The document discusses remedial instruction for year 4 teachers in Malaysia. It provides background on the remedial instruction program and the highly immersive program (HIP). Key points include: - The remedial instruction program was signed on June 18, 2021 as part of HIP between the Malaysian Ministry of Education and the Financial Industry Collective Outreach. - HIP and remedial instruction aim to improve students' English proficiency through extensive English use and an immersive environment. - An effectiveness study found that after remedial instruction intervention, the number of students reaching an intermediate English level increased by 17%.

1. In
collaboration
with
HIGHLY IMMERSIVE PROGRAMME
Remedial Instruction for Year 4 Teachers

2. Memorandum Persefahaman antara
Kementerian Pendidikan Malaysia (KPM) dan
Financial Industry Collective Outreach
(FINCO)
Program Remedial Instruction di bawah Highly
Immersive Programme ditandatangani pada
18 Jun 2021
Keputusan Mesyuarat
MPKPM BIL. 07/2021:
4.1.25 Ahli mesyuarat
bersetuju dan meluluskan
Kertas Cadangan
Pelaksanaan Program
Remedial Instruction (RI) di
bawah Highly Immersive
Programme (HIP)
Punca Kuasa
Pelaksanaan Program
Remedial Instruction
(RI)

3. Remedial Instruction: What Is It?
Remedial Instruction is a programme:
• arranged for students who have temporarily fallen behind in their studies
offered to students in need of special assistance
• that starts immediately after identifying a learning challenge to help a student
to catch up in the studies
A teacher usually:
• takes initiative in offering remedial instruction which can be arranged either
during normal school hours
Before starting instruction, some schools contact the parents/guardians to
ensure continuous support for the student, even at home.

4. BACKGROUND
Remedial Instruction is one of
the initiatives stipulated in the MEB and
the English Language Roadmap.
The programme is a follow up and follow
through of the PLaN programme which
is aimed at addressing the problem of
English literacy among lower
primary school students without
learning problems.
HIP is a programme under the
MBMMBI policy and Remedial
Instruction aims to expose students to
extensive use of the English Language and
to create an immersive English
Language environment in schools
Remedial Instruction through HIP with
the focus on the in-class component
1 of the 7 cores of KPM, Core 4 : Focus on
drop out of education and literacy
problems and to close the educational
gap.
HIP REMEDIAL
INSTRUCTION

5. HIP Remedial Instruction
Programme Effectiveness Study – STUDENT OUTCOME 2022
TOTAL
RESPONDENTS :
739/798 (93%)
Number of Year 4 RI
students involved in RI
Intervention before the
diagnostic assessment :
11510
Total Number of
Students at PRE-TEST
(Pre-A1) - 6446
Total Number of
Students at PRE-TEST
(Low-A1) - 6121
Total Number of
Students at POST-TEST
(Pre-A1) - 4305
Total Number of
Students at POST-TEST
(Low-A1) - 5228
•Post-Test numbers have reduced meaning Pre-A1 has
moved to Low A1 and Low A1 has moved to Mid A1.
•The data indicates that the increase in students
reaching Mid A1 or passing low A1 is by 17% (1977) .
These students can be removed from the remedial
category and able to follow the Year 4 syllabus with
other students.
•Total number of students differ due to some students
being removed as RI students before they sat for their
Post Test Diagnostic Assessment and some schools
started the Post Test later than April 2022, therefore
have not completed their Post Test in October 2022.

6. Training
Needs
Analysis
(2021)
Development
of RI Toolkit
and Training
Materials
(2021)
Implementati
-on of
Training
(2021-2023)
Implementati
-on of RI
Programme
in Schools
(2022-2023) -
2025
RI Classroom
Observation
(2022)
RI Programme
Impact Study
(2021 & 2022)
PROSES PELAKSANAAN REMEDIAL INSTRUCTION (RI) DI
BAWAH HIGHLY IMMERSIVE PROGRAMME (HIP)

7. 69% of the English language teachers have stated that the comprehensive training
provided by ELTC for Year 4 remedial students has helped them implement the remedial
instruction classroom interventions effectively.
31% of the English language teachers claimed the training has enabled the teachers to
implement the intervention with some challenges in areas namely classroom
management and lesson planning.
TRAINING
RESOURCES
69 % teachers claimed that the resources provided for RI programme is impressive,
attractive, interesting and are very useful materials especially the RI TOOLKIT. Some
units in the TOOLKIT does not provide similar context as the units in the textbook.
LESSON PLANNING
72% teachers claimed that they need more ideas on integrating RI activities into
mainstream lesson plan which they strongly suggest to be included in the training
sessions.
• Teachers also shared that some units in the TOOLKIT does not provide similar context
as the units in the textbook and the vocabulary list does not match the unit theme.
FINDINGS -
Remedial
Instruction
Programme
Impact Study–
TEACHER
PERCEPTION
AND
EXPERIENCES

