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    3 The Remedial Classroom

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    Ms. Ludie Mahinay
    The document discusses organizing and managing a remedial classroom. It provides guidelines for developing the curriculum, instruction, and assessment components of a remedial program. Key factors to consider include basing goals and standards on research, selecting instructional strategies tailored to student needs, using assessment to guide instruction, and ensuring the program structure meets individual student requirements. Remedial sessions should be systematically planned and monitored to address specific skill deficits through intensive, targeted teaching.

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    3 The Remedial Classroom

    Uploaded by

    Ms. Ludie Mahinay
    1K views15 pages
    The document discusses organizing and managing a remedial classroom. It provides guidelines for developing the curriculum, instruction, and assessment components of a remedial program. Key factors to consider include basing goals and standards on research, selecting instructional strategies tailored to student needs, using assessment to guide instruction, and ensuring the program structure meets individual student requirements. Remedial sessions should be systematically planned and monitored to address specific skill deficits through intensive, targeted teaching.

    Original Title

    3 THE REMEDIAL CLASSROOM

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    The document discusses organizing and managing a remedial classroom. It provides guidelines for developing the curriculum, instruction, and assessment components of a remedial program. Key factors to consider include basing goals and standards on research, selecting instructional strategies tailored to student needs, using assessment to guide instruction, and ensuring the program structure meets individual student requirements. Remedial sessions should be systematically planned and monitored to address specific skill deficits through intensive, targeted teaching.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    1K views15 pages

    3 The Remedial Classroom

    Uploaded by

    Ms. Ludie Mahinay
    The document discusses organizing and managing a remedial classroom. It provides guidelines for developing the curriculum, instruction, and assessment components of a remedial program. Key factors to consider include basing goals and standards on research, selecting instructional strategies tailored to student needs, using assessment to guide instruction, and ensuring the program structure meets individual student requirements. Remedial sessions should be systematically planned and monitored to address specific skill deficits through intensive, targeted teaching.

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    01

    THEYou can replace your text here. Type


    your detailed description

    REMEDIAL
    02
    CLASSROOM:
    03 ORGANIZATION AND
    MANAGEMENT
    Prepared by:
    MS. LUDIE S. MAHINAY
    What is
    3. denoting or relating to special
    Remedial
    STE
    teaching, teaching methods, orSTE

    Instruction?
    01
    P P
    material for backward and slow
    learners.
    04
    1. intended as a remedy. STE
    STE
    Who are slow learners?
    02
    P
    2. concerned with the correction
    P
    05
    - are students who learn slowly
    of faulty study habits and the
    than their peers, yet do not have a
    raising of a pupil's general
    STE disability requiring special STE
    competence.
    03
    P
    remedial reading courses; also:
    education. 06
    P

    (Griffin, 1978)
    receiving or requiring remedial
    instruction.
    Remedial Program It primarily helps students address
    language
    You skillsyour
    can replace deficits by helping
    text here. This them

    01 isacquire
    the placeholder column. to face their own
    self-confidence
    weakness and overcome these through
    the acquisition of self-help strategies.
    You can replace your text here. This
    is the placeholderassessment
    A thorough column. must be
    conducted before organizing a remedial
    program, while consistent monitoring is
    You can replace
    imperative your text here.
    in managing This
    the program.
    is the placeholder column.
    Cont. of Remedial Program
     There is no substitute for ongoing
    Below are general instructional guidelines
    that should be considered (Strickland, 1998 documentation and monitoring of
    cited in Gunning, 2003 and in Vacca, Vacca,
    Youlearning to determine
    can replace the order
    your text here. This in
    and Gove, 1991):
    is the placeholder
    which column.
    skills should be addressed and
     Instruction is systematic when it is
    the level of intensity required to help
    planned, deliberate in application,
    a child or group of children succeed
    and proceeds in an orderly manner.
    Youin
    can replace your
    a particular text here. This
    area.
    This does not mean a rigid
    is the
     Toplaceholder column.
    track specific goals and objectives
    progression of one-size-fits-all
    teaching. within an integrated language-arts

     Intensive instruction on any framework, teachers must know the


    Youinstructional
    can replace your text here.their
    objectives This
    particular skill or strategy should be
    is the placeholder column.
    curriculum requires at the grade or
    based on need. Thus, intensity will
    year level they teach.
    vary both with individuals and
    groups.

