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Remedial Teaching Strategies

This document discusses strategies for remedial teaching of students with learning difficulties. It outlines characteristics of students with learning difficulties, including poor memory, short attention span, and lack of motivation. It describes principles for helping these students such as devising varied learning activities, designing meaningful situations, and providing clear instructions. The document also discusses curriculum adaptation, formulating teaching plans, using teaching aids, assessing student learning, and coordinating with parents and other professionals.

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0% found this document useful (0 votes)

129 views5 pages

Remedial Teaching Strategies

Uploaded by

PunchGirl Channel

We take content rights seriously. If you suspect this is your content, claim it here.

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Download as DOCX, PDF, TXT or read online on Scribd

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Remedial Teaching Strategies

Characteristics of Learning among Pupils with Learning Difficulties

Objectives of Remedial Teaching
Principles of Helping Pupils with Learning Difficulties
The Process of Remedial Teaching
Curriculum Adaptation
Homework Policies
Formulation of Teaching Plans
Teaching Activities, Aids and Supporting Materials
The Setting of Learning Environment
Remedial Teaching Strategies
Development of Generic Skills
Assessment and Record on Learning
Liaison with Parents
Co-ordination with Other Teachers and Professionals

Characteristics of Learning among Pupils/Students with Learning Difficulties

Pupils under IRTP (Intensive Residential Treatment Program) usually have one or more than one of the
following learning difficulties:
poor memory
short attention span and are easily distracted by other things
relatively poor comprehensive power
lack of learning motivation
lack of self-confidence and relatively low self-expectation
weak in problem-solving power
fail to grasp information effectively and mix things up easily
have difficulty in understanding new/abstract concepts
fail to transfer knowledge to the related learning areas appropriately
need more time to complete assignments or tasks

Principles of Helping Pupils with Learning Difficulties

Teaching preparation
Before preparing for their lessons, remedial teachers should identify pupils' diverse learning needs as soon
as possible so that they may design appropriate teaching plans to facilitate pupils' effective learning.

Devise various learning activities.

Since pupils have different characteristics in learning, teachers must devise different learning activities
with the same teaching objective to develop pupils' varied abilities and skills in problem solving. It is more
effective for teachers to adopt a series of relevant and simple teaching activities than assigning one long
teaching activity since pupils may acquire the required knowledge and skills through diversified activities.

Design meaningful learning situations.

Remedial teachers should specifically design meaningful learning situations, language
environments(especially for English subject), games or activities so as to provide personal learning
experiences for pupils and stimulate their interest and initiative in learning.

Teaching approaches
Teachers should give concrete examples before proceeding to abstract concepts by way of simple and
easy steps at a pace in line with the learning abilities of students. Teachers may teach new concepts from
different perspectives by various approaches so that pupils can grasp the ideas through meaningful and
repeated illustrations. Teachers should encourage pupils' active participation by more frequent use of
teaching aids, games and activities. They can also make use of information technology and all the teaching
resources available to help pupils understand the main points.

Provide clear instructions.

Pupils with learning difficulties are less competent in understanding written language. Therefore, remedial
teachers should give pupils short and clear instructions to avoid confusion. They must explain clearly the
arrangement of each learning activity. If necessary, they may ask pupils to repeat the steps of activities so
that every pupil may understand the instructions.

Summarize the main points.

At the course of teaching, teachers should always sum up the main points in teaching and write the key
phrases on the board to enhance pupils' audio and visual memories. Teachers can guide their pupils to link
up the knowledge they learn from class with their life experiences so as to enhance the effectiveness of
learning. Besides, guiding pupils to repeat the main points in verbal or written form is also an effective way
of learning.

Enhance learning interest and motivation.

Suffering from frequent frustrations in their work, pupils with learning difficulties may gradually lose their
interest in learning. Therefore, teachers should adapt the curriculum to meet the needs of pupils. With
less pupils in the IRTP, teachers can design interesting activities coupled with reward scheme to stimulate
pupils' interest. It is most important to help pupils overcome their learning difficulties so that they may
gain a sense of achievement and recover their confidence and interest in learning.

Encourage pupils'/students’ active participation in class activities.

Pupils/students with learning difficulties usually lack self-confidence and are more passive in class. They
seldom ask questions or express their views. Remedial teachers should patiently encourage active
participation in class. Pleasurable learning experiences may help enhance pupils'/students’ interest in
learning.

Focus on the learning process.

Teaching should not only focus on the transmission of knowledge. It is also important to see that pupils
are benefited from the entire learning process. Teachers should provide ample opportunities in class for
pupils to practice and think what they have learnt, and allow them to solve problems by different means.
Teachers should also carefully observe the performances of pupils and give them appropriate assistance,
feedback and encouragement so as to help them acquire the learning skills, solve their problems and
understand their own capability, thus enhancing self-confidence and improving their learning skills.