8. 73% teachers shared that the step-by-step guide in the TOOLKIT, can easily be followed.
They also found that the high achievers can guide the low achievers during pair work
confidently.
• Teachers also shared that the interventions assised them in preparing RI lesson plans
but time consuming.
RI TOOLKIT INTERVENTION
CLASSROOM MANAGEMENT
71% teachers claimed that it was very challenging to manage a class with huge gap in
performance and mixed ability.
ASSESSMENT FOR LEARNING
69% teachers claimed that the diagnostic assessments were helpful in student placement
prior to starting the Remedial Instruction programme.
• Teachers also said that RI students need more attention while teaching and
sometimes non-RI students get distracted and disengaged.
• Further to this, teachers shared that while conducting the RI activities, they could
identify students learning problems much evidently.
FINDINGS -
Remedial
Instruction
Programme
Impact Study–
TEACHER
PERCEPTION
AND
EXPERIENCES

9. Majority teachers claimed that students are excited when given handouts with colourful
pictures and they enjoy it (low stress level and less competitive).
• Students are able to follow through the activities with teachers' assistance and peer
assistance. (was observed during physical school visits as well)
STUDENT PARTICIPATION AND ENGAGEMENT
PROFESSIONAL SUPPORT PROVIDED
• The group WhatsApp evidently helped teachers to discuss the information shared
about the programme from ELTC.
• During the school visit, teachers shared that they could ask for guidance and opinion
to solve some of the limitations in my implementation of RI intervention.
• Teachers were coached and guided by their PPD officers and SISCs too.
70% teachers claimed that the support and updates from ELTC Master trainers,
language officers and SISCs, the WhatsApp group, PLC (sharing session among the
English panels etc) assisted them effectively in the continuous implementation of the RI
programme.
• The English panel head gives support and ideas to help teachers deal with issues and
challenges.
FINDINGS -
Remedial
Instruction
Programme
Impact Study–
TEACHER
PERCEPTION
AND
EXPERIENCES

10. CHALLENGES WAYS TO OVERCOME
(Suggested by teachers)
Difficulties in integrating remedial
activities into the mainstream teaching
plan.
• To include the drafting of a lesson
planning component into the training
modules.
• Increase school’s support and
management, Parents consent on RI
students’ performance.
• To conduct RI classes in isolation or in
smaller sized classes if there is
permission and flexibility in arranging
classrooms only for the RI student.
• To include 30 minutes lesson specially
for RI students in the main timetable.
• Provided more assessment tools
• Provide more refresher CPD courses for
RI teachers
• Specially trained RI teachers similar to
Special Needs teachers/RI for BM and
Maths.
Student attendance
Fatigue and stressful in managing a
combined class of remedial and
mainstream students especially when
there are too many students in one class
Stress when the teacher has to manage
the class with mixed students' ability
Disorganized and losing focus when
implementing the daily mainstream
teaching plan and trying to complete the
annual plan set out in the SOW (Scheme
of Work) while having to attend to the RI
students in the same class
PROGRAMME
EFFECTIVENESS
STUDY –
CHALLENGES
AND WAYS TO
OVERCOME

11. THE COMMON SCENARIOS IN A MIXED ABILITY CLASSROOM IN MALAYSIA –
RI AND NON-RI

15. Four Main Areas
- RI Teachers Training
• Classroom Management
& Facilitation Skills
• 7 Remedial Instruction
Strategies
• Root Cause Analysis
Tool
• Remedial Instruction
Toolkit aligned to SOW

16. 16
CLASSROOM MANAGEMENT
Preventative or proactive measures create an environment conducive to:
• teaching and learning,
• the prevention of disruptive behaviour, and
• encouraging the development of appropriate behaviours
Classroom management: “using a set of educational practices and
strategies, on one hand, to prevent and effectively manage inappropriate
behaviour and, on the other hand, creating and maintaining an environment
that promotes both teaching and learning.”
(Bissonnette, Gauthier and Castonguay, 2016, p. 51)
(Bissonnette, Gauthier and Castonguay, 2016)

