Reviewer-In-Remin PDF

Chapter 5: Process of Remedial Teaching Understanding the Process of Remedial Teaching 1. **Setting Teaching Objectives** - Each pupil is different in terms of academic standards, classroom learning, learning ability, and academic performance. So, the first process of remedial teaching...

Chapter 5: Process of Remedial Teaching Understanding the Process of Remedial Teaching 1. **Setting Teaching Objectives** - Each pupil is different in terms of academic standards, classroom learning, learning ability, and academic performance. So, the first process of remedial teaching is to set the teaching objectives according to the particular learner. - Objectives should be short, focused, and to the point with only the most important descriptive details and minimal jargon. 2. **Adapting the Curriculum** - Teachers should adapt the curriculum to accommodate the learning characteristics and abilities of pupils. 3. **Organizing Teaching Materials** - Teachers must devise different learning activities with the same teaching objective to develop pupil\'s varied abilities and skills in problem-solving and then organize the different teaching materials according to the need. 4. **Choosing the appropriate Teaching Strategies** - After organizing teaching material, select the proper teaching strategy for teaching. 5. **Collecting and Preparing the support materials** - Collect and prepare all the supporting materials which are required for teaching. **Formulation of Effective Teaching Plans** - Assess Learning Gaps - Set Clear objectives - Differentiate instructions - Implement and Monitor Progress - Evaluate and adjust the plan **Chapter 6: Teaching Activities, Aids, Supporting Materials and Learning Environment** **Designing Effective Teaching Activities for Remedial Instruction** Designing effective teaching activities for remedial instruction involves creating targeted learning experiences to help students who are struggling with specific skills or content. The goal is to bring these students up to the expected level of proficiency in a subject area, often through personalized support and engaging, relevant activities. **7 components in Designing Effective Teaching Activities for Remedial Instruction** 1. **Assess Student Needs** - Diagnose learning gaps by identifying the specific skills or knowledge areas where students need support. 2. **Use differentiated Instruction** - Adapt materials and teaching methods based on student learning styles and needs. Visual aids, manipulatives, and digital resources can support diverse learners. 3. **Incorporate Active Learning Strategies** - Hands-on activities like experiments, problem-solving tasks, and real-life applications can make learning more engaging. 4. **Provide immediate Feedback and Scaffolding** - Offer timely and constructive feedback to help students understand mistakes and guide them towards improvement. 5. **Implement Repetitive Practice with Variety** - Use repetition with varied approaches (e.g., games, interactive exercises, or visual representation) to reinforce learning in a way that avoids monotony. 6. **Monitor Progress and Adjust as Needed** - Regularly assess students' progress, making adjustments to activities or reteaching topics as necessary. 7. **Make Activities Relatable and Relevant** - Incorporate students\' interests and real-world examples to make the content more relatable and memorable. **Using Aids and Materials to Support Learning** **Teaching aids** are resources used by a teacher that enhance the effectiveness of classroom instruction or boost the interest of the learners. How does it help? - **Addressing Learning Gaps** -- can bridge learning gaps, ensuring every student gets the support they need to succeed - **Supporting Curriculum Standard** -- provide structured guidance, enriching lessons and covering required materials effectively. - **Enhancing Accessibility** - Teaching aids like braille books and audiobooks ensure equal access to education for all students, regardless of abilities. - **Ensuring Resource Efficiency** - help use resources efficiently, allowing for quicker syllabus coverage without compromising quality - Visual Aids - Audio Aids - Tactile aids (multiple senses are involved) - Interactive Aids - Real-life aids - Audio-Visual Aids **Adapting Learning Material for Struggling Learners** ***What is Learning Material?*** - These educational materials support learning aims for all subjects, As part of that learning sequence, teachers create learning opportunities. - It clarifies and simplifies the contents - Promotes engagement ***Who are the Struggling Learners?