Ph'sical(ettingFactors

(t%dent

A((E((MENT)hat in ormation do I have* )hat

in ormation do I need*

P ANNIN#)hat will I teach and how will

I teach*

IMP EMENTATION)hat will the teaching and

learning +rogramme loo$ li$e*

E,A -ATION"ow well did the teaching and learning+rogram wor$ .oth d%ring the +rogram

and at the end*

NE)!/! E

REMEDIAPRO!E((


7/29

"ow does this model

hel+**t can serve as a rocess to assess androvide remediation systematically& *t rovides us with a way of think

about the student$s challenges& *t hel s us consider all ossible factors. *nternal factors . i!e!, factors within the

student. E+ternal factors . e!g!, classroom,school, family

& *t hel s us consider these factors


8/29

/haracteristics of 0low #earners

http://var/www/apps/conversion/tmp/scratch_3/EFFECTIVE%20REMEDIAL%20TEACHING.ppt#-1,7,SLOW%20LEARNERShttp://var/www/apps/conversion/tmp/scratch_3/EFFECTIVE%20REMEDIAL%20TEACHING.ppt#-1,7,SLOW%20LEARNERS


9/29

tro%.le0ma$ers 1good ornothing

normalhysically and

intellectually

0 12

EAR3E R0noisy,hy eractive

oorretention

lac$ omotivation

to learn

*

left behind interms ofacademicachievement

4

oorcom rehensive

oweroor

reasoningability

shortattentions an

di5cult in

understandingnew6abstractconce ts oorly

develo edlanguage and

communicationskills

weak in

roblemsolving


10/29

*f we kee teaching studentsthe 0A7E way

and they still don$t get it8!2ho$s really the slow learner9

Eric ensen"rain "ased #earning Researcher

Author of A0/ ( Association for 0u ervision and /urriculum evelo ment )

Think About It!


11/29

-ow to identify the slow learners9

! Assessments the level of vocabulary ( vocabularylimited)?! verbal abilities@! 0hort sentences, grammatically incorrect

! /hild "ehaviourB! 0 elling 7istakeC! *nteraction with other children4! /lass room iscussion


12/29

Princi+leso "el+ingP%+ils with

earningDi c%lties

Teachingre aration

evisevariouslearningactivities

0howconcern for

theerformance

sof individualu ils

ocus on thelearningrocess

Encourageu ilsF

activeartici ation

in classactivities

Enhancelearning

interest and

motivation

'rovide clearinstructions

esignmeaningful

learningsituations

Teachinga roaches


13/29

Role o the teacher in hel+ing (low earners with s+ecial needs3

45 Data !ollection37a+imum information about such children should be secured andtheir interests should be discovered!

25 (+ecial !lasses3

0 ecial classes for slowGlearning children!65 Partial (egregation 3*t has been stated, HThe children should be included in the totalschool setGu , regularly artici ating in assembly

rogrammes, organiIed lay, and other activities enJoyed

by all children! H The roblems should be clearly e+ lained!75 (hort Assignments3

Assignments6tasks given to the students should be broken u intoshort and sim le units!

85 Drill )or$3

0u5cient drill work should be done!


14/29

95 (%mmarises3reKuent summaries of the im ortant oints of discussion should

be used!:5 Praise3

'u ils should be raised occasionally when they havedone their assignments well!

;5 Pro+er Eval%ation3Lood set of tools should be rovided for ro er

evaluation+ression31 ortunities should be rovided to slowGlearning

children for e+ ression of creativeness with their hands!425 Diagnostic Tests3

iagnostic tests should be used in working with slowG learning children!


15/29

Leneral interventions that shouldalways be a lied to im rove learningwith the slow learner involve:

=! 'romote attentiveness!>! Mee assignments short!?! Re eat work assignments in various

forms!@!'rovide variation in assignments!


16/29

! Live more hands on assignmentsB! Mee tests short and use oral tests

when ossible!C! -ave test errors redone correctly!4! Avoid the coo erative or com etitive

method!


17/29

TechniKues that work involve:

! 0entence re etition?! 'honic drills@! Audio ta ed words

! 2ord de%nition drills


18/29

2hat are the elements ofERT that should beem hasised9. 7otivates students. 'resents instructional content. 1rganiIes the environment andsession

structure

. /hooses activities and materials

. Ouestions

. 'rovides feedback

. 7anages students$ behaviour.


19/29

7otivate studentsUses content that is personallymeaningful and relevant to students.

Reinforces and rewards effort.

Values inquiry, curiosity and exploration

View learning as process and notproduct

Treat learners as human and not sub ect


20/29

'resenting instructionalcontent& Nses visual re resentations to helstudents understand instruction and content!& 'rovides a ro riate e+am les!

& 7odels to demonstrate erformancee+ ectations!

& Nses concise communication!

& Nses multi le instructional strategiesthat aree ective and a ro riate to the

content!


21/29

'resenting instructionalcontent& Nses instructional strategies thatchallenge

students to think!& Activates student rior knowledgeand

relates new learning to what theyknow!& i erentiates and sca oldsinstruction to accommodate di erent learningneeds


22/29

1rganiIation of environmentand session structure

& Teaching should has a visible structure. (e!g!, introduction, develo ment, conclusion)& 7ake minimal reference to checklist6lesson

lan!& smoothly move from one activity to the ne+t!& 7aterials are within easy reach!& 0ets u the classroom to minimiIe crowdingand

distractions!& 'acing should be a ro riate!. (e!g! length of time for each activity, s eed ingiving


23/29

Activities and materials 8

& 8 su ort session obJectives!& 8 sustain students$ attention!& 8 elicit a variety of thinking!

& 8 culturally relevant to students$lives!& 8 a ro riate for students$

ability!& 8 rovide o ortunities forinteraction!


24/29

Ouestioning

Teacher$s Kuestions are varied. (o enGended and closed)!

Teacher gives students time to think andres ond!

Ouestion to assist not to test

o not threaten your learners whileKuestioning (stare, gesture, or e+istence

of unishment materials)


25/29

eedback

& 1ral feedback is s eci%c to students$erformance!& 1ral feedback aids studentunderstanding!& eedback is timely and relevant!& eedback is used to monitor and adJust

instruction!

& Teacher encourages students to learnfrom

mistakes!

& eedback gives students a sense of


26/29

7anaging studentsbehaviour

& Teacher is able to kee studentsfocussed on task!& Teacher establishes rules for

erformance andbehaviour!

& Teacher res onse to behaviour isa ro riate

. E!g!, uses techniKues such as sociala roval,

contingent activities, conseKuences to

maintain


27/29

7anaging studentsbehaviour (cont)& Teacher fosters ositive interactionsamongst

students and teaches a ro riatesocial

interactions!& Teacher uses incentives wisely toencourage and

reinforce student coo eration!


28/29

1ther matters to consider& 0ession is student centred!. E!g!, students are engaged in constructingknowledge

through e+ loration and interaction)& Teacher is well re ared!& Teacher demonstrates rofessional concern and enthusiasm for students!& 0ession is managed in a friendly and orderlymanner!& Teacher demonstrates comfortable control ofthe

activities and the students!

& Teacher manages une+ ected develo ments


29/29

Thank you

Documents

Effective Remedial Teaching Part 2