Remedial Instruction Programme for Year 4 students

•Panel Heads: Day 1

• What to Expect – An Overview of Current
Practices

Participant Workbook

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Remedial Instruction Programme for Year 4 students

•Panel Heads: Day 1

• What to Expect – An Overview of Current
Practices

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 Say Hello!

In the chat box...

1) Introduce yourself – name,

region, district, etc.
2) Type one thing you are
enjoying about your lessons
right now.
3) Why are we here today?

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*Link to PW
FINDINGS: STUDENT’S CURRENT PERFORMANCE

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FINDINGS: STUDENT’S CURRENT PERFORMANCE

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FINDINGS: STUDENT’S CURRENT PERFORMANCE

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FINDINGS: STUDENT’S CURRENT PERFORMANCE

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FINDINGS: STUDENT’S CURRENT PERFORMANCE

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FINDINGS: TEACHERS’ CHALLENGES & NEEDS

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The Remedial Instruction Toolkit – A sneak
peek!

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Support Network

THROUGHOUT:
Google Classroom

DURING: Participant Workbook (PW)

+ Google Slides (Breakout Rooms)

AFTER: End of Workshop

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Questionnaire (EWQ) – online link
Panel Heads: The Course At A Glance

Session 1:
What to Expect – An Overview of Teacher
Current Practices

Session 2:
Remedial Instruction in Practice – Why Remedial
Instruction, how to do it and your role

Session 3:
Remedial Instruction Tools – Exploring the
Toolkit! and how you can support teachers

Session 4:

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What’s Next – Data-driven Decisions (Linking
Remedial Instruction with Assessment)
Today’s Session
By the end of today’s sessions, you will be able to:

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Link to PW
Starter

PICTURE THIS!

It is a hot August afternoon. The location is

the living room in an old house. The large
windows are open, and the curtains are
blowing in a strong breeze. On the floor are
the bodies of Bill and Mary. They are
surrounded by puddles of water and broken
glass. Please close your eyes and picture the
scene in your head. Neither Bill nor Mary has

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clothing on. How did they die?
What is Remedial Instruction?

• Imagine an alien has landed on earth.

• In observing your classes, this extraterrestrial
being needs an explanation of Remedial
Instruction.

YOUR TASK:
Draw a visual aid expressing your best
understanding of Remedial Instruction. It needs to
be simple but informative for this Alien friend of

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ours ☺ THINK: INFOGRAPHICS!
Here's a Sample Drawing – Does yours look the same?

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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 and/or after school hours

Before starting instruction, some schools contact the parents/guardians

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to ensure continuous support for the student, even at home.
(Lappeenranta (2020)
Today’s Session
By the end of today’s sessions, you will be able to:

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Link to PW
Let’s Explore
Breakout Session 1

In Breakout Rooms, you will:

1. List common challenges and obstacles around
the implementation of a Remedial
Instruction Programme in your school
2. Brainstorm and share solutions focusing on your
role as a Panel Head

Use the Google slides – link in chat box –

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to record your group’s thoughts.

Link to Google Slides

Let’s Explore Further

What are the

challenges you
identified for
implementation of
this Remedial
Instruction
programme in your
school?

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Let’s call it out!
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Let’s Explore
Breakout Session 2

In Breakout Rooms, you will:

1. Read the classroom scenarios provided.
2. Have you experienced this or have your teachers highlighted
such challenges in their classrooms?
3. How can you support your teachers in supporting their
students?
4. What are some challenges you foresee?

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Use the Google slides – link in chat box –
to record your group’s thoughts.
Link to Google Slides
Today’s Session
By the end of today’s sessions, you will be able to:

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Link to PW
Classroom Management
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)

Preventative or proactive measures create an environment conducive to:

• teaching and learning,
• the prevention of disruptive behaviour, and
• encouraging the development of appropriate behaviours

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(Bissonnette, Gauthier and Castonguay, 2016)
Strong Classroom Management – The Mixed Ability Classroom

Plan for activities that have more open-ended

possibilities

Plan for the fast finishers

Differentiate materials and resources

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Equality is key
Fast Finishers?

TASK FINISHER
CARDS FOLDERS

JOURNAL
CORNER

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 Preventative and Proactive Interventions

PREVENTATIVE, PROACTIVE INTERVENTIONS

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*

(Adapted from Evertson, Emmer & Worsham, 2006)

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Glaser: Focusing
 Classroom Management Checklist!
Preventive or Proactive Measures – A Checklist
Anyone can use this checklist – Teachers, Panel Heads, SISC+, Master Trainers.
Start with the question: “In my planning, did I…” or “When supporting, did I see….”
TOPIC CRITERIA CHECK
Set clear and measurable learning objectives.
Planning Plan for small group Remedial Instruction activities using the Toolkit resources.
Integrate Remedial Instruction activities into the main lesson.
Provide clear instructions throughout the lesson.
Facilitating Engage students through collaborative small group learning activities, both sourced and provided in the
Learning Toolkit.
Use a range of visual and verbal resources to support student learning.
Distinguish between students and consider their needs and preferred ways of learning.
Classroom
Management Effectively manage students of different abilities through different tasks and activities.
Encourage peer-assisted learning and provide such opportunities for students.

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Ensure Assessment is inclusive (transparent) and set up to capture learning and progress.

Assessment Students are given specific feedback to progress to the next level.
Self and peer assessment is aimed at providing peer-assisted learning opportunities.

(Adapted from LeapEd, Remedial Instruction Lesson Observation Tool, 2021)

What’s Next?

You will be introduced to your Communities of Practice!

