CO 1 - REMEDIAL INSTRUCTION Module 2

PROF. MAHINAY
THE REMEDIAL CLASSROOM
I. Learning Outcomes
At the end of the lesson, the learners shall be able to:
1. define and describe a remedial classroom
2. identify the factors to consider in designing a remedial program
3. design a remedial program for slow learners
II. Introduction
What is Remedial Instruction?
1. intended as a remedy.
2. concerned with the correction of faulty study habits and the raising of a pupil's general competence.
remedial reading courses; also: receiving or requiring remedial instruction.
3. denoting or relating to special teaching, teaching methods, or material for backward and slow learners.
Slow learners:
- are students who learn slowly than their peers, yet do not have a disability requiring special education.
(Griffin, 1978)

III. Content and Discussion

A remedial program primarily helps students address language skills deficits by helping them acquire
self-confidence to face their own weakness and overcome these through the acquisition of self-help strategies. A
thorough assessment must be conducted before organizing a remedial program, while consistent monitoring is
imperative in managing the program.
Below are general instructional guidelines that should be considered (Strickland, 1998 cited in Gunning,
2003 and in Vacca, Vacca, and Gove, 1991):
➢ Instruction is systematic when it is planned, deliberate in application, and proceeds in an orderly manner.
This does not mean a rigid progression of one-size-fits-all teaching.
➢ Intensive instruction on any particular skill or strategy should be based on need. Thus, intensity will vary
both with individuals and groups.
➢ There is no substitute for ongoing documentation and monitoring of learning to determine the order in
which skills should be addressed and the level of intensity required to help a child or group of children
succeed in a particular area.
➢ To track specific goals and objectives within an integrated language-arts framework, teachers must know
the instructional objectives their curriculum requires at the grade or year level they teach.
A. ORGANIZATION
In organizing a remedial program, one must consider the following factors:
1. CURRICULUM Curriculum
a. Base goals and standards for language learning on theory and research.
b. Relate teacher beliefs and knowledge about instruction to research.
c. Organize the curriculum framework so that it is usable
Instruction Assessment
d. Select materials that facilitate accomplishment of school goals.
2. INSTRUCTION
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 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.
e. Composing should be an integral 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.
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.

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CO 1 - REMEDIAL INSTRUCTION Module 2
PROF. MAHINAY
3. ASSESSMENT
a. Use assessment to guide instruction.
b. Develop scoring guides and rubrics.
c. Seek alignment among various layers of 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 or secondary level. A plan to maximize the
utilization of that time should be a high priority. To ensure that the program is effective, one must consider
the six components of an ideal remedial program (Manzo & Manzo, 1993).
These principles may also be applicable in remediation for other skills aside from reading.
1. The orientation component. The orientation component provides continuity and focus to the
remedial session. It may be an engaging question or statement related to local or national news, or
even school life. It must focus on structured routines, materials, equipment, venue, people involved,
and the objective of the program.
2. Direct Instruction Component. This is the instructional heart of the remedial session. It should never
be traded away, even for one period, without some compelling reason.
3. Reinforcement and Extension Component. This period of time ideally should build on the direct
instructional period and be spent in empowered reading, writing, and discussion of what was read.
Writing activities may vary from simply listing key words to summarizing and reacting.
4. Schema-Enhancement Component. This unit of time should be spent in building a knowledge base
for further reading and independent thinking. It is an ideal time to teach study skills such as outlining,
note taking, and memory training. Ideally, it should flow or precede Component 3.
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. This component should contain an attempt to enhance basic
thinking operation such as: inference, abstract verbal reasoning, analogical reasoning, constructive-
critical/ creative reading, convergent and divergent analysis, problem-solving, and metacognition.

Summary

✓ Remedial program is primarily designed to students in need of special assistance. A thorough assessment
and consistent monitoring is required.
✓ In organizing a remedial program, one must consider curriculum, instruction, and assessment.
✓ One must also consider the six components of remedial program: the orientation, direct instruction,
reinforcement and extension, schema-enhancement, personal-emotional growth, and cognitive
development component.
IV. Activity
Direction: Illustrate the similarities and differences of the factors in organizing a remedial program.

Curriculum

Instruction Assessment

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CO 1 - REMEDIAL INSTRUCTION Module 2
PROF. MAHINAY

V. References
▪ Aler, S. (2018). Remedial Instructions In.Prezi presentation: Retrieved from
https://prezi.com/jux3kwacsngr/remedial-instructions-in/
▪ Sasuya, J. (2017). Remedial Instruction in English. Retrieved from
https://www.academia.edu/3770473/Remedial_instruction_in_english
▪ Remedial Education: A Bridge to Nowhere? (2012). Retrieved from
https://www.philippinesbasiceducation.us/2012/06/remedial-education-bridge-to-nowhere.html
▪ Batzer, L. (1997). The Effect of Remedial Education Programs on Academic Achievement and Persistence
at the Two-Year Community College. Kalamazoo, Michigan:
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=2632&context=dissertations