AgbayYen_Remedial Instruction_Overview_ppt
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Remedial Instruction in English Language
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AgbayYen_Remedial Instruction_Overview_ppt
- 2. INTRODUCTION: REMEDIAL TEACHING WAS FIRST INTRODUCED TO HONGKONG SEONDARY SCHOOLS IN SEPTEMBER 1982. IN FEBRUARY OF THE SAME YEAR, “AIDED SCHOOLS GENERAL CIRCULAR NO.27/82” WAS ANNOUNCED. SINCE THEN, THE VISITS HAVE BEEN PAID TO SCHOOLS BY MEMBERS OF THE ENGLISH INSPECTORATE TO OBSERVE LESSONS AND DISCUSSED WITH TEACHERS INVOLVED IN REMEDIAL TEACHING. WORKSHOPS ON REMEDIAL TEACHING HAVE
- 4. ADMINISTRATIVE GUIDELINES 1. ACCOMMODATION -REMEDIAL GROUPS CAN BE ACCOMMODATED IN VACANT CLASSROOMS WHEN STUDENTS ARE HAVING THEIR LESSONS IN OTHER PARTS OF THE SCHOOL. 2. MONITORING AND EVALUATION -DETAILED RECORDS OF ALL THE STUDENTS RECEIVING REMEDIAL HELP SHOULD BE KEPT BY THE REMEDIAL CLASS TEACHERS AND THE SCHOOL. 3. SELECTION OF TEACHERS -THE TEACHER SHOULD PREFERABLY BE ONE WITH SUBJECT EXPERTISE AND EXPERIENCE. -THE TEACHER SHOULD BE PATIEND AND SYMPATHETIC. 4. MODES OF OPERATION -THE STUDENTS CONCERNED, USUALLY NOT MORE THAN 20 IN A GROUP ARE GIVEN REMEDIAL LESSONS REGULARLY. THE MOST COMMON VARIOUS MODES OF OPERATION ARE: STREAMING, SPLIT CLASS, WITHDRAWAL ADDITIONAL LESSONS.
- 7. PROFESSIONAL GUIDELINES 1. ROLE OF THE PANEL CHAIRPERSON COORDINATIONS ACROSS LEVELS COORDINATION WITHIN THE SAME LEVELS PROFESSIONAL AND MORAL SUPPORT MONITORING AND EVALUATION 2. ROLE OF REMEDIAL CLASS TEACHER COORDINATION WITH MAINSTREAM CLASS TEACHER AND REMEDIAL CLASS TEACHERS IDENTIFICATION OF STUDENTS’ WEAKNESSES SELECTION, ADAPTATION AND DESIGNING
- 8. PROFESSIONAL GUIDELINES 3. TEACHING STRATEGY START FROM WHERE THE STUDENTS ARE. USE MATERIALS THAT SUIT THEIR LEVEL. PROVIDE MORE OPPORTUNITY FOR PRACTICE AND USE. ENCOURAGE MORE EXPOSURE TO ENGLISH. PLAN A SLOWER PROGRESSION OF WORK. 4. TESTS AND EXAMINATIONS
- 10. VIDEO
- 11. Remedial Instruction is.. Arranged for students who have temporarily fallen behind in their studies. Offered to students in need of special assistance.
- 13. REMEDIAL COURSES courses given to students who are not prepared for regular work. New college students often have to take remedial classes before they can begin actual university-level courses.
- 14. Remedial Requirements Course Placement Guidelines
- 15. STUDENT PLACEMENT Many students are placed into remedial courses through: Placement tests such as the ACT, SAT, ACCUPLACER, or COMPASS assessments. Uniform standard for remedial placement cut scores. Students are required to enroll in remedial courses before advancing to a college level course in that subject. Multiple semesters of remedial coursework may be available to and required of students that enter with low placement test scores
- 16. Whether placement tests are the most effective method of placing students is an open debate across the US. Some colleges and states are experimenting with using high school GPA and placement test scores to determine student course referral.
- 17. Use of the Hong Kong Attainment Tests for diagnostic purposes (taken from the Hong Kong Attainment Test Junior Secondary Series II English Teacher’s Handbook with slight adaptations)
- 18. TESTING AREAS Questions are set on the following language aspects: 1. Functions - pupils’ ability to give correct responses in dialogue. 2. Forms - pupils’ ability to appreciate the basic forms and structures of the English language including the verbs, vocabulary, prepositions and sentence structures. 3. Reading Comprehension - pupils’ ability to give correct responses or carry out tasks according to information given.
- 19. 4.Writing - pupils’ ability to write in simple, correct English according to cues given. 5.Integrated Activity - pupils’ ability to complete integrated reading and writing tasks. This is for JS 2 and JS 3 only. 6.Listening Comprehension - pupils’ ability to respond to oral English by selecting the right answer from options given or completing some tasks as required.