*** A struggling learner has to work harder than others around him in order to accomplish the same task. The child may be a year or more behind grade level in one area or in all subjects. **4 Common Type of Learner** 1. **Visual Learner** - Learn best through visual material rather than through auditory instruction alone - Use of Visual Aid - Colors and Lay Out - Interactive and Engaging Contents 2. **Auditory Learner** - This learner describes students who learn best when information is heard or spoken. They benefit from lectures; group discussions or other strategies involve talking thing through. 3. **Reading and Writing Learner** - These learners usually learn best through reading and writing the information down. - They also referred as second visual style of learning. 4. **Kinesthetic Learner** - learn best when using tactile experiences and carrying out a physical activity to practice applying new information. - Modifies learning materials by incorporating hand-on activities and interactive exercises. - Simulations - is a realistic re-enactment of real-world scenarios - Physical manipulatives - concrete objects that students can use to learn concepts through hands-on activities. **Enhancing Learning Through Well-designed learning environments** **WHAT IS LEARNING ENVIRONMENT?** Learning spaces are usually designed to support the development of skills and knowledge in a particular area. They may be created for individuals or groups to use in formal settings such as classrooms or workplaces. **4 MAJOR TYPES OF LEARNING ENVIRONMENT** 1. **Learner-centered Environment** - Pay close attention to the needs of the student. Students bring culture, beliefs, attitudes, skills, and knowledge to the learning environment. 2. **Knowledge-centered Environment** - Focus on helping students learn information with deep understanding so students can use it in new situations and contexts. - Teachers who believe in knowledge-centered classrooms believe rote memorization does not lead to true understanding and only helps students learn at the surface. 3. **Assessment-Centered Environment** - Assessment-centered learning environments usually have a clear structure with milestones that help to guide the learner\'s progress towards achieving their goals. 4. **Community-centered Environment** - Community-centered learning environments focus more on group interactions, group dynamics, and creating an environment where students help one another to grow in knowledge and character. **Chapter 7: Remedial Teaching Strategies** **Overview of Remedial Teaching Strategies** Remedial Teaching Strategies 1. ***Individualized Educational Programme*** (IEP) - It is a customized educational plan designed to meet the specific needs of students who require additional support in their learning. *Who Needs an IEP?* - learning problems - cognitive challenges - speech or language impairment - Based on assessments of the student's strengths, weaknesses, and specific learning needs. - Includes measurable goals and objectives tailored to the student. - Collaboratively developed by teachers, special educators, parents, and sometimes the student. **Benefits of IEP** - Provides a focused approach to addressing learning difficulties. - Enhances the student's confidence and academic performance. - Encourages collaboration among educators and families. 2. ***Peer Support Program* -** A strategy where students are paired with peers who provide academic, social, or emotional support. **Types of Peer Support** - Peer Tutoring - Peer Mentoring - Collaborative Learning 3. ***Reward Scheme*** - A system of providing positive reinforcement to encourage desired behaviors and academic performance. **Types of Rewards:** - Tangible Rewards - Privileges - Verbal Praise 4. ***Handling Pupils' Behavior Problems*** 5. ***Time-Out Strategies*** - Temporary removal from a situation to allow the student to calm down and reflect. 6. ***Restorative Practices*** - Encouraging students to take responsibility for their actions and repair harm caused 7. ***Positive Behavior Support -*** Focuses on reinforcing good behavior rather than punishing bad behavior. 8. ***Behavior Contracts -*** Agreements between the teacher and student outlining expectations and consequences. **Tailoring Strategies for Individual Learners** - **Differentiated Instructions --** the process of tailoring lessons to meet each student's individual interest, needs, and strengths. - **Flexible Grouping --** Students work in groups based on their learning needs, interests, or abilities. - **Provide Divers Formats --** offer a variety of content formats to accommodate different learning styles - **Provide Challenging Task --** provide tasks that are interesting, worthwhile, and challenging to students. **Evaluating The Effectiveness of Different Teaching Strategies** **EVALUATION** is a systematic process of assessing the value, worth, or merit of something. **KEY STEPS IN EVALUATING TEACHING STRATEGIES** - **Effective Evaluation** - Identify learning styles and strategies - Use different assessment - Collect and analyze data - Seek feedback and collaboration - Implement changes and monitor - Review and