1. What is a Community of Practice (CoP)?

2. How do I register for it?
Here's a Step-by-Step Guide on how to log on to
your Google Classroom:
✔ Go to classroom.google.com and click Sign In.
Sign in with your MoE Google Account.
✔ Make sure to sign in with the correct account.
✔ At the top right, click "+" and Join class .

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✔ Enter the class code < >
and click Join.
Let’s Explore
Breakout Session 3
In Breakout Rooms, you will:
1. Discuss the following for each Classroom
Management strategy:
a. The advantages and challenges you foresee in
supporting Year 4 teachers to use these strategies in their
classrooms
b. How you will support teachers to overcome the challenges
• What would this look like in your lesson:
3. Select ONE strategy and plan for it in one of your
upcoming lessons (what exactly will this look like?) and get
ready to post this in the Google Classroom for feedback!

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Use the Google slides – link in chat box –
to record your group’s thoughts.
Link to Google Slides
Today’s Session
By the end of today’s sessions, you will be able to:

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Link to PW
Let’s Explore
Breakout Session 4
In Breakout Rooms, you will:

Explore some things you can do to support your teachers in

managing the mixed ability classroom next week, next
month, this term and throughout the year. You will need to:
1. Select what you would like to do in each category
2. Identify your next steps on how to put it into action
3. Develop an action plan with dates and implementation
ideas

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Use the Google slides – link in chat box –
to record your group’s thoughts.
Link to Google Slides
Today’s Session
By the end of today’s sessions, you will be able to:

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Link to PW
Plenary
In your PW, reflect upon today’s session:

Where are you, on this continuum? Why?

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*Link to PW
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Session Evaluation

Don’t forget to check out your Google Classroom for sharing,

building your Community of Practice, and receiving information and
updates about this course.

You will now complete the End of Workshop Questionnaire.

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Link to PW 35
End of Workshop Questionnaire Administration
Thank you for your active participation. We hope
you will benefit from today’s training.

In order to serve you better in future workshops,

and to hear your honest feedback, we would like to
invite you to take the End of Workshop
Questionnaire, using the QR code or link, provided
below, or in the chat box.

This survey is strictly anonymous, not linked to your

email in any way, and there is no need to provide
any personal information of any kind.

Thank you.

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Link to Questionnaire
https://forms.office.com/r/Ed29S7sQ9w
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Acknowledgements and References
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University of Cambridge School of Education
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[Accessed: 13 March 2015]
BLEPT Self Review. (n.d)The Remedial Classroom: Organization and Management[Internet]
Available from:
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Carnegie Mellon: Enhancing Education (n.d.)Whys and Hows of Assessment[Internet].
Available from:
<http://www.cmu.edu/teaching/assessment/howto/basics/formative-summative.html>
[Accessed: 11 March 2015]
Clarke, S. (2008) Active Learning Through Formative Assessment. Hodder and Stoughton:
London, UK.
Council for the Curriculum, Examinations and Assessment (CCEA) (2001)Assessment for
Learning for Key Stage 1 and 2[Internet]. Available from:
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.pdf> [Accessed: 11 March 2015]
Goode, K. et al (2010)Assessment for Learning[Internet] Available from:
<http://www.etfo.ca/Resources/ForTeachers/Documents/Assessment%20for%20Learning.p
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Great Leaps. (2020) 14 Characteristics of Good Remedial Teaching[Internet] Available from:
<https://greatleaps.com/blogs/the-academic-success-blog/14-characteristics-of-good-reme
dial-teaching> [Accessed: 15 Oct 2021]
i-to-i TEFL. (n.d) How to Teach Mixed Ability Classes[Internet] Available from:
<https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach-mixed-a
bility-classes/> [Accessed: 15 Oct 2021]
Self and Peer Assessment (n.d.). [Internet] Available from:
<http://Sydney.edu.au/education_social_work/groupwork/docs/SelfPeer
Assessment.pdf> [Accessed: 20 March 2015]
Smith, I. (2008) Making Feedback Count: A practical guide for primary
teachers.
William, D. (2010) Embedding formative assessment with teacher learning
communities [Internet] Available from:
<http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations_file
s/NEEC%20breakout.ppt> [Accessed: 20 March 2015]
Images:
Johnson, P., 2010. Example of Learning Goal With Success Criteria. [image]
Available at: <https://bit.ly/slideshare_3f5Ey8j> [Accessed 7 July 2020].
Kit8.net, n.d. Man Studying With Laptop. [image] Available at:
<https://bit.ly/shutterstock_2C6VuMV> [Accessed 7 July 2020].
Macrovector, n.d. Online Adult Education. [image] Available at:
<https://bit.ly/dreamstime_3fiWLzn> [Accessed 7 July 2020].
Matt Anderson Photography, n.d. Majestic Hot Air Balloon. [image] Available
at: <https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020].
Pinterest, n.d. Learning Goal & Success Criteria. [image] Available at:
<https://bit.ly/pinterest_3f5DjWH> [Accessed 7 July 2020].
Pinterest, n.d. Success Criteria Stories. [image] Available at:
<https://bit.ly/pinterest_31UhbKW> [Accessed 7 July 2020].
Tenor, 2014. Cat Epic Wiggle GIF. [image] Available at:

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<https://bit.ly/tenor_2Z6iYuQ> [Accessed 7 July 2020].
Lindberry, S. (n.d.) Writing Across the Curriculum at UW-Madison[Internet] Available from:
<http://writing.wisc.edu/wac/node/68> [Accessed: 20 March 2015]
National Academies of Sciences, Engineering, and Medicine (2017)Promoting the Educational
Success of Children and Youth Learning English: Promising Futures.Washington, DC: The
National Academies Press

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 THANK YOU

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