17. 17
Preventative and Proactive Interventions
WHY PREVENTATIVE, PROACTIVE INTERVENTIONS
(Adapted from Evertson, Emmer & Worsham, 2006)
1. Build a positive relationship with students
2. Create a safe, orderly, predictable and positive learning environment
3. Coach and supervise students on a continual basis
4. Use effective AfL strategies*
Glaser: Focusing

18. 18
STRONG CLASSROOM MANAGEMENT –
THE MIXED ABILITY CLASSROOM
Involves setting different tasks for students of different
abilities.
Plan for activities that have more open-
ended possibilities
Plan for the fast finishers
Differentiate materials and resources
Equality is key
Open ended play activities usually involve exploration and
physical activity. In these activities, children are allowed to use
their imagination and do things that they are curious about.
Child-guided and there are no set rules or limitations applied for
the activity.
Prepare in advance activities for students who are fast
in completing their task.
Providing equal opportunity to learn, participate and engage.
NO CHILD LEFT BEHIND!

19. 19
Fast Finishers?
TASK
CARDS
FINISHER
FOLDERS
JOURNAL
CORNER
OTHER
BEST
PRACTICES?

20. Embed visual and verbal
resources in lessons, to
support student learning
Assess language
and literacy
challenges, and
monitor progress
.
Provide Clear Instruction Of
Literacy Components
Support learners to explicitly
develop their communicative
competence
Encourage peer-assisted learning
opportunities
Build on students’ home
language, culture, and social
experiences
Encourage collaborative
small-group learning
opportunities
7 Remedial Instruction Strategies

21. 21
7 Remedial Instruction Strategies – What, Why, How
What is it?
Explicit instruction is a way to teach skills or concepts to
students using direct, structured instruction. It helps make lessons
clear by modeling for students how to start and succeed on a task
and giving them ample time to practice.
How to do this?
• Identify a clear, specific objective.
• Break the information into
chunks.
• Model with clear explanations.
• Verbalise the thinking process.
• Provide opportunities to practice.
• Give feedback.
Why do we do this?
• It makes higher-order thinking and
inquiry-based learning easier.
• There’s less load on memory.
• Helps students with short attention
span
• It allows various degrees of practice
• Allows you to collect and analyse
data
1. Provide Clear Instruction of Literacy Components

22. 22
7 Remedial Instruction Strategies – What, Why, How
What is it?
Communicative competence does not only refer to a language
user’s grammatical knowledge but also social knowledge. It is
important to know when to use language accurately and
appropriately in order to reach communication goals.
How to do this?
• Contextualise speaking tasks to
students' daily life
• Provide opportunities for students
to engage in role plays and
information gap activities
• Include letter writing, note-taking
and summarizing tasks
• Provide opportunities for group
and individual presentations
Why do we do this?
• Activates students' interest to
communicate ideas
• Helps students to express
thoughts and opinions
• Basic life skill
2. Support Learners to Explicitly Develop their Communicative Competence

23. 23
7 Remedial Instruction Strategies – What, Why, How
What is it?
The use of various methods to help make core content understandable,
manageable and actionable throughout the course of the lesson.
How to do this?
∙ Use short videos, visuals, and
graphic organizers
∙ Scaffolding with vocabulary
∙ Use verbal interactions that clarify
content. E.g. defining words in
context; asking right-there
questions; coaching; and conducting
whole-class, small-group, and
partner discussions
Why do we do this?
• Help students make link between
pieces of information
• A memory aid
• To increase students processing
opportunities
3. Embed visual and verbal resources in lessons, to support student learning

24. 24
7 Remedial Instruction Strategies – What, Why, How
What is it?
Peer-assisted learning is when students are paired with their classmates
regardless of their levels – with the goal to help each other to learn.
How to do this?
• Assign pairs of different levels and
get the more able student to support
the other
• Students to maintain a coach-
coachee relationship
• Pairs are changed frequently to
ensure students work on a variety of
language skills
Why do we do this?
• Helps foster a trusting and safe
learning environment
• Allows students to take
ownership of their learning
• Helps students build their
interpersonal, leadership and
communication skills
4. Encourage peer-assisted learning opportunities

25. 25
7 Remedial Instruction Strategies – What, Why, How
What is it?
The way a student learns and responses in the classroom, has so much
to do with his/her culture and social experiences at home. Therefore,
for a student to learn holistically it is important to draw from their
experiences and exposure to life.
How to do this?
• Provide opportunities for
students to share about their
home life
• Use supporting materials that are
culturally contextualized
• Get the parents involved
• Attempt to understand students
home language and make links to
the language skills being taught
Why do we do this?
• Breaks down barriers in
learning
• Creates a positive learning
environment
• Emotionally prepares students
for a better learning
experience
• Allows students to make sense
of learning
5. Build on students’ home language, culture, and social experiences