Show concern for the performances of individual pupil/students

Pupils may encounter different problems in their studies, therefore, teachers should carefully observe the
learning process of individual pupils/students in class. Whenever necessary, they should provide
Homework Policies
 Schools should formulate clear policies on homework which should be reviewed regularly. The
assignments should be targeted at the teaching objectives and serve the purposes of learning.
Exercise books available in the market should only serve as a reference. Schools should choose
these exercise books carefully and make appropriate adjustments to the category, quantity and
quality of homework.

 Teachers should take note of the following points when designing homework for pupils:
a. the homework should have clear objectives and can accommodate the level and needs of pupils;
b. the form and contents of homework should be of a great variety so as to develop pupils’ creativity, self-
learning and collaborative skills;
c. the homework should match the content taught in class;
d. teachers should give simple and clear instruction;
e. assign appropriate amount of homework each day;
f. ineffective and mechanical drills should be avoided; and

g.teachers should make good use of the homework as a tool for evaluation and feedback to enhance the
motivation and effectiveness of learning.

Formulation of Teaching Plans

*When formulating teaching plans, teachers are advised to take the following two aspects into
consideration:
On the one hand, teachers should formulate practical teaching objectives that meet the learning
characteristics and weaknesses of pupils so as to foster a sense of achievement. On the other hand,
teachers should decide whether the learning items should be taught in details or in brief. Moreover,
the items should be classified into different levels and taught through small and simplified steps to
8
facilitate comprehension as well as to strengthen pupils’ confidence in learning. 7
* With reference to the common difficulties encountered by pupils, teachers should set down the main
points for remedial teaching and make adjustments promptly according to the performance of
students. 6
*Teachers should make a brief record of the learning aspects, teaching objectives/aims, key learning
points, activities, use of teaching aids and evaluations for future reference. 5
*Teachers may deliver the teaching content by means of modules, themes, learning aspects or
teaching items and work out the teaching plans accordingly.

* Post-lesson reviews should focus on the teaching process and pupils’ performance, with specific and
critical evaluations made. Examples of main points for review are as follows:
a
a. the common difficulties of pupils;
.
b. the effectiveness of teaching strategies and class activities to help pupils understand the
teaching contents, grasp the main points and apply what they have learned; and
c. issues of concern (e.g. basic knowledge that requires enrichment, the need to break down or
re- arrange teaching steps, etc.)
Teaching Activities, Aids and Supporting Materials
 Teachers should design appropriate learning activities in line with the focus of teaching. On the
basis of low starting point, small steps, diversified activities and instant feedback, teachers
should encourage pupils to participate actively during the learning process to help master the
skills and methods of collaborative learning. Diversified teaching activities such as situational
teaching, competitions, collation of information, discussion, oral reporting, games, topical
research, production of graphs/figures/models, role play, recording, visit and experiments may
help pupils enhance their interest in learning, stimulate their thinking and reinforce the
effectiveness of teaching.

 Teachers should exercise their discretion in the appropriate use of teaching aids. Appropriate
teaching aids not only help to enhance pupils’ interest in learning, but will also consolidate the
knowledge they learned, thus achieving the objective of teaching. Common teaching aids are
concrete objects, figures, models, word cards, number cards and audio-visual equipment such
as tape recorder, headset, wire free induction loop system and multimedia teaching aids, etc.
When designing and using teaching aids, teachers should first consider their practical use and
assess whether the aim of remedial teaching can be attained.

 The design and organization of teaching materials should be pupil-oriented. They should be
selected and collated systematically to serve the purpose. Teaching materials provided by the
Education Department or other academic institutions may also serve as a reference for teachers
(A list of references can be found at Appendix 10).

The Setting of Learning Environment

* Well-designed learning environment helps to maintain pupils’ attention and interest in learning and
facilitates the achievement of teaching aims. In this way, it is more easy to achieve the aim of teaching.
The teaching environment should be designed to support remedial teaching and group activities. Seat
arrangements of pupils should be flexible to meet the specific teaching purposes of each learning
activity. For example, teachers and pupils may form of circle when holding discussions; and the two
pupils or group members involved may sit together during peer group or small group learning.
*Teachers should prepare a rich, pleasant and comfortable learning environment for pupils. For
example, they may set up a self-learning corner, book corner, toy corner, science corner, prize corner
or stationery/learning resources corner, etc. to enkindle pupils’ interest in learning. An example of
classroom setting is shown at Appendix 9.
*Teachers may display the teaching materials of the week or the learning outcomes or products of
pupils at prominent places to stimulate their motivation in learning.