revise **CHAPTER 8: Remedial Instruction in Reading** **Overview of Reading Difficulties in Learners** **Reading -** an active dialogue between the author and the reader. Reading is also known as the best tool in learning. **Virgil Homes** -- reading is a subtle and complex process that involves sensation, perception, comprehension, application and integration. A judgment on what the author has said is popularly known as ***reaction***. ***Integration*** is the ability to assimilate an idea or concept into one\'s background of experience so that it is useful as part of the individual\'s total experience. The skill in making individual words construct useful ideas as they are read in context is called ***comprehension***. The ability to pronounce the word as a meaningful unit is termed as ***word perception***. **IMPORTANCE OF READING** - Through reading man can explore the mysteries of the world. - Reading improves a child\'s vocabulary, leads to more highly- developed language skills and improves the child\'s ability to write well. - Reading enables man to uncover some answers to questions. **FACTORS THAT INFLUENCE READING PROFICIENCY** - Ineffective and untrained teacher - Lack of instructional materials. - 1. **ISSUES WITH DECODING** - Also known as sounding out words, decoding is when children can put sounds to letters to sound out written language. It\'s common for beginner readers to struggle when they meet new or unfamiliar terms, but typically decoding becomes easier with phonics instruction and repeated practice with reading out loud. 2. POOR COMPREHENSION - There\'s a lot going on in reading, from letter and word recognition to understanding meaning at the phrase, sentence, and paragraph level. When a beginner reader encounters vocabulary, they do not know or do not recognize due to inaccurate decoding, they are likely to skip ahead. The more blanks in a line of text, the harder it is to make meaning and the more cognitively challenging and frustrating the reading task becomes. - If a student has problems staying focused because of ADD or ADHD, it can impact comprehension. 3. SPEED - The more students read, the more they encounter unfamiliar terms. Quite often the context in which these new words are found gives children all the clues they need to guess at the meaning. As students expand their vocabulary, they recognize more words by sight and reading speeds up. Students who continue to decode may benefit from overlearning sight words such as those on the ***Dolch list***. **Other Reading Problems** - Dyslexia is the disability to read or problem in reading. - Congenital auditory defect is when partial and complete hearing loss. - Kinetic reversal is a problem in reading where sequences of letter in word are confused, as for wall, was for saw, left for felt. - Retarded readers are the readers whose development of reading skills is below the normal performance. **REMEDIAL READING** - correcting or improving deficient skills in a specific subject. - Thus, remedial reading is a change in instruction that helps remedy a weakness in reading. **Addressing Perceptual and Decoding Deficits** It is the common challenges faced by students struggling with reading. Effective remedial instruction focuses on strengthening these foundational skills to enhance reading fluency and comprehension. **PHONEMIC AWARENESS AND PHONICS INSTRUCTION** Focus on helping students recognize and manipulate the sounds within words. It is a vital component of early literacy development, focusing on the ability to hear, identify, and manipulate individual sounds. **VISUAL AND AUDITORY PERCEPTION TRAINING** This is about helping students recognize and tell apart things they see. It focuses on helping students hear and identify sounds correctly. **FLUENCY DEVELOPMENT** reading without stopping too much or struggling to say out every word. This means reading the same text repeatedly. **COMPREHENSION STRATEGIES** Help students understand and remember what they read. This helps students make sense of what they are reading. **INDIVIDUALIZED AND STRUCTURED APPROACH** Assess each student's specific deficits to tailor instruction to their needs. teaching students in a way that matches their needs, so they can learn better. **Definition of Terms and Correcting Sight-Word Knowledge Deficits** **SIGHT WORDS --** set of words that child can read without sounding them EX: animal, little, only, years, where, there **Why there are sight-word deficit?** - Dyslexia - Lack of instructions - Irregular Spelling - Environmental Factors **How to correct?