26. 26
7 Remedial Instruction Strategies – What, Why, How
What is it?
Assessment in remedial classrooms are vital to identify the
learning blocks students are experiencing and how best to support
them in order to progress. It also helps teachers evaluate the
effectiveness of their instructions/teaching.
How to do this?
• First decide the type of
assessment to administer
(RCA Tool)
• Based on findings, refer to the RI
Toolkit and select the
appropriate activities to support
the student
• Monitor student progress (AfL
Tools)
Why do we do this?
• Helps the teacher teach
effectively
• Helps student's breakdown
learning barriers
• Supports students'
progression
• Enhances students overall
learning experience
6. Assess language and literacy challenges, and monitor progress

27. 27
7 Remedial Instruction Strategies – What, Why, How
What is it?
The use of small groups to promote student learning.
Students are encouraged to share ideas and help each other
learn while sharing resources and their discoveries.
How to do this?
• Establish groups and assign roles
• Set clear goals and expectations
of given tasks
• Differentiate tasks
• Assess each group on their own
merit
Why do we do this?
• Allows remedial students
ample time to learn at their
own pace
• Shared learning responsibility
• Provide students opportunities
to communicate
• Students are exposed to
diversity
7. Encourage collaborative small-group learning opportunities

28. Root Cause Analysis Process​
Available in

29. Root Cause Analysis Process
The Recipe…
STEP 1 : Define the Problem
▪ Use this process and series of tools to help you identify individual student challenges at
the start of the academic year.
▪ The information you get about your students from the Root Cause Analysis will help you
know how best to support your students using the activities in the Remedial Instruction
Toolkit.

30. 1. Conduct a free writing or guided writing activity(only pictures with keywords or
phrases) with your students on the first day of your class ( take five to ten minutes) and
use the Writing Rubric (appendix 1) to identify their CEFR level.
2. Students who are at Pre-A1 and Low A1 based on the writing task take Reading
Diagnostic test (Tool 1-4)
3. Use the Reading Diagnostic Tool (start with Tool 1, 2 then 3; see CEFR Level Testing
Section)
4. Use the Speaking and Listening Rubrics to further understand your remedial students’
CEFR levels (appendix 1)
STEP 2 : Collect and Analyse Students Data

31. Sample Free Writing –
Pre Diagnostic Assessment

32. Sample Guided Writing –
Pre Diagnostic Assessment

34. STEP 3: Identify cause or causes ​
1. Once you have collected samples of student work, use the writing rubric (appendix
1), to establish approximately which CEFR level your students are at for writing.
2. Try to arrange your students into 4 levels according to the writing rubric (Pre-A1,
Low A1, Mid A1, and High A1).
3. Students who seem to be writing at Mid A1 and High A1 level, are on track to be able
to follow the Year 4 curriculum with limited challenges. These are most likely not
your remedial students.
4. For students who are Pre-A1 and Low A1, proceed to use the Reading Diagnostic
Tools (see CEFR Level Testing Section) to further drill down into which CEFR level
these students are at.

36. STEP 4: Create and Implement Solutions​
1. Understand what extra support your students need to be able to progress (do they
need support in phonics, phonemic awareness, reading comprehension,
vocabulary, grammar, speaking practice, listening practice, etc.?)​
2. Approximate your student’s CEFR level using all data sources from Step 2
3. Explore the Toolkit and know which level of activities students should do from it. ​

37. STEP 5: Evaluate Outcomes ​
1. Complete Step 5 throughout the Academic Year
2. Post Intervention Assessments using the same Diagnostic Tools
3. Lesson Observations
4. Students in class engagement and improvement
5. Whole-school Assessments
6. Assessment for Learning

