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
Teachers must devise different learning
activities with the same teaching objective to
develop pupils' varied abilities and skills in
problem solving since pupils may acquired
the required knowledge and skills through
diversified activities.
DESIGN MEANINGFUL LEARNING SITUATIONS
Remedial teachers should specifically
design meaningful learning situations,
language environments, games or activities so
as to provide personal learning experiences for
pupils and stimulate their interest and initiative
in learning.
TEACHING APPROACHES
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.
PROVIDE CLEAR INSTRUCTIONS
Remedial Teachers should give pupils short
and clear instructions to avoid confusion
because pupil with learning difficulties are less
competent in understanding written language.
They must explain clearly the arrangement of
each learning activity.
SUMMARIZE THE POINTS
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 and guide the pupils to link up the
knowledge they learn from class with their life
experiences as to enhance the effectiveness of
learning.
ENHANCE LEARNING INTEREST AND MOTIVATION
Teachers should adapt the curriculum to meet
the needs of pupils. Teachers can design
interesting activities coupled with reward
scheme to stimulate pupils' interest.
ENCOURAGE PUPILS'ACTIVE
PARTICIPATION IN CLASS ACTIVITIES
Remedial teachers should patiently encourage
active participation in class. Pleasurable
learning experiences may help enhance pupils'
interest in learning.
FOCUS ON THE LEARNING PROCESS
Teachers should provide ample opportunities
in class for pupils to practice and think what
have learnt, and allow them to solve problems
by different means. Teaching should not only
focus on the transmission of knowledge but to
see if pupils benefited from the entire learning
process.
SHOW CONCERN FOR THE PERFORMANCES
OF INDIVIDUAL PUPILS
Teachers should carefully observe the learning
process of individuals pupils in the class.
Teachers should take note of the common
errors of pupils and deliver the correct
concepts and knowledge to them promptly..
Each pupil is different in terms of learning
ability, academic standards, classroom learning
and academic performance, and each has his own
in learning. By adapting school curricula and
teaching strategies, teachers can provide learning
activities and practical experiences to students
according to their abilities and needs
Curriculum Adaptation
1. Remedial teachers should adapt the
curriculum to accommodate the learning
characteristics and abilities of pupils. They
should set some teaching objectives which are
easy to achieve to ensure that pupils may acquire
the knowledge as desired after the completion of
each module.
2. Teaching should not be directed by
textbooks which should not be taken as the
school curriculum. There is no need to cover all
the contents in the textbooks as well. Schools can
classify the teaching content into core and
non-core learning aspects according to the
teaching objectives and pupils’ abilities.
3. Teachers are encouraged to adopt
recommendations on cross-curricular teaching
by linking up related teaching areas flexibly so
that more time can be spared for effective
activities and learning.
4. Teachers should make good use of all teaching
materials. For example, they may select and use the
materials in textbooks to meet the teaching objectives,
or compile their own supplementary teaching materials.
They may also design materials of different standards.
Materials from the internet, newspapers, magazines and
references provided by the Education Department may
help teachers design interesting and enjoyable activities
to enhance pupils’ effectiveness of learning.
Homework Policies
Schools should formulate clear policies on
homework which should be reviewed regularly. The
assignments should be targeted at the teaching
objectives and serve the purposes of learning. Exercise
books available in the market should only serve as a
reference. Schools should choose these exercise books
carefully and make appropriate adjustments to the
category, quantity and quality of homework.
Teachers should take note of the following points when
designing homework for pupils:
1. the homework should have clear objectives and can
accommodate the level and needs of pupils;
2. the form and contents of homework should be of a
great variety so as to develop pupils’ creativity, self-
learning and collaborative skills;
3. the homework should match the content taught in
class;
4. teachers should give simple and clear instruction;
5. assign appropriate amount of homework each day;
6. ineffective and mechanical drills should be avoided;
7. teachers should make good use of the homework as a
tool for evaluation and feedback to enhance the
motivation and effectiveness of learning
Formulation of
Teaching Plans
Teachers should formulate practical teaching objectives
that meet the learning characteristics and weaknesses
of pupils so as to foster a sense of achievement. On the
other hand, teachers should decide whether the learning
items should be taught in details or in brief. Moreover,
the items should be classified into different levels and
taught through small and simplified steps to facilitate
comprehension as well as to strengthen pupils’
confidence in learning.
With reference to the common difficulties encountered
by pupils, teachers should set down the main points
for remedial teaching and make adjustments
promptly according to the performance of students.
Teachers should make a brief record of the learning
aspects, teaching objectives/aims, key learning points,
activities, use of teaching aids and evaluations for
future reference.
Post-lesson reviews should focus on the teaching process and
pupils’ performance, with specific and critical evaluations
made. Examples of main points for review areas follows:
1. the common difficulties of pupils;
2. the effectiveness of teaching strategies and class
activities to help pupils understand the teaching
contents, grasp the main points and apply what they have
learned; and
3. issues of concern (e.g. basic knowledge that requires
enrichment, the need to break down or re-arrange teaching
steps, etc.)
Thank you for listening