** 1. Underline the new word used in context 2. Let them read the sentence and attempt to say the new word through context clues 3. Discuss the meaning of the underlined word 4. Let the students watch you how the word is written 5. Write and Tell: let the students write the word while saying it 6. Have the students make up and write students sentences with this new word **Improving Basic Sight Vocabulary** A sight word is a word that children are encouraged to recognize by sight, without having to sound it out. These words often don\'t follow standard phonetic rules, making them hard to decode. **TYPES OF SIGHT WORD** 1. **Frequently Used Words -** These are words we see a lot when reading, like it, can, and, or will. 2. **Non-Phonetic Words --** these are words that do not follow the usual sound rules, like buy, talk, come. You can't sound them out the regular way. **Strategies for teaching sight words to expand word vocabulary** - **Flashcards (Visual Recognition drills)** - create a set of flashcards with the sight words written on them and show them to the students one at a time. - **Sight Word Games** - Educators can create games such as Bingo, Memory, or Go Fish using sight words. Students can play these games in small groups or with a partner. - **Word walls** - sight words on cards or sticky notes and placing them on a bulletin board or wall. **Best Practices for Teaching Sight Words** - Start with the most frequently used words - Use a variety of teaching strategies - Provide ample practice opportunities - Encourage independent reading - Monitor progress **Teaching Sound-Symbol Correspondence** - **Sound-symbol correspondence** refers to the relationship between spoken sounds (**phonemes**) and the written letters or letter combinations (**graphemes**) that represent those sounds. - A **phoneme** is the smallest unit of sound in language. It is not necessarily tied to a single letter; rather, it can be represented by one or more letters in the written form. - A **grapheme** is the written representation of a phoneme. It can be a single letter, a combination of letters, or even a symbol that corresponds to a specific sound. **Examples:** 1. **Single Letter Sound Correspondence** Phoneme: /m/ Grapheme: \"m\" Example Word: **m**an 2. **Vowel Sounds (Short Vowel Sound)** Phoneme: /æ/ (short \"a\" sound) Grapheme: \"a\" Example Word: cat 3. **Consonant Digraphs (Two Letters, One sound)** Phoneme: /sh/ Grapheme: \"sh\"\\ Example Word: ship 4. **Long Vowel Sound** Phoneme: /ē/ (long \"e\" sound) Grapheme: \"e\" Example Word: see 5. **Silent Letters** Phoneme: /k/ Grapheme: \"k\" (silent \"k\") Example Word: knight **Phonemic Awareness in Reading Remediation** **Phonemic awareness** refers to the ability to identify, manipulate, and work with individual sounds (phonemes) in spoken words. - a crucial foundational skill for developing reading and spelling abilities - an auditory skill, meaning it does not require written text - different from phonics (which involves connecting phonemes to graphemes) **Phonemes** -- smallest units of sound - **Consonant Phonemes** - produced by obstructing the flow of air with the lip, teeth, and/or tongue. **6 types of Consonant Phonemes** 1. Stops 2. Liquids 3. Fricatives 4. Affricates 5. Nasals 6. Glides - **Vowel Phonemes** - speech sounds that are produced with no obstruction of the airflow through the mouth. **Categories** - Monophthongs - Diphthongs 1. **SOUND ISOLATION** - Have children identify the first, middle, or last sound in a word. 2. **Phoneme Blending** - Provide children with a sequence of individual sounds and ask them to blend the sounds together to form a word. 3. **Sound Substitution** - Present a word to children and ask them to replace one sound with another to create a new word. 4. **Phoneme Deletion** - Have children remove a specific sound from a word and determine what word remains. 5. **Phoneme Segmentation -** Ask children to identify and separate the individual sounds in a spoken word. **Vocabulary Instruction for Struggling Readers** **Using Visual Aids** - They help students connect abstract concept to concrete representations - Using pictures, real objects, or videos to help students define words. **Using Word Sort** - **Kinesthetic learning**- it involves hands-on activities, which appeal to kinesthetic learners. This makes learning more engaging and memorable. - **Categorization skills** - sorting words into categories reinforces understanding of word meanings and relationships. It helps students see how words connect and build mental web of vocabulary. **Principles to Help Manage Reading Difficulties** **Reading difficulties** are the problems of individuals in reading which can make it hard to understand, remember and pronounce words correctly. 6. **Principles to Manage Reading Difficulties** 1. Identify the struggling readers to prevent long- term difficulties. 2. Encourage student's motivation and confidence. 3. Provide Explicit and Systematic Instruction 4. Organize the classroom routine and environment. 5. Building the vocabulary and background knowledge. 