- 20. Distribution of Items among Various Testing Areas Interpretation of Test Results
- 21. ELEMENTARY AND SECONDARY SCHOOL PROGRAMS
- 27. When designing the rewards offered, remedial teachers should take note of the following: A. Set clear and specific targets (for example: requirement on the score of dictation and number of assignments submitted); B. set achievable objectives; C. give diversified rewards (including verbal commendation) or prizes to accommodate pupils’ interest; give rewards instantly; D. review and revise the reward scheme regularly; and E. invite parents to help children improve their work.
- 28. A. In Tapulao Elementray School, a teacher said that they are giving special lessons during the summer for the students to pass the subject. She also said that class program should be included during the special lesson. B. In Orani National High school- Main, an English teacher provides a set of activities for students who FAILED the subject. The students who failed the subject need to submit their answers to the set of activities until the deadline. If they would be able to do the task, the teacher will pass them in the subject.
- 37. TRENDS• Providing Specially Designed Instruction Within a Multi-Tiered System of Support (MTSS) Framework • Implementing Evidence-Based Practices, Interventions, and Standards-Based IEPs • TECHNOLOGY • CODING • AUTISM • The Growth in Charter Schools: Equity and Access for SWDs, Special-Education- Only Charter Schools, and Conversion Charters dressing the Needs of English Language Learners Who Are Also SWDs
- 38. ISSUES •PROBLEM: The Difficulty in mastering the 3R’s (Reading writing and arithmetic)
- 39. FINDINGS: EDUCATION DEVELOPMENT MASTER PLAN (EDMP) 2006-2010 (KPM, 2006) REPORTED THAT IN 2004, A TOTAL OF MORE THAN 115 000 (7.7%) OF LEVEL 1 PRIMARY SCHOOL PUPILS (YEAR 1, 2 AND 3) ARE STILL YET TO MASTER THE SKILLS OF READING, TOTAL OF 138,271 YEAR 1 STUDENTS IN PENINSULAR MALAYSIA WITH 35.52% HAVE NOT MASTERING THE BASIC SKILLS OF READING AND WRITING.
- 40. FINDINGS: IN 2008, THERE WERE MORE THAN 54,000 YEAR 1STUDENTS HAVE YET TO MASTER THE SKILLS OF READING AND WRITING, WHILE PROTIM 2008 REPORTED A TOTAL OF 117,000 YEAR 4 STUDENTS HAVE NOT MASTERED ARITHMETIC. NATIONAL KEY RESULT AREA REPORT (NKRA, 2010) OF MINISTRY OF EDUCATION MALAYSIA STATED THAT EARLY SCREENING OF LITERACY AND NUMERACY SCREENING (LINUS), WHICH WAS CONDUCTED IN 2010 FOUND THAT 37% OF YEAR 1
- 41. STUDENTS PASSED THE RECOMMENDED LEVEL OF LITERACY AND 46% PASSED THE RECOMMENDED LEVEL OF NUMERACY. CONSEQUENTLY, THE NKRA TARGETS THAT 90% STUDENTS WHO HAVE FOLLOWED THREE YEARS OF PRIMARY EDUCATION WILL BE ABLE TO MASTER THE SKILLS OF LITERACY AND NUMERACY THROUGH THE LINUS PROGRAMME IN 2012. UNTIL 2010, APPROXIMATELY 15,500 TEACHERS TO TEACH LINUS (PEMANDU, 2010
- 42. RECOMMENDATION: SPECIAL REMEDIAL PROGRAMME STILL REQUIRES ADEQUATE INFRASTRUCTURE AND FACILITIES TO PROVIDE THE CONDUCIVE ROOM ENVIRONMENT THE ADMINISTRATION SHOULD ALSO BE MORE SENSITIVE TO THE TRAINING NEEDS OF SPECIAL REMEDIAL TEACHERS WHO HAVE NO SPECIFIC PROFESSIONAL QUALIFICATIONS.
- 43. PROBLEM: EFFECTIVENESS OF REMEDIAL READING CLASSES USING SPECIAL METHODS TO NON- READERS IN FILIPINO OF GRADE ONE PUPILS OF GENERAL MAXIMINO HIZON ELEMENTARY SCHOOL
- 44. FINDINGS: THE GRADE ONE CLASS PROGRAM COMPRISES OF 270-MINUTES CLASSROOM HOURS. ALL GRADE ONE TEACHERS ARE SELF- CONTAINED. REMEDIAL READING CLASSES ARE DONE IN THEIR CLASS HOURS EVERY DAY WITH THE CLASSROOM TEACHER (CT) AS FOLLOWS: 70 MINUTES IN THE 1ST GRADING 40 MINUTES IN THE 2ND GRADING 10 MINUTES FOR THE 3RD AND 4TH GRADING.
