1ST Discussion on SEE 24 - Remedial Instruction in
English
UNIT 1: Remedial Instruction Set-up
REMEDIAL INSTRUCTION
- also known as basic skills development, is
instruction provided to students who need more
support in core areas such as reading and math.
- the students qualify for remediation because
of their poor performance in those areas. This
instruction can be provided in different ways.
- are designed to close the gap between what
students know and what they are expected to know.
They reteach core skills.
- remedial programs are expanding in many
places and ways because so many kids faced learning
challenges during the COVID 19 pandemic.
- remedial programs for younger kids tend to
focus on reading or math. Programs for older kids
may include other areas like science and social
studies. They offer extra support to help students
catch up to their peers. And they are open to all
students, including those with disabilities.
WHY ARE REMEDIAL CLASSESS AND REMEDIAL
EDUCATION IMPORTANT?
 Remedial classes and remedial education are
important because they provide students with
the support they need to succeed academically.
 Students who are struggling with a particular
subject or skill may feel discourage and
overwhelmed, which can lead to a lack of
motivation and a decrease in student
performance.
WHAT ARE THE KEY OBJECTIVES OF REMEDIAL
EDUCATION?
 To support students who are performing poorly in
comparison to their peer.
 A teacher provides learning activities and practical
experiences to students depending on their
skills and requirements, using the curriculum
and teaching techniques used in the school.
 Instructors should have professional training in
order to assist students in developing general
abilities.
 To help students consolidate their foundational
knowledge in variety of courses, master
learning processes, build their confidence,
and improve their learning efficacy.
 Remedial education helps students develop
positive attitudes and values, establishes the
foundation for lifelong learning and gets them
ready for further education and the workforce.
IDENTIFYING LEARNING DIFFICULTIES
 Remedial instruction begins by identifying the
student’s learning obstacles. Following the
identification of these problems, the instructor
must implement remedial instruction while
keeping these problems in mind.
THE CHALLENGES INCLUDE:
 Low level comprehension
 Poor memorization potential
 Failure to understand the instructions and
implement them
 Lack of motivation towards learning
 Need additional time to complete certain task(s)
 Inability to understand complex concepts
 Difficulties in problem solving
 Low self-assurance with minimum self
expectations
KEY STRATEIES IN REMEDIAL TEACHING
1. Individualized Educational Program (IEP)
2. Support Program
3. Reward Scheme
1. Individualized Educational Program (IEP)
In order to fulfil each student’s unique learning
needs, the IEP aims to reinforce the foundation of
learning, help individuals overcome their learning
obstacles, and maximize their potential.
The IEP should include short and long-term
instructional goals, learning steps, exercises and
evaluations to ensure that curriculum is implemented.
To continually improve their work, teachers
must evaluate its success and look for student
feedback.
2. Support Porgrams
Teachers can prepare students who excel in a
specific subject to serve as “little teachers” who
supports peers with learning difficulties in class,
outside of class, and during group teaching and self-
study sessions.
Peer assistance programs help students to
strengthen their subject matter knowledge, build their
communication and teamwork abilities, and foster
a favorable social environment.
3. Reward Scheme
Instructors must implement a reward system
that encourages students to create their own
objectives and plans while also praising them to
achieving high academic standards.
GUIDELINES FOR EFFECTIVE REMEDIAL TEACHING
PROGRAM
In remedial programme, the role of the teacher
is vital, and it has been notes that these ideas can act as
guiding principles for creating effective remedial
programme.
1. PREPARATION
Prior to creating the lessons, enough emphasis
must be placed on determining the various learning
needs of each student.
2. LEARNING ENVIRONMENT
It is wise to design enjoyable learning
environment in the form of games and to adopt a
more informal style of education. This encourages
initiative and sparks enthusiasm for studying.
3. LEARNING EXERCISES
 To help student develop their latent learning
capacities and problem-solving skills, remedial
educators should provide a sufficient number of
learning exercises. Instead of one lengthy
educational exercise, it would be ideal to design
a series of them.
4. SIMPLE DIRECTIONS
the written language presents difficulties for
students with learning disabilities. Teachers must
provide clear and straightforward directions.
5. TEACHING STRATEGIES
Creating straightforward, uncomplicated
steps, and move at the students’ pace. The use of
teaching aids as well as the information technology
and other educational resources, is encouraged.
This component should contain an attempt to
enhance basic thinking cooperation such as:
inference, abstract verbal reasoning, analogical
reasoning, constructive critical/ creative reading.
SUMMARY:
 Remedial program is primarily designed to
students in need of special assitance. A thorough
assessment and consistent monitoring is required.
 In organizing a remedial program one must
consider the 3 factors.
 One must also consider the 6 components pf
remedial program.

REMEDIAL INSTRUCTION: Organization and

Management

A. ORGANIZATION
In organizing a remedial program, one must
consider the following factors:
1. Curriculum
2. Instruction
3. Assessment

B. MANAGEMENT
School-based remedial sessions tend to involve
3 to 10 learners, and typically last between 30 to 50
minutes, depending on whether they are in the
Elementary and Secondary level.
To ensure the the program is effective, one
must consider the 6 components of an ideal
remedial program (Manzo & Manzo, 1993)

1. THE ORIENTATION COMPONENT

Provides continuity and focus to the remedial
session.

2. DIRECT INSTRUCTIONAL COMPONENT

This is the instructional heart of the remedial
session. It should be traded away, even for one
period, without some compelling reason.

3. Reinforcement and Extension Component

This period ideally should build on the direct
instructional period and be spent in empowered
reading, writing, and discussion of what was read.

4. Schema-Enhancement Component
This unit of time should be spent in building a
knowledge base for further reading and
independent thinking. Time to teach outlining,
note taking and memory training.

5. Personal-Emotional Growth Development

There is little learning or consequence that can
occur without the learner involvement and
anticipation of personal progress.

6. Cognitive Development Component