6. Provide feedback to adjust instructional strategies needed **Activities to Correct Reading Challenges** CHAPTER 9: Remedial Instruction in Listening Overview of Listening Difficulties in Learners and Factors Affecting students' Listening Comprehension **Hearing** -- the ears detect sounds waves and transmit them to the brain. **Listening** -- process that involves focusing, understanding, and interpreting sound derive meaning. - It is the ability to accurately receive and comprehend messages in the communication process to gain information. - "Active listening" - Listening is conscious. **FACTORS AFFECTING STUDENTS'LISTENING COMPREHENSION** Internal Factors: - Physiological and psychological aspects. - Language proficiency, aptitude, and motivation. External Factors: - Type of language input. - Setting and situation. **HOW TO IMPROVE STUDENTS'LISTENING COMPREHENSION** According to Veraflor (2016) 1. Teach pronunciation, stress, and intonation of the critical sounds of English 2. Recognize stressed and unstressed words 3. Enrich vocabulary 4. Teach notetaking **Internal Factors Affecting Listening Comprehension** **Internal Factors** (within themselves) **Learning Style** refers to the ways that individuals process and absorb information, typically categorized into auditory, visual, and kinesthetic. **Motivation** - the internal drive that encourages students to actively engage with and understand spoken language. **Cognitive Abilities** - mental processes that allow individuals to acquire knowledge, think, and understand. External Factors Affecting Listening Comprehension 1. Speed of delivery and accent 2. Content and learning materials 3. Context 4. Co-text (surround a certain statement/extra context) Improving Listening Comprehension Tips: 1. Recognize stressed and unstressed words 2. Enrich Vocabulary 3. Teach grammar 4. Teach note-taking skill Other tips: - Listening consistency - Listening with text - Practice writes what you hear - Listening repetition Principles to Help Manage Listening Difficulties - Individualization: Tailoring approaches to specific learner needs. - Gradual Progression: Building skills incrementally from simple to complex. - Active Engagement: Encouraging learner participation and interaction. **Common listening Difficulties** - Inability to distinguish sounds or recognize vocabulary. - Poor comprehension of spoken language in different contexts. - Difficulty retaining information heard. **EFFECTIVE STRATEGIES FOR ADDRESSING LISTENING CHALLENGES** - Pre-listening activities to build context. - Active listening exercises, such as dictation or paraphrasing. - Use of multimedia and technology to enhance listening practice. Activities to Correct Listening Difficulties 1. Stand up and listen 2. Listen and draw 3. dictation CHAPTER 10: Remedial Instruction in Speaking **Overview of Speaking Difficulties in Learners and What makes speaking difficult?** **Speaking** is the act or ability of using speech, or the quality of being expressive or lifelike. Involves pronunciation, vocabulary, grammar, and fluency. Essential for effective interaction and social connection. **Importance of Speaking** - Builds confidence in communication. - Enhances academic, professional, and social skills. - A key tool for self-expression and knowledge sharing. **Factors Affecting Speaking Difficulties in Learners** - Language Proficiency - Psychological Barriers - Cultural Influences **Common Speaking Difficulties in Learners** - Pronunciation Issues - Fluency Problems - Absence of Vocabulary **Impact of Speaking Difficulties** - Academic Performance - Social Interactions - Emotional Well-being **Effective Strategies to support Learners** - Creating a Supportive Environment - Implementing Structured Learning Activities - Utilizing Technology **Resources and Tools for Support** - Speech Therapy - Services - Educational Tools - Online Communities **Teaching Pronunciation to Struggling Speakers** 1. Listen and imitate 2. Repeat after me 3. Tongue twisters 4. Recording of learner's production **Using Accuracy-Based Activities in Speaking Instruction** 1. **Contextualized Practice** - establish the link between form and function. The activity should highlight the situation where the form is commonly used. **Ex**: Picture Description with Sentence Building 2. **Personalizing language -** Let the students write about their personal experiences. 3. **Building awareness of the social use of language** - involves understanding social conventions in interaction (Role Playing) 4. **Building confidence** **Supporting Second Language Learners in Speaking** 1. Speak at standard speed and use simple sentences 2. Use more gestures, movement, and facial expressions 3. Be careful with fused forms 4. Use specific names instead of pronouns **Principles to Help Manage Speaking Difficulties** 1. **Preparation and Practice** 2. **Stay calm and compose** 3. **Simplify your language** 4. **Seek feedback and reflect** 5. **Be patient with yourself** **Activities to Correct Speaking Difficulties**