    A. CURRICULUM
    a. Base goals and standards for
    ORGANIZATION
    language learning on theory and
    research.
    Curriculu
    b. Relate teacher beliefs and
    STE m
    knowledge about instruction to
    02
    P
    research.
    c. Organize the curriculum
    framework so that it is usable
    d. Select materials that facilitate
    accomplishment of school goals.
    A.
    INSTRUCTION
    ORGANIZATION a. The program must identify
    instructional strategies and
    activities for learners.
    b. Instruction must be based upon
    what we know about the
    effective teaching of language
    skills.
    c. Those involved in designing or
    selecting instructional activities
    Instruction
    need to consider the variables
    that contribute to success in
    language learning, given its
    interactive and constructive
    nature.
    d. Time must be provided in the
    classroom for practice.
    A.
    INSTRUCTION
    e. Composing should be an integral
    ORGANIZATION part of the program.
    f. Students should be given
    opportunities to become
    independent and to self-monitor
    their progress.
    g. The climate in a school must be
    conducive to the development of
    students.
    Instruction h. The school must develop an
    organizational structure that meets
    individual needs of students.
    i. The program must provide for
    coordination among all language
    programs offered in the school.
    A.
    ASSESSMENT
    ORGANIZATION a. Use assessment to guide
    instruction.
    b. Develop scoring guides and
    rubrics.
    c. Seek alignment among various
    Assessment layers of assessment.
    A.
    In organizing a
    ORGANIZATION remedial program, we must
    consider the following
    Curriculum
    factors:

     Curriculum
    Instruction Assessment

     Instruction

     Assessment
    B. MANAGEMENT School-based remedial sessions tend to
    involve 3 to 10 learners, and typically
    Orientation
    last between 30 to 50 minutes,
    depending on whether they are in the
    Cognitive Direct
    Development Instruction elementary or secondary level. A plan to
    maximize the utilization of that time

    Personal- should be a high priority.


    Reinforcement
    Emotional
    & Extension To ensure that the program is effective,
    Growth
    one must consider the six components of
    STE Schema-
    Enhancement
    03
    P an ideal remedial program (Manzo &
    Manzo, 1993).
    1. The orientation component. 2. Direct Instruction
    The orientation component Component.
    provides
    STE continuity and focus to the This is the instructional heart
    STE of
    P0
    remedial session. It may be an P04
    the remedial session. It should
    1
    engaging question or statement never be traded away, even for
    related to local or national news, or one period, without some
    STE
    even school life. It must focus on compelling reason. STE
    02
    P
    structured routines, materials, P05
    equipment, venue, people involved,
    and the objective of the program.
    STE STE
    P03 P06
    3. Reinforcement and Extension 4. Schema-Enhancement
    Component. Component.
    STE
    This period of time ideally should This unit of time should beSTE
    spent
    P0 on the direct instructional
    build P04
    in building a knowledge base for
    1
    period and be spent in empowered further reading and independent
    reading, writing, and discussion of thinking. It is an ideal time to teach
    STE
    what was read. Writing activities STE
    study skills such as outlining, note
    P02 P05
    may vary from simply listing key taking, and memory training.
    words to summarizing and reacting. Ideally, it should flow or precede
    Component 3.
    STE STE
    P03 P06
    5. Personal-Emotional Growth 6. Cognitive Development
    Development. Component.
    STE
    There is little learning or STE
    This component should contain
    P0
    consequence that can occur without an attempt to enhance basicP04
    1
    the learner involvement and thinking operation such as:
    anticipation of personal progress. inference, abstract verbal
    STE STE
    reasoning, analogical reasoning,
    P02 P05
    constructive-critical/ creative
    reading, convergent and divergent
    analysis, problem-solving, and
    STE STE
    P03 metacognition.
    P06
    Summary:
     Remedial program is primarily  One must also consider the six
    STE
    STE

    01special assistance. A thorough


    P designed to students in need of components of remedial P
    04
    program: the orientation, direct
    assessment and consistent instruction, reinforcement and

    STEmonitoring is required. extension, schema- STE

    02
    P enhancement, personal- P
    05
    emotional growth, and
     In organizing a remedial cognitive development
    program, one must consider
    STE component. STE

    03assessment.
    P curriculum, instruction, and
    06
    P
    01 THANK
    You can replace your text here. Type
    your detailed description

    02 YOU
    03 FOR
    LISTENING

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