38. Sample Reporting

39. 39
Remedial Instruction Toolkit: Unit Overview

40. 40
Remedial Instruction Toolkit: Scheme of Work and Content
Mapping

41. 41
Remedial Instruction Toolkit: Toolkit Sections

42. • Each unit has a specific skill
focus
• Mapped to CEFR levels and can
do statements
• Mapped to 7 Effective Remedial
Instruction Strategies
• Mapped to Scheme of Work
• Mapped to Get Smart Year 4
textbook
• Mapped to Year 1, Year 2, &
Year 3 DSKP and Syllabus
documents
• Includes printable resources for
each lesson
• The toolkit is designed for teachers to support Remedial Students in every lesson.
• The philosophy is little and often; teachers should aim to find 15-minute slots in each lesson for Remedial
activities.
• The teacher’s main role in implementing the Toolkit is to find opportunities within the lesson for Remedial
Students to do the level-appropriate Toolkit activities. 42
Remedial Instruction Toolkit: Toolkit Sections

43. 43
Planning the Lesson - Sample
Learning Objectives By the end of the lesson, the pupils will be able to:
Listen and recognize four flags and names.
PRE A1 will be able to: Talk about themselves based on the PR#1.
Low A1 will be able to: Talk about themselves based on the PR#2
Lesson Procedure/
Activities
1. Pupils participate in a whole class discussion on the countries they know.
2. Pupils listen to a song and point at the flags when
hearing the country’s name.
3. Students listen to the song again and write the children’s names.
4. Pre A1 pupils work in pairs (Pupil A and Pupil B) and ask and respond to the questions
seeking their name, age and place of stay (Printable Resource # 1)
5. Low A1 pupils work in pairs (Pupil A and Pupil B) and ask and respond to the questions
seeking their name, age, place of stay, hobby and favourite food (Printable Resource # 2)
Reflection Pupils were able to listen and listen and recognize four flags and names.
PRE A1 pupils were able to ask and respond to three questions seeking their name, age and place
of stay.
Low A1 pupils were able to pupils were able to describe their name, age, place of stay, hobby &
favourite food…

44. 44
Introducing the Lesson
Observation Tool
1. Refer to the Lesson
Observation Tool
Document

45. Effective and Constructive Feedback is...
Acknowledge success; use data and facts; link to Lesson
Observation Tool and Remedial Instruction Toolkit
Specific
Focused on what your teacher can do well; identify area(s) for
improvement, based on the Lesson Observation Tool
Mindful
TSuggests additional ways your teacher can improve; draw up
a short- term plan/timeline to support struggling areas
Actionable
One-to-one, non-competitive setting; appropriate time &
venue; using respectful language
Respectful
Feedback takes place at an appropriate time for your teacher,
preferably on the same day the lesson observation was done
Timely
Effective Feedback is SMART
45

46. Effective Assessment for Learning (AfL) Strategies
1. Clarify learning goals and success criteria (RI 1)
2. Integrate feedback
3. Use summative assessments for formative purposes (RI 6)
4. Engage students as owners of their own learning (RI 4)
5. Give students time to revise a piece of work once they have received feedback
6. Teach students how to use assessment information to improve their work(RI6)
7. Provide opportunities, and support, for students to engage in self-assessment
8. Build students' skills through peer assessment opportunities (RI4, 7)
9. Create occasions for students to showcase their work to other audiences(RI 7)
Adapted from Houghton Mifflin Harcourt (2020)

47. THE ROLE OF THE PANEL HEADS
To coach and mentor RI
teachers in identification of
Y4 remedial students and in
remedial instruction
strategies
2
To establish a community of
practice among other
teachers involved in RI from
other schools
4
To observe and support Y4
teachers involved in RI
conduct lessons by
integrating the RI Toolkit
3
To facilitate the
implementation of RI in
schools by the RI teachers
1
ROLES

48. THE ROLE OF THE SISC+
To facilitate, coach and
mentor HoP for English,
Year 4 EL teachers involved
in the PLaN schools in
identification of Y4 remedial
students and in remedial
instruction strategies
2
To establish a community of
practice among the HoP and
teachers from other schools
involved in RI
4
To observe and support Y4
teachers involved in RI
conduct lessons by
integrating the RI Toolkit
3
To facilitate the
implementation of RI in the
PLaN schools under their
purview.
1
ROLES

49. PENYEDIAAN BAHAN LATIHAN DAN TOOLKIT RI
375 mukasurat
MODUL
JURULATIH
MODUL SISC+
MODUL KETUA
PANITIA BI
MODUL GURU BI
THN 4
Sila gunapakai
toolkit sedia ada
untuk tahun 4
(2023) dan Tahun 5
(2023)

50. KAEDAH PEMANTAUAN PELAKSANAAN RI
DI DALAM BILIK DARJAH OLEH
SISC+/KETUA PANITIA BAHASA INGGERIS
9

51. 51
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52. THANK YOU and GOOD LUCK!!!!