Remedial Instruction Programme for Year 4 students

•Panel Heads: Day 2

• Remedial Instruction in Practice: Why
Remedial Instruction and How to do it

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Participant Workbook
Remedial Instruction Programme for Year 4 students

•Panel Heads: Day 2

• Remedial Instruction in Practice: Why
Remedial Instruction and How to do it

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Participant Workbook
Recording of Session

• This session is being recorded

• The recording may include
conversations in the Breakout
Rooms

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 Say Hello!

In the chat box...

Share one amazing thing about

school now!

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*Link to PW
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 and 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)
Starter – Quick Draw

1. Draw a medium-sized circle in the middle of your paper.

2. Draw a medium-sized square below the circle but have the top of it
touch the bottom of the circle.
3. Draw a medium-sized heart in the square.
4. Draw two smaller rectangles, one on each side of the square. They
should go the wide way not the tall way and they should touch the
sides of the square. Also, the top of each rectangle should line up
with the top of the square.
5. Draw a medium-sized triangle above the circle. The bottom of the
triangle should touch the top of the circle.
6. Draw three small stars anywhere inside the triangle.
7. Draw a small triangle in the center of the medium-sized circle.
8. Draw an arc which curves up below the small triangle.

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9. Draw two small circles above the small triangle, one slightly to the
right and one slightly to the left.
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Starter – Quick Draw – Reveal

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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. Discuss questions on the importance of Remedial

Instruction
2. Outline the impact of well-planned Remedial Instruction
3. Explain the correlation between good classroom
management, effective time management, and
well-planned Remedial Instruction

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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
7 Remedial Instruction Strategies

• Provide clear instruction of literacy components

• Support learners to explicitly develop their communicative competence

• Embed visual and verbal resources in lessons, to support student learning

• Encourage peer-assisted learning opportunities

• Build on students’ home language, culture, and social experiences

• Assess language and literacy challenges, and monitor progress

• Encourage collaborative small-group learning opportunities

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Adapted from National Academies of Sciences, Engineering, and Medicine (2017)

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7 Remedial Instruction Strategies – What, Why, How

• Provide clear instruction of literacy components

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? Why do we do this?
• Identify a clear, specific objective. • It makes higher-order thinking and
• Break the information into inquiry-based learning easier.
chunks. • There’s less load on memory.
• Model with clear explanations. • Helps students with short attention
• Verbalize the thinking process. span

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• Provide opportunities to practice. • It allows various degrees of practice
• Give feedback. • Allows you to collect and analyse
data
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Let’s Explore
Breakout Session 2

In Breakout Rooms, you will:

1. Look at ONE Remedial Strategy

2. Discuss the HOW and WHY of that strategy
3. Plan how you will support your teachers to integrate
this strategy into their lessons

Use the Google slides – link in chat box –

to record your group’s thoughts.

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Link to Google Slides
7 Remedial Instruction Strategies – What, Why, How
• Support learners to explicitly develop their communicative competence

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?
• Contextualize speaking tasks to
students' daily life
• Provide opportunities for
students to engage in role play
and information gap activities
Why do we do this?
• Activates students' interest to
communicate ideas
• Helps students to express

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• Include letter writing, note-taking thoughts and opinions
and summarizing tasks • Basic life skill
• Provide opportunities for group
and individual presentations 15
7 Remedial Instruction Strategies – What, Why, How

• Embed visual and verbal resources in lessons, to support student learning

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 Why do we do this?
∙ Scaffolding with vocabulary • Help students make link between
∙ Use verbal interactions that clarify pieces of information
content. E.g. defining words in • A memory aid
context; asking right-there questions; • To increase students processing
coaching; and conducting opportunities

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whole-class, small-group, and
partner discussions

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7 Remedial Instruction Strategies – What, Why, How
• Encourage peer-assisted learning opportunities

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? Why do we 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
• 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

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language skills

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7 Remedial Instruction Strategies – What, Why,
How
• Build on students’ home language, culture, and social experiences

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?
Why do we do this?
• Provide opportunities for
• Breaks down barriers in
students to share about their
learning
home life
• Creates a positive learning
• Use supporting materials that are
environment
culturally contextualized

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• Emotionally prepares students
• Get the parents involved
for a better learning experience
• Attempt to understand students
• Allows students to make sense
home language and make links to
of learning
the language skills being taught 18
7 Remedial Instruction Strategies – What, Why, How

• Assess language and literacy challenges, and monitor progress

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? Why do we do this?