- 45. •STILL, THEY FIND IT NECESSARY TO MODIFY THEM. •THESE TEACHERS APPLY THESE READING INSTRUCTIONS TO THEIR STUDENTS, ONE AT A TIME OR MAKE MODIFICATIONS DEPENDING ON THE NEED OF THE INDIVIDUAL PUPILS. •REMEDIAL READING CLASSES IS RECOMMENDED AND MUST BE STRENGTHENED IN THE NEXT SCHOOL YEARS.
Editor's Notes
- -For every standard-size secondary school, two additional graduate teachers were provided to facilitate the operation of remedial class in the subjects of Chinese and English in the junior forms. -This is a set of guidelines on Remedial Teaching that will assist schools in planning and implementations by covering both the administrative as well as the professional aspects. -They are soliciting opinions and feedbacks through questionnaires about various aspects of the remedial program.
- -The ultimate aim of remedial class is to help the students who are falling behind to get back into the mainstream classes as far as possible. -Teacher is expected to pay greater attention to individual weaknesses and needs for there are usually not more than 20 students in each remedial class.
- -It can be in a partitioned corners of the assembly hall or covered playground, in special rooms or any other vacant rooms as available. -There should include a separate register for each remedial group, records of individual students as well as the record of student transfer where appropriate.
- 1.a. The panel chairperson should ensure that there is adequate coordination across levels to provide smooth progression and continuity for students of the mainstream classes as well as those of the remedial classes. b. Panel Chairperson should ensure that there is close coordination between teachers of the mainstream as well as the remedial classes. She can arrange a place and time for teachers to meet to discuss the scheme of work. Example: core and optional elements for teaching, producing IMs and dealing with examination papers. c. As a subject expert. The Panel Chairperson should always be on hand to offer professional advice to the panel members especially those who are new and non-subject-trained. Panel Chairperson should always see to it that the remedial program is under constant evaluation and review so that everyone is happily involved in bringing about a rewarding experience for teachers and students alike. 2.a. it is essential for the remedial class teachers to coordinate with the teachers of the mainstream class to agree on the core items to be covered in the scheme of work for the level. b. It is important to identify the areas where the students are weak right from the beginning of the academic year so that the teacher could tackle those lessons first rather that build on a shaky foundation. c. It is not feasible for the remedial class students and mainstream class students to do exactly the same work with exactly the same coursebooks. The teacher has to carefully select or design materials that suits the abilities of the students. d. Keeping records will be very helpful in reviewing individual student progress and devising appropriate teaching strategies catering for individual needs.
- 3.a. Student’s strengths and weaknesses should be gauged and the teaching program should build on what the students already possess and bridge any gaps in their knowledge. b. The remedial class eacher should carefully select and design the materials that will cater the needs of the students. c. The teacher should build in more practice, repetitions and recycling of items to improve students’ retention. d. English should be using library used as a teaching medium. Teacher could also encourage more extensive reading by using library reources and making more use of language teaching tapes. e. Priority should always be given to revising what students have forgotten in their previous learning. Progress in smaller steps. 4. It is necessary to compare the achievements of all the students in the level in end-of-term or end-of-year examinations.
- 1st bullet- ACT- Ameican College Testing – paper based standardized test AST- Scholastic Aptitude Test 2nd square (bullet)-Often, each college or university sets its own score thresholds for determining whether a student must enroll in remedial courses. For example, a college might use a score of 19 on the ACT math section as the threshold for determining whether a student must enroll in a remedial math course or college-level math course. 3rd square bullet-Colleges review a student's score by subject - math, English, science, etc. - and compare that score to the school's cutoff. Particularly at community college – which are open enrollment to any student with a high school degree
- Remedial teaching is the use of activities, techniques and practices to eliminate weaknesses or deficiencies that the slow learner is known to have. For example deficiencies in basic math skills are reduced or eliminated by re-teaching the content that was not learned earlier. The instructional environment does not change, as in the compensatory approach. Conventional instructional techniques such as drill and practice might be employed.
- It is like a special/summer class for those who failed a subject. It is a program given to students to give them a chance to pass the said subject.
- . Individualized Educational Programme should include short-term and long-term teaching objectives, learning steps, activities and reviews to ensure that the programme is implemented effectively. Teaching can be done in small groups or for individual. If necessary, remedial teachers, other teachers, student guidance officers/teachers, parents and pupils alike are to participate in designing the programme. Remedial teachers hold meetings regularly to evaluate the effectiveness of work and gather opinions for refinement.
- Peer support programme helps pupils reinforce their knowledge, and develop their communication and cooperation skills as well as good interpersonal relationship. To enhance the effectiveness of the program, remedial teachers must provide training to the pupils concerned beforehand and make regular reviews on its effectiveness. Generally speaking, this program is more suitable for pupils of higher grades.
- It aims at guiding pupils to set their own objectives and plans, and positively reinforcing their good performance. No matter what reward is provided, the most important thing is to help pupils cultivate an interest in learning and gain a sense of satisfaction and achievement during the learning process .
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