Republic of the Philippines

GABRIEL TABORIN COLLEGE OF DAVAOFOUNDATION, INC.

Lasang, Davao City

ELECTIVE 1 (Remedial Instruction)

(Second Semester)

REINA LYN E. ELEGIO

Instructor

GABRIEL TABORIN COLLEGE OF DAVAO FOUNDATION, INC.

Lasang, Davao City

OBE SYLLABUS
 S.Y. 2023-2024

Course Title Remedial Instructions

Course Code Elective 1
Credit Units 3 units
Course Description This is a three-unit course that explores the basic principles in organizing, designing, implementing and
evaluating an effective English remedial program for students with learning difficulties specifically regarding the
four macro skills (listening, speaking, reading and writing). This course includes the underlying causes of
students’ learning difficulties and the respective teaching strategies and activities which may be used to tackle
such.
Pre-Requisite

Vision: Gabriel Taborin College of Davao Foundation, Inc., a Catholic Educational Institution, anchored on the Spirituality of the Holy Family, envisions a society
that promotes the evangelical values of peace, solidarity, fraternal relationships, and respect of the environment.

Mission: Gabriel Taborin College of Davao Foundation, Inc. commits to form graduates who are academically competent, technologically skillful, socially
committed and spiritually mature.

Institutional Graduate Attributes (IGA):

1.) Innovative
2.) Effective Communicator
3.) IT Proficient
4.) Committed
5.) God-centered
Institutional Graduate Outcomes (IGO):

1.) Utilizes critical thinking and creative skills by providing solutions in consideration of ethical, socio-cultural, and environmental concerns;
2.) Uses English language effectively in both oral and writing in the workplace and the community;
3.) Incorporates advancement of information technology to perform tasks effectively and efficiently;
4.) Performs work beyond the demands of duties and responsibilities with passion and commitment; and
5.) Lives-out the spirituality of the Holy Family in the family, the workplace, and the community.

Program Educational Objectives (PEO):

Three years after graduation, GTCD Education alumni shall:

1.) have advanced their practice or achievement in the field of Elementary/Secondary Education and/or other endeavors supported by their acquired
education;
2.) strive to be globally competitive through:

a.) living by the GTCD mission values, pursuing continuing education, and practicing continuous quality improvement in their personal lives;
and
b.) continuously scanning, adopting, and building on the best practices in their fields

3.) uphold dignified personality and manifest genuine enthusiasm and pride in teaching as a noble calling.

Program Outcomes (POs):

By the time of graduation, the Elementary and Secondary Education students must have:

1.) Articulated and discussed the latest developments in the specific field of practice;
2.) Effectively communicated orally and in writing using both English and Filipino;
3.) Worked effectively and independently in multi-disciplinary and multi-cultural teams;
4.) Acted in recognition of professional, social, and ethical responsibility;
5.) Preserved and promoted “Filipino historical and cultural heritage”;
6.) Articulated the relationship of education to larger historical, social, cultural and political processes;
7.) Facilitated learning using a wide range of teaching methodologies in various types of environments;
8.) Developed alternative teaching approaches for diverse learners;
 9.) Applied skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment;
10.) Demonstrated basic and higher levels of thinking skills in planning, assessing and reporting;
11.) Practiced professional and ethical teaching standards to respond to the demands of the community;
12.) Pursued lifelong learning for personal and professional growth;
13.) Demonstrated in-depth understanding of the development of elementary/adolescent learners;
14.) Exhibited comprehensive knowledge of various learning areas in the elementary/secondary curriculum;
15.) Created and utilized materials appropriate to the elementary/secondary level to enhance teaching and learning;
16.) Designed and implemented assessment tools and procedures to measure elementary/secondary learning outcomes; and
17.) Demonstrated a service orientation in one’s profession.

Course Intended Learning Outcomes (CILOs):

At the end of the course, the pre-service teachers should be able to:

1. Explain and reflect on the significance of remedial teaching

2. Identify the learning difficulties of the students (listening, speaking, reading and writing)
3. Apply the processes and principles of designing an effective remedial program
4. Demonstrate effective English remedial instruction for students with specific learning difficulties
5. Exhibit a sense of understanding, and empathy towards students with learning difficulties

I. Instructional Matrix:

Teaching and
Course Content/ Subject
WEEK Student Learning Outcomes Learning Activities Assessment Tasks (ATs) Resources
Matter
(TLAs)

At the end of the unit, the 1. Objectives of Remedial  Class discussion and   Oral recitation  PowerPoint
students must have: Instruction lecture presentation
Week 1
1. Identify the goals and
significance of remedial
instruction for struggling learners
 At the end of the unit, the The Remedial Instruction:  Class discussion and  Divergent questioning  PowerPoint
students must have: Organization and lecture  presentation
1. Determine and explain Management   Graphic  Graphic organizer
the salient features and Organization interpretation of
Week 2 components of remedial - Curriculum - remedial instruction
instruction Instruction components
- Assessment 
Management
-Components of
Remediation
At the end of the unit, the 1. Principles of Helping  Class discussion and  Oral recitation  Powerpoint
students must have: Learners with Difficulties lecture Presentation

