participant workbook for remedial instruction course

remedial instruction

1. Panel Head
Remedial Instruction Programme for Year 4 students
•What to Expect –An Overview of Current
Practices
•Panel Heads: Day 1
Participant Workbook

2. Panel Head
Remedial Instruction Programme for Year 4 students
•What to Expect –An Overview of Current
Practices
•Panel Heads: Day 1

3. Panel Head
Say Hello!
In the chat box...
1)Introduce yourself–name,
region,district, etc.
2)Type one thing you are
enjoying about your lessons
right now.
3)Why are we here today?
*Link to PW

4. Panel Head
FINDINGS: STUDENT’S CURRENT PERFORMANCE

5. Panel Head
FINDINGS: STUDENT’S CURRENT PERFORMANCE

6. Panel Head
FINDINGS: STUDENT’S CURRENT PERFORMANCE

7. Panel Head
FINDINGS: STUDENT’S CURRENT PERFORMANCE

8. Panel Head
FINDINGS: STUDENT’S CURRENT PERFORMANCE

9. Panel Head
FINDINGS: TEACHERS’ CHALLENGES & NEEDS

10. Panel Head
The Remedial Instruction Toolkit –A sneak peek!

11. Panel Head
Support Network
AFTER: End of Workshop
Questionnaire (EWQ) –online link
DURING: Participant Workbook (PW)
+ Google Slides (Breakout Rooms)
THROUGHOUT:
Google Classroom

12. Panel Head
Panel Heads: The Course At A Glance
Session 1:
What to Expect –An Overview of Teacher
Current Practices
Session 2:
Remedial Instruction in Practice –Why Remedial
Instruction, how to do it and your role
Session 3:
Remedial Instruction Tools –Exploring the
Toolkit! and how you can support teachers
Session 4:
What’s Next –Data-driven Decisions (Linking
Remedial Instruction with Assessment)

13. Panel Head
Today’s Session
•explore assumptions on Remedial Instruction and
strategies for teachers to manage mixed-ability classrooms
You will be successful if you can:
1.explain what Remedial Instruction means to you
2.explore beliefs and challenges surrounding Remedial
Instruction
3.familiariseyourself with mixed-ability classroom
management strategies
4.outlineways to support your teachers in managing
themixed ability classroom
Link to PW
By the end of today’s sessions, you will be able to:

14. Panel Head
Starter
PICTURE THIS!
ItisahotAugustafternoon.Thelocationis
thelivingroominanoldhouse.Thelarge
windowsareopen,andthecurtainsare
blowinginastrongbreeze.Onthefloorare
thebodiesofBillandMary.Theyare
surroundedbypuddlesofwaterandbroken
glass.Pleasecloseyoureyesandpicturethe
sceneinyourhead.NeitherBillnorMaryhas
clothingon.Howdidtheydie?

15. Panel Head
What is Remedial Instruction?
•Imagine an alien has landed on earth.
•In observing your classes, this extraterrestrial
being needs an explanation of Remedial
Instruction.
YOUR TASK:
Draw a visual aid expressing your best
understanding of Remedial Instruction. It needs to
be simple but informative for this Alien friend of
ours ☺THINK: INFOGRAPHICS!

16. Panel Head
Here's a Sample Drawing –Does yours look the same?

17. Panel Head
Remedial Instruction is a programme:
•arranged for students who have temporarily fallen behind in their
studies
•offered to students in need of special assistance
•that starts immediately afteridentifying alearning challenge to help a
student to catch up in the studies
A teacher usually:
•takes initiative in offering remedial instruction which can be arranged
either during normal school hours and/or afterschool hours
Before starting instruction, some schoolscontactthe parents/guardians
to ensure continuous support for the student, even at home.
Remedial Instruction: What Is It?
(Lappeenranta (2020)

18. Panel Head
Today’s Session
•explore assumptions on Remedial Instruction and
strategies for teachers to manage mixed-ability classrooms
You will be successful if you can:
1.explain what Remedial Instruction means to you
2.explore beliefs and challenges surrounding Remedial
Instruction
3.familiariseyourself with mixed-ability classroom
management strategies
4.outlineways to support your teachers in managing
themixed ability classroom
Link to PW
By the end of today’s sessions, you will be able to:

19. Panel Head
Let’s Explore
Breakout Session 1
In Breakout Rooms, you will:
1.List common challenges and obstacles around
theimplementation of a Remedial
InstructionProgrammein your school
2.Brainstorm and share solutions focusing on your
role as a Panel Head
Use the Google slides –link in chat box –
to record your group’s thoughts.
Link to Google Slides

20. Panel Head
Let’s Explore Further
What are the
challenges you
identified for
implementation of
this Remedial
Instruction
programmein your
school?
Let’s call it out!

