Learning
Remediation &
Intervention on
Literacy &
Numeracy
Ma. Labelle A. Ramos
Session Objectives
1. Define literacy and numeracy;
2. Define and explore what is remediation and intervention
lesson;
3. Cite the differences between Intervention and
Remediation;
4. Explain the purpose/objective of Remediation &
Intervention lessons;
5. Design a simple intervention and remediation lesson that
will suit and cater to the needs of the learner.
GROUP
ACTIVITY
1.
Common
Issues in
2. 3.
Teaching
Reading
4.
1.
Common
Issues in
2. 3.
Teaching
Math
4.
Guess What?
What comes first?
Is it chicken
or the egg?
Guess What?
What comes first?
Is it Remediation or
the Assessment?
Assessment first
followed by
Intervention/
Remediation
Assessment result or a diagnostic test
will be administered first in order to
know and gauge the learner’s
difficulties in the given content area of
a subject and identifying difficulties as
well as defects in learner’s previous
knowledge and experiences,
difficulties, limitations in their
progress, weaknesses ,and the root
cause of it.
Teacher can use remedial teaching after
diagnostic test. Without remedial
teaching diagnostic test remains
meaningless.
A treatment of patients is start after
understanding symptoms of illness.
Like this one after understanding the
spelling weakness, teacher starts to
think on it through remedial teaching.
The Remediation
and Intervention
Definition & Objectives
REMEDIATION
Latin word remediato
and
in English remedy
to heal or to cure
INTERVENTION
Latin word interventio and
in English intervene
to improve a situation
These two are a program or strategy to
close the gap between what the learner
know and what he/she is expected to
know. Mostly of remediation targets
reading or math skills. In many cases,
learners are being removed from a regular
session and taught in another setting, style
,strategy or approach.
They are a basic catch-up lesson
provided to learners who have fallen
below minimum standards. Remedial
learning usually focuses on basic
literacy and numeracy skills to reach
standardized benchmarks for typical
learners at certain age.
Purpose & Objective
They are designed and intended to assist
learners for them to meet the standards
referred to as the most essential learning
competencies, improving literacy and
numeracy skills, and avoiding grade
repetition and drop-out.
Do they have
something in
common?
Yes….
They are
commonly
referred to as
RETEACHI
NG
Intervention
vs
Remediation
Principles of Remediation for
Reading
1. Build reading skills, and help children
become active, enthusiastic readers.
2. Instill in the remedial readers why they need
to learn to read and write (not to pass tests
but to learn about other people, to
communicate )
Principles of Remediation for
Reading
3. Remedial or corrective instruction
must involve all teachers who work
with the child.
4. Remediation is continuous.
Types of Remediation
1. Differentiated activity within a reading class.
2. Scheduling a special session outside the
regular class:
a. small group among students of similar needs.
b. individual student
Teaching the remedial learners outside
the reading class:
1. Plan activities according to the reading level of the
student(s).
Example:
Listening comprehension
Sight Vocabulary
Word study
Fluency
Reading comprehension
2. Plan a tentative, weekly plan, where there is
a balance of activities to be done.
3. Build self-esteem and confidence along the
way.
4. Continuously diagnose and adjust
instruction based on present performance.
Reading Recovery
[Link] familiar books
2. Rereading yesterday’s new book
3. Letter identification and breaking words into
parts
4. Writing a story or message
5. Hearing and recording sounds in words
6. Reconstructing the cut-up story
7. Sharing the introduction to the new
book
8. Attempting the new book
Planning Lessons for Students who are
Struggling in Mathematics
Strategy 1: Account for Student Strengths
What works for one student may not work for another,
and what works for one math topic may not work for
another.
Planning Lessons for Students who are
Struggling in Mathematics
Strategy 2: Use Schema-Based Instruction
One evidence-based strategy is to create a schema,
or an underlying blueprint or structure that you can
introduce students to and continually revisit when
working through word problems. For example,
consider the following word problems.
Planning Lessons for Students who are
Struggling in Mathematics
Strategy 4: Use Multiple Representations
Multiple representations are important well beyond
math intervention. They help students
perceive math concepts in different ways and form
important generalizations.
Effective math teaching practice often
incorporates strategies that include:
• Systematic and explicit
instruction(direct)
• Visual representation of
functions and relationships,
such as manipulatives,
pictures, and graphs
• Peer-assisted instruction
• Ongoing, formative
Things to consider in
crafting and
designing
Intervention
materials &
Remedial lessons
• Poor memory
• Short attention span and easily
distracted
• Relatively poor comprehension
• Lack of learning motivation
• Lack of self confidence and
relatively low self expectation
• Weak in problem solving power
• Socio-economic status
• Psychological issue
• Learning disabilities like
audio-visual (dyslexia,
dysgraphia,dyscalcula)
• Fail to grasp information effectively
and mix things up easily
• Have difficulty understanding
new/abstract concepts
• Fail to transfer knowledge to the
related learning areas appropriately
• Need more time to complete
assignments or task
• Apart from various learning difficulties,
learners may have different abilities and
styles of learning. Some are better at
visual learning while others are more
competent in audio learning. Certain
learners must learn through the sense of
touch or practical experiences.
Conclusion
Remedial Teachers should therefore
design diversified teaching activities
and adopt various teaching methods
to help learners develop their
potential and remove the obstacles in
learning.
OUTPUT/
WORKSHOP TIME
Thank
you!
