You will be able to know of what is meant by

effective remedial teaching (ERT)

You will be updated with issues regarding ERT
You will realise that ERT is important.
Let’s review on our first
phase
 Review of Phase ONE
• Effective teaching
• Literacy awareness
• Emergent literacy
• Phonological awareness
• Reading fluency
• Reading comprehension
• Differentiated instruction
• Introduction to the remedial process
 It is also known as corrective teaching. The teacher teaches
the lesson in order to help slow learners make up for what
they lost in the course of learning.

• The teacher uses extra hours after school, weekends or holidays.

• He uses more resources and varies teaching methods.
• He help the children to master, retain or remember what they
have learned
 ASSESSMENT PLANNING
What information do I have? What information do I need? What will I teach and how will I teach?

Teacher Factors Peer Factors Teacher Factors Peer Factors

Student Student
Curriculum & Physical Setting Curriculum & Physical Setting
Resource Factors Factors Resource Factors Factors

NEW CYCLE REMEDIAL PROCESS

EVALUATION IMPLEMENTATION
How well did the teaching and learning program work What will the teaching and learning
both during the program and at the end? programme look like?
Teacher Factors Peer Factors

Student
Curriculum & Physical Setting
Resource Factors Factors
 How does this model help?
It can serve as a process to assess and provide
remediation systematically
• It provides us with a way to think about the
student’s challenges
• It helps us consider all possible factors
– Internal factors – i.e., factors within the student
– External factors – e.g., classroom, school, family
• It helps us consider these factors during
assessment, planning, implementation and
evaluation
 SLOW trouble-
makers /
? normal physically
and intellectually
LEARNERS good for
nothing
noisy, hyperactive

poor left behind in

comprehensive terms of academic
power achievement
poor
reasoning
ability difficult in
poor understanding
retention new/abstract
short concepts poorly developed
attention language and
span weak in communication
problem skills
9
solving
If we keep teaching students the SAME
way
and they still don’t get it….
Who’s really the slow learner?

Eric Jensen
Brain Based Learning Researcher
Author of ASCD( Association for Supervision and Curriculum Development)
How to identify the slow
learners?
1. Speech defect
2. Language development problem (broken sentences)
3. Assessments the level of vocabulary ( vocabulary
limited)
4. verbal abilities
5. Short sentences, grammatically incorrect
6. Child Behaviour
7. Spelling Mistake
8. Interaction with other children
9. Classroom Discussion
10. Reading problem
11. Interest
12. Slow response / decision making
1. Data Collection:
Maximum information about such children should be
secured and their interests should be discovered.
2. Special Classes:
Special classes for slow-learning children.
3. Partial Segregation:
It has been stated, “The children should be included in the
total school set-up, regularly participating in assembly
programmes, organized play, and other activities
enjoyed by all children. “ The problems should be clearly
explained.
4. Short Assignments:
Assignments/tasks given to the students should be
broken up into short and simple units.
5. Drill Work:
Sufficient drill work should be done.
6. Summarises:
Frequent summaries of the important points of discussion
should be used.
7. Praise:
Pupils should be praised occasionally when they have
done their assignments well.
8. Proper Evaluation:
Good set of tools should be provided for proper
evaluation
9. Close Supervision:
Supervision should be very close.
10. Audio-Visual Aids:
Auditory and visual aids facilitate learning among slow
learners.
11. Opportunities for Creative Expression:
Opportunities should be provided to slow-learning
children for expression of creativeness with their hands.
12. Diagnostic Tests:
Diagnostic tests should be used in working with slow-
learning children.
Discuss the criteria of effective remedial
teaching.
1.Reduce distractions, audible and visual.
2.Promote attentiveness.
3.Keep assignments short.
4.Repeat work assignments in various forms.
5.Provide variation in assignments.
6. Give more hands on assignments
7. Keep tests short and use oral tests when possible.
8. Have test errors redone correctly.
9. Avoid the cooperative or competitive method.
10.Use mapping and graphic organizers.
11.Help the student become proficient with note
taking.
Techniques that work involve:

1. Word drills
2. Response cards
3. Sentence repetition
4. Phonic drills
5. Audio taped words
6. Word definition drills
– Motivates students
– Presents instructional content
– Organizes the environment and session
structure
– Chooses activities and materials
– Questions
– Provides feedback
– Manages students’ behaviour
– Other general observations
Uses content that is personally
meaningful and relevant to students.

Reinforces and rewards effort.

Values inquiry, curiosity and exploration

View learning as process and not

product

Treat learners as human and not subject

• Uses visual representations to help students
understand instruction and content.
• Provides appropriate examples.
• Models to demonstrate performance
expectations.
• Uses concise communication.
• Uses multiple instructional strategies that are
effective and appropriate to the content.
• Uses instructional strategies that challenge
students to think.
• Activates student prior knowledge and
relates new learning to what they know.
• Differentiates and scaffolds instruction to
accommodate different learning needs
• Brings closure to lesson and asks students
to think about applications.
• Presents concepts in concrete ways.
• Teaching should has a visible structure
– (e.g., introduction, development, conclusion)
• Make minimal reference to checklist/lesson plan.
• smoothly move from one activity to the next.
• Materials are within easy reach.
• Sets up the classroom to minimize crowding and
distractions.
• Pacing should be appropriate.
– (e.g. length of time for each activity, speed in giving
instructions, time given for students to process)
• … support session objectives.
• … sustain students’ attention.
• … elicit a variety of thinking.
• … culturally relevant to students’ lives.
• … appropriate for students’ ability.
• … provide opportunities for interaction.
Teacher’s questions are varied
– (open-ended and closed).

Teacher gives students time to think and respond.

Question to assist not to test

Do not threaten your learners while questioning

(stare, gesture, or existence of punishment
materials)
• Oral feedback is specific to students’ performance.
• Oral feedback aids student understanding.
• Feedback is timely and relevant.
• Feedback is used to monitor and adjust
instruction.
• Teacher encourages students to learn from
mistakes.
• Feedback gives students a sense of achievement.
• Teacher is able to keep students focussed on task.
• Teacher establishes rules for performance and
behaviour.
• Teacher response to behaviour is appropriate
– E.g., uses techniques such as social approval,
contingent activities, consequences to maintain
appropriate student behaviour.
• Teacher uses the least negative approaches to
manage discipline.
• Teacher fosters positive interactions amongst
students and teaches appropriate social
interactions.
• Teacher uses incentives wisely to encourage and
reinforce student cooperation.
• Session is student centred.
– E.g., students are engaged in constructing knowledge
through exploration and interaction)
• Teacher is well prepared.
• Teacher demonstrates professional concern
and enthusiasm for students.
• Session is managed in a friendly and orderly manner.
• Teacher demonstrates comfortable control of the
activities and the students.
• Teacher manages unexpected developments
knowledgeably and professionally.