FM-AA-CIA-15 Rev.
0 10-July-2020
Study Guide in COG 1 – REMEDIAL INSTRUCTION Module No. 1
STUDY GUIDE FOR MODULE NO. 1
INTRODUCTION
MODULE OVERVIEW
This module exemplified content knowledge and application of the concepts, principles, methods, and
strategies of remedial instruction.
MODULE LEARNING OBJECTIVES
In this module, challenge yourself to:
1. Define remedial instruction;
2. Explain the purpose of remedial instruction
3. Value the importance of remedial instruction by recalling a past experience about its role in
improving one’s competence as a learner; and
4. Accomplish a Know-Want-Learned (K-W-L) chart about Remedial instruction through
participating in Inter-active lecture
INTRODUCTION TO REMEDIAL INSTRUCTION
REMEDIAL TEACHING
• Intended for students who, for one reason or another, have fallen behind the rest of the class.
• At the beginning of a remedial course, the teacher has to assess with care the strengths and
weaknesses of her students.
• The remedial class teacher is expected to pay greater attention to individual weaknesses and needs.
• The ultimate aim is to help such students learn to the best of their ability and to bring them back into
the mainstream classes as far as possible.
•
Objectives of Remedial Teaching (Education Bureau in Hongkong, 2007)
1. To provide learning support to pupils who lag far behind their counterparts in school performance.
By adapting school curricula and teaching strategies, teachers can: Provide learning activities and
practical experiences to students according to their abilities and needs. Design individualized
educational programmes with intensive remedial support to help pupils consolidate their basic
knowledge in different subjects, master the learning methods, strengthen their confidence and enhance
the effectiveness of learning.
2. Provide systematic training to develop pupils' generic skills: interpersonal relationship,
communication, problem-solving, self-management, self-learning, independent thinking, creativity and
the use of information technology.
Principles of Helping Pupils with Learning Difficulties
Teaching preparation
Before preparing for their lessons, remedial teachers should identify pupils' diverse learning needs as soon as
possible so that they may design appropriate teaching plans to facilitate pupils' effective learning.
Devise various learning activities
Since pupils have different characteristics in learning, teachers must devise different learning activities with the
same teaching objective to develop pupils' varied abilities and skills in problem solving. It is more effective for
teachers to adopt a series of relevant and simple teaching activities than assigning one long teaching activity
since pupils may acquire the required knowledge and skills through diversified activities.
PANGASINAN STATE UNIVERSITY 1
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Study Guide in COG 1 – REMEDIAL INSTRUCTION Module No. 1
Design meaningful learning situations
Remedial teachers should specifically design meaningful learning situations, language environments (especially
for English subject), games or activities so as to provide personal learning experiences for pupils and stimulate
their interest and initiative in learning.
Teaching approaches
Teachers should give concrete examples before proceeding to abstract concepts by way of simple and easy
steps at a pace in line with the learning abilities of students. Teachers may teach new concepts from different
perspectives by various approaches so that pupils can grasp the ideas through meaningful and repeated
illustrations. Teachers should encourage pupils' active participation by more frequent use of teaching aids,
games and activities. They can also make use of information technology and all the teaching resources available
to help pupils understand the main points.
Provide clear instructions
Pupils with learning difficulties are less competent in understanding written language. Therefore, remedial
teachers should give pupils short and clear instructions to avoid confusion. They must explain clearly the
arrangement of each learning activity. If necessary, they may ask pupils to repeat the steps of activities so that
every pupil may understand the instructions.
Summarize the main points
At the course of teaching, teachers should always sum up the main points in teaching and write the key phrases
on the board to enhance pupils' audio and visual memories. Teachers can guide their pupils to link up the
knowledge they learn from class with their life experiences so as to enhance the effectiveness of learning.
Besides, guiding pupils to repeat the main points in verbal or written form is also an effective way of learning.
Enhance learning interest and motivation
Suffering from frequent frustrations in their work, pupils with learning difficulties may gradually lose their interest
in learning. Therefore, teachers should adapt the curriculum to meet the needs of pupils. With lesser pupils in
the IRTP, teachers can design interesting activities coupled with reward scheme to stimulate pupils' interest. It
is most important to help pupils overcome their learning difficulties so that they may gain a sense of achievement
and recover their confidence and interest in learning.
Encourage pupils' active participation in class activities
Pupils with learning difficulties usually lack self-confidence and are more passive in class. They seldom ask
questions or express their views. Remedial teachers should patiently encourage active participation in class.