1. Identify difficulties of learners

Week 3 and some general principles to
manage such
At the end of the unit, the  Process of Remedial  Class discussion and  Sample remedial class  PowerPoint
students must have: Teaching lecture  lesson plan presentation 
Week 4  Curriculum Adaptation   Graphic analysis of  Graphic organizer
1. Identify the processes and  Formulation of Teaching the process of  Sample teaching
principles in designing remedial Plans remedial teaching plans
instruction plans
2. Apply the principles and
methods of designing teaching
plans for remedial classes

At the end of the unit, the  Teaching Activities, Aids  Class discussion and  Instructional material for  PowerPoint
students must have: and Supporting Materials lecture remedial class presentation 
Week 5  Sample materials
1. Identify and design effective and activities for
learning materials for remedial remedial students
learners
 At the end of the unit, the  The Setting of Learning  Class discussion and  Oral recitation  PowerPoint
students must have: Environment lecture presentation 
Week 6  Images of
1. Determine the different settings different learning
of learning environment and the environments
appropriate type of teaching
based on these settings
2nd Trinal

At the end of the unit, the
students must have:
1. Manage earning situations by
Week 7-8 applying various teaching
strategies
At the end of the unit, the
students must have:
1. Identify reading/ perceptual
Week 9-10 difficulties of learners
2. Apply principles and activities
which may help correct such
difficulties
At the end of the unit, the
students must have:
 Remedial Teaching  Class discussion and  Simulations  PowerPoint
Strategies lecture presentation 
 Simulation activities
of different remedial
class situations and
how to tackle such
Remedial Instruction in  Class discussion and  Objective Exercises  PowerPoint
Reading  lecture presentation 
 Word lists 
 Correcting Perceptual  Images 
and decoding deficits in  Sample materials
word recognition 
 Definition of terms 
 Correcting sight-word
knowledge deficits 
 Correcting Basic sight
vocabulary deficit 
 Correcting knowledge of
sound-symbol
correspondence 
 Remediation through
phonemic awareness 
 Remedial vocabulary
instruction
Remedial Instruction in  Class discussion and  Oral Recitations  PowerPoint
Listening  lecture presentation 
Week 11- 1. Identify listening difficulties of  Factors affecting
12 learners students’ listening
2. Apply principles and activities comprehension 
which may help correct or  Internal Factors 
manage such difficulties  External Factors
 How to improve
students’ listening
comprehension

3rd Trinal

At the end of the unit, the Remedial Instruction in  Class discussion and  Divert Questioning  PowerPoint
students must have: Speaking  lecture presentation

1. Identify speaking difficulties of  What makes speaking

Week 13- learners difficult 
15 2. Apply principles and activities  Teaching pronunciation
which may help correct or 
manage such difficulties  The use of
accuracybased activities

 Talking to second
language learners in the
beginning level
At the end of the unit, the Remedial Instruction in  Class discussion and  Peer checking of written  PowerPoint
students must have: Writing  lecture  output presentation 
 Writing drills and  Samples of
1. Identify writing difficulties of  Areas of difficulty for collaborative common writing
Week 16- learners students with writing teaching miscues
18 2. Apply principles and activities problems 
which may help correct or  Qualities of strong
manage such difficulties writing instruction 
 Adaptations for
struggling writers 
  Teaching handwriting 
 Teaching spelling

II. POLICIES:

Good manners and right conduct in the classroom.

1. Prayer. Each class begins and ends with a prayer.

2. Greeting. Students greet the teacher.
3. Attendance. Only for valid reasons can students be excused from class.
4. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
5. Participation. As much as possible, students are to participate in class discussions and activities.
6. Intellectual Integrity. Honesty is the best policy.
7. Use of cellphones. All cellphones are put in silent mode inside the classroom. Texting and answering calls are to be done at designated areas in
the campus.
8. Energy conservation. Lights and fans are put off by the one nearest the switch after every class.
9. Submission of requirements. Haste makes waste. Class requirements are to be submitted on time.
10. Courtesy. Respect for others is practiced at all times and in all places.

III. COURSE REQUIREMENTS:

 Projects to be submitted on the following dates:

IV. CONSULTATION PERIOD:

 Monday to Saturday
o 3:00 pm to 4:30 pm

V. GRADING SYSTEM:

Learning in this course will be evaluated with the use of the following measures:
 Written Tasks - 20%

Performance Tasks - 40%

Examination - 40%

Total - 100%

VI. REFERENCES:

Book: Bilbao, P., Dequilla, M.A., Rosano, D., Boholano, H. (2019). Technology for Teaching and Learning 1. LORIMAR PUBLISHING, INC.

Prepared by: Checked and Approved by:

REINA LYN E. ELEGIO DONNABEL T. LIBADISOS, Ed. D

Instructor Program Head