An Overview: Remedial Instruction in English

An Overview: Remedial Instruction in English

When do we conduct remedial classes?

Multiple Choice

When do we conduct remedial classes in the Philippines?

• At end of each class

• After the giving of summative test

• After the academic year

• In between classes

When do we conduct remedial classes?

https://www.teacherph.com/deped-guidelines-on-the-conduct-of-remedial-advancement-and-enrichment-classes-during-summer-2020/

Why do we conduct remedial instruction?

Who are our students in a remedial class?

Why do we conduct remedial instruction?

Who are our students in a remedial class?

The objective of remedial teaching is to give additional help to students who have fallen behind the rest of the class.

The Remedial Classroom: Organization and Management

Instruction is systematic when it is planned, deliberate in application, and proceeds in an orderly manner. This does not mean a rigid progression of one-size-fits-all teaching. 

General instructional guidelines (Strickland, 1998 cited in Gunning, 2003 and in Vacca, Vacca, and Gove, 1991):

Intensive instruction on any particular skill or strategy should be based on need. Thus, intensity will vary both with individuals and groups. 

General instructional guidelines (Strickland, 1998 cited in Gunning, 2003 and in Vacca, Vacca, and Gove, 1991):

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 of children succeed in a particular area. 

General instructional guidelines (Strickland, 1998 cited in Gunning, 2003 and in Vacca, Vacca, and Gove, 1991):

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.

General instructional guidelines (Strickland, 1998 cited in Gunning, 2003 and in Vacca, Vacca, and Gove, 1991):

Organization

CURRICULUM

a.Base goals and standards for language learning on theory and research.

b.Relate teacher beliefs and knowledge about instruction to research.

c.Organize the curriculum framework so that it is usable

d. Select materials that facilitate accomplishment of school goals.

INSTRUCTION

a.The program must identify instructional strategies and activities for learners.

b.Instruction must be based upon what we know about the effective teaching of language skills.

c.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.

INSTRUCTION

d.Time must be provided in the classroom for practice.

e.Composing should be an integral part of the program.

f.Students should be given opportunities to become independent and to self-monitor their progress.

INSTRUCTION

g.The climate in a school must be conducive to the development of students.

h.The school must develop an organizational structure that meets individual needs of students.

i.The program must provide for coordination among all language programs offered in the school.

ASSESSMENT

a.Use assessment to guide instruction.

b.Develop scoring guides and rubrics.

c.Seek alignment among various layers of assessment.

Multiple Choice

Select materials that facilitate accomplishment of school goals.

• Curriculum

• Instruction

• Assessment

Multiple Choice

Develop scoring guides and rubrics.

• Curriculum

• Instruction

• Assessment

Multiple Choice

Students should be given opportunities to become independent and to self-monitor their progress.

• Curriculum

• Instruction

• Assessment

Multiple Choice

The school must develop an organizational structure that meets individual needs of students.

• Curriculum

• Instruction

• Assessment

Multiple Choice

Time must be provided in the classroom for practice.

• Curriculum

• Instruction

• Assessment

Organization

Six components of an ideal remedial program (Manzo & Manzo, 1993)

1. The orientation component

The orientation component provides continuity and focus to the remedial session. It may be an engaging question or statement related to local or national news, or even school life. It must focus on structured routines, materials, equipment, venue, people involved, and the objective of the program.

2.Direct Instruction Component

This is the instructional heart of the remedial session. It should never be traded away, even for one period, without some compelling reason.

3.Reinforcement and Extension Component

This period of time ideally should build on the direct instructional period and be spent in empowered reading, writing, and discussion of what was read. Writing activities may vary from simply listing keywords to summarizing and reacting.

4.Schema-Enhancement Component

This unit of time should be spent building a knowledge base for further reading and independent thinking. It is an ideal time to teach study skills such as outlining, note-taking, and memory training. Ideally, it should flow or precede Component 3.

5.Personal-Emotional Growth Development

There is little learning or consequence that can occur without the learner's involvement and anticipation of personal progress.

6.Cognitive Development Component

This component should contain an attempt to enhance basic thinking operations such as inference, abstract verbal reasoning, analogical reasoning, constructive-critical/ creative reading, convergent and divergent analysis, problem-solving, and metacognition.

Open Ended

Give one word/term we can associate with CURRICULUM as a main component in organizing a remedial program.

Open Ended

Give one word/term we can associate with INSTRUCTION as a main component in organizing a remedial program.

Open Ended

Give one word/term we can associate with ASSESSMENT as a main component in organizing a remedial program.

Multiple Choice

How are the six components of remediation (Manzo& Manzo,1993) described in terms of their relationship to one another?

• Interacting

• Overlapping

• Adapting

• Understanding

Multiple Choice

How many students do we usually have in a remedial program?

• 30-50 students

• 1-5 students

• 3-10 students

• 5-25 students

Multiple Choice

This refers to the development of a learner's attitude towards learning affecting his/her knowledge, skills, and values.

• Schema-Enhancement Component

• Cognitive Development Component

• Personal-Emotional Growth Development

• Reinforcement and Extension Component

Multiple Choice

What is the objective of the orientation component in a remedial program?

• to provide continuity and focus to the remedial session

• to assist the learner in catching up with other learners

• to orient the people involved about the program

• to assess immediately the effectiveness of the program

Open Ended

Schema-Enhancement Component:

Provide an activity that enhances a learner's schema?

Open Ended

How do reinforce learning among students of a remedial program? Give one concrete example.

Basic Steps in Remedial Teaching

1. Survey testing which assesses the learner's capacity, present level of achievement, and major difficulties

2. Preparation of suitable individual teaching and self-testing materials

3. Keeping of adequate but not time-consuming records of what is being done.

Curriculum Adaptation