Pleasurable learning experiences may help enhance pupils' interest in learning.
Focus on the learning process
Teaching should not only focus on the transmission of knowledge. It is also important to see that pupils are
benefited from the entire learning process. Teachers should provide ample opportunities in class for pupils to
practice and think what they have learnt, and allow them to solve problems by different means. Teachers should
also carefully observe the performances of pupils and give them appropriate assistance, feedback and
encouragement so as to help them acquire the learning skills, solve their problems and understand their own
capability, thus enhancing self-confidence and improving their learning skills.
Show concern for the performances of individual pupils
Pupils may encounter different problems in their studies; therefore, teachers should carefully observe the
learning process of individual pupils in class. Whenever necessary, they should provide individualized remedial
teaching before and after class, during recess or lunchtime, so that they can remove their learning obstacles as
soon as possible. When marking assignments, teachers should take note of the common errors of pupils and
deliver the correct concepts and knowledge to them promptly.
Organization of the Remedial Classroom
A. Curriculum
Base goals and standards for language learning on theory and research.
Relate teacher beliefs and knowledge about instruction to research.
Organize the curriculum framework so that it is usable.
Select materials that facilitate accomplishment of school goals.
PANGASINAN STATE UNIVERSITY 2
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Study Guide in COG 1 – REMEDIAL INSTRUCTION Module No. 1
B. Instruction
The program must identify instructional strategies and activities for learners.
Instruction must be based upon what we know about the effective teaching of language skills.
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.
Time must be provided in the classroom for practice.
Composing should be an integral part of the program.
Students should be given opportunities to become independent and to self-monitor their progress.
The climate in a school must be conducive to the development of students.
The school must develop an organizational structure that meets individual needs of students.
The program must provide for coordination among all language programs offered in the school.
C. Assessment
Use assessment to guide instruction
Develop scoring guides and rubrics
Seek alignment among various layers of assessment
LEARNING ACTIVITIES
I. Create a diagram for remedial Instruction Overview. Use the Rubric below as your guide.
II. Create a narrative essay on one’s past experience focusing on the value of remedial Instruction.
Use the Rubric below as your guide
PANGASINAN STATE UNIVERSITY 3
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Study Guide in COG 1 – REMEDIAL INSTRUCTION Module No. 1
LEARNING ACTIVITY
SUMMARY
Remedial instruction – used in an intervention program to targets basic skills such as phonics, reading,
writing and number sense with the goal of raising the student’s ability to the standard expected of their age (to
‘remediate’ the problem before it becomes worse). The basic premise of remedial instruction is to help students
to ‘catch-up’ to their peers and thus prevent ongoing academic issues. When students fall behind, a gap opens
between their abilities and that of their peers. Over time, this gap gathers pace and widens to the point where
learning in other areas is affected. Gaps in core skills affect all aspects of a student’s education as well as their
self-confidence, motivation and interest in learning. Remedial instruction aims to arrest this spiral with targeted,
small group or individual lessons delivered by specialist teachers. A typical remedial program involves the
student attending daily sessions of 30-40 minutes with the specialist teacher. These sessions are held during
class time, so it is not perceived as any type of punishment.
Remedial instruction may sound great on paper, but there are some issues that need considering. Firstly,
many remedial programs fail to produce an outcome that is any better than if the student stayed in class.i One
reason for this might be that remedial classes sometimes repeat activities that have already failed the student
in the past. Another common reason is a vague or incorrect diagnosis. When this happens, learning activities
cannot target the specific issue. A common example of this is the false belief that a student has a problem with
reading. In actual fact, the problem could be a mild and undiagnosed processing disorder, an eyesight issue,
trouble with several sounds, or a lack of practise with whole-word recognition. No matter how many reading
sessions the student attends, if the learning activities are not correctly targeted, the underlying issue will not be
resolved.
REFERENCES
https://www.bvusd.org/cms/lib/CA01902235/Centricity/Domain/85/personal_narrative_rubric.pdf
https://ierc-
publicfiles.s3.amazonaws.com/public/resources/Remedial%20Instruction%20Teacher%20Tool%20Kit%20312
2020.pdf
PREPARED BY:
ZARAH JANE B. ANUDDIN, Med
Faculty, Secondary and Professional Education
PANGASINAN STATE UNIVERSITY 4