• First decide the type of
assessment to administer
(RCA Tool)
• Based on findings, refer to the RI
Toolkit and select the appropriate
• Helps the teacher teach
effectively
• Helps student's breakdown
learning barriers
• Supports students'

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activities to support the student progression
• Monitor student progress (AfL • Enhances students overall
Tools) learning experience
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7 Remedial Instruction Strategies – What, Why, How
• Encourage collaborative small-group learning opportunities

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
Why do we do this?
• Allows remedial students
ample time to learn at their
own pace
• Shared learning responsibility
• Provide students opportunities

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• Assess each group on their own to communicate
merit • Students are exposed to
diversity
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Today’s Session
By the end of today’s sessions, you will be able to:

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Link to PW
The Root Cause Analysis Process

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Let’s Explore
Breakout Session 3

In Breakout Rooms, you will:

1. Explore and apply ONE part of the Root Cause Analysis,

CEFR Level Testing, & Progress Checking document
2. Use the tool you are given to analyse some sample
student work
3. Based on your findings, plan which of the 7 Effective
Remedial Instruction Strategies this student would
benefit from

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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:

1. Revisit your Action Plan from Day 1 AND

2. Identify steps to support your teachers in using the
tool and integrating Remedial Instruction strategies
into their lessons.

Use the Google slides – link in chat box –

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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 Participant Workbook, reflect upon today’s session:

Head Heart

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File Bag
*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 28
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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https://forms.office.com/r/Ed29S7sQ9w
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Link to Questionnaire
Acknowledgements and References
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<https://www.adlit.org/in-the-classroom/strategies/peer-assisted-learning-strategy> [Accessed 18
October 2021].
Assessment Reform Group (2002) Assessment for Learning: Beyond the Black Box. Cambridge: University
of Cambridge School of Education
Bilash, O. (2011) Triangulation in Assessment [Internet] Available from:
<http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/Triangulation.html>
[Accessed: 13 March 2015]
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:
<http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/afl-guidance-ks12.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.pdf>
[Accessed: 20 March 2015]
Great Leaps. (2020) 14 Characteristics of Good Remedial Teaching [Internet] Available from:
<https://greatleaps.com/blogs/the-academic-success-blog/14-characteristics-of-good-remedial-tea
ching> [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-ability-cl
asses/> [Accessed: 15 Oct 2021]
Jasno, n.d. Communicative Competence in Teaching Speaking. [ebook] Riau. Available at:
<https://media.neliti.com/media/publications/243559-communicative-competence-in-teaching-sp
e-1c140184.pdf> [Accessed 18 October 2021].
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]
Moss, D., 2005. Teaching for Communicative Competence. [online] Ncsall.net. Available at:
<http://www.ncsall.net/index.php@id=739.html> [Accessed 18 October 2021].
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
Self and Peer Assessment (n.d.). [Internet] Available from:
<http://Sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pd
f> [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_files/NEEC%20bre
akout.ppt> [Accessed: 20 March 2015]
Images:
BLEPT Self Review. (n.d) The Remedial Classroom: Organization and Management [Internet]
Available from:
<https://www.bleptselfreview.ph/courses/remedial-instruction-in-english-english-major-f
ree/lessons/the-remedial-classroom-organization-and-management> [Accessed: 15 Oct
2021]
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].
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<https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020].
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<https://bit.ly/pinterest_3f5DjWH> [Accessed 7 July 2020].
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[Accessed 7 July 2020].
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[Accessed 7 July 2020].
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 THANK YOU

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