21. Panel Head

22. Panel Head
Let’s Explore
Breakout Session 2
In Breakout Rooms, you will:
1.Read the classroom scenarios provided.
2.Have you experienced this or have your teachershighlighted
such challenges in their classrooms?
3.How can you support your teachers in supportingtheir
students?
4.What are some challenges you foresee?
Use the Google slides –link in chat box –
to record your group’s thoughts.
Link to Google Slides

23. Panel Head
Today’s Session
•explore assumptions on Remedial Instruction and
strategies for teachers to manage mixed-ability classrooms
You will be successful if you can:
1.explain what Remedial Instruction means to you
2.explore beliefs and challenges surrounding Remedial
Instruction
3.familiariseyourself with mixed-ability classroom
management strategies
4.outlineways to support your teachers in managing
themixed ability classroom
Link to PW
By the end of today’s sessions, you will be able to:

24. Panel Head
Classroom Management
Preventative or proactive measures create an environment conducive to:
•teaching and learning,
•the prevention of disruptive behaviour, and
•encouraging the development of appropriate behaviours
Classroom management: “using a set of educational practices and strategies,
on one hand, to prevent and effectively manage inappropriate behaviourand,
on the other hand, creating and maintaining an environment that promotes
both teaching and learning.”
(Bissonnette, Gauthier and Castonguay, 2016, p. 51)
(Bissonnette, Gauthier and Castonguay, 2016)

25. Panel Head
Strong Classroom Management –The Mixed Ability Classroom
Plan for activities that have more open-ended
possibilities
Plan for the fast finishers
Differentiate materials and resources
Equality is key

26. Panel Head
Fast Finishers?
TASK
CARDS
FINISHER
FOLDERS
JOURNAL
CORNER

27. Panel Head
Preventative and Proactive Interventions
PREVENTATIVE, PROACTIVE INTERVENTIONS
(Adapted from Evertson, Emmer & Worsham, 2006)
1.Build a positive relationship with students
2.Create a safe, orderly, predictable and positive learning environment
3.Coach and supervise studentson a continual basis
4.Use effective AfLstrategies*
Glaser: Focusing

28. Panel Head
Classroom Management Checklist!
TOPIC CRITERIA CHECK
Planning
Set clear and measurable learning objectives.
Plan for small group Remedial Instruction activities using the Toolkit resources.
Integrate Remedial Instruction activities into the main lesson.
Facilitating
Learning
Provide clear instructions throughout the lesson.
Engage students through collaborative small group learning activities, both sourced and provided in the Toolkit.
Use a range of visual and verbal resources to support student learning.
Classroom
Management
Distinguish between students and consider their needs and preferred ways of learning.
Effectively manage students of different abilities through different tasks and activities.
Encourage peer-assisted learning and provide such opportunities for students.
Assessment
Ensure Assessment is inclusive (transparent) and set up to capture learning and progress.
Students are given specific feedback to progress to the next level.
Self and peer assessment is aimed at providing peer-assisted learning opportunities.
(Adapted from LeapEd, Remedial Instruction Lesson Observation Tool, 2021)
Preventive or ProactiveMeasures –A Checklist
Anyone can use this checklist –Teachers, Panel Heads, SISC+, Master Trainers.
Start with the question: “In my planning, did I…” or “When supporting, did I see….”

29. Panel Head
What’s Next?
You will be introduced to your Communities of Practice!
1. What is a Community of Practice (CoP)?
2. How do I register for it?
Here's a Step-by-Step Guide on how to log on to
your Google Classroom:
✓Go to classroom.google.com and click Sign In.
Sign in with your MoEGoogle Account.
✓Make sure to sign in with the correct account.
✓At the top right, click "+" and Join class .
✓Enter the class code <>
and click Join.

30. Panel Head
Let’s Explore
Breakout Session 3
In Breakout Rooms, you will:
1.Discuss the following for each Classroom
Managementstrategy:
a.The advantages and challenges you foresee in
supportingYear 4 teachers to use these strategies in their
classrooms
b.Howyou will support teachers to overcome the challenges
•What would this look like inyourlesson:
2.Select ONE strategy and plan for it in one of your
upcominglessons(whatexactlywill this looklike?)and get
ready to postthis intheGoogleClassroom for feedback!
Use the Google slides –link in chat box –
to record your group’s thoughts.
Link to Google Slides

31. Panel Head
Today’s Session
•explore assumptions on Remedial Instruction and
strategies for teachers to manage mixed-ability classrooms
You will be successful if you can:
1.explain what Remedial Instruction means to you
2.explore beliefs and challenges surrounding Remedial
Instruction
3.familiariseyourself with mixed-ability classroom
management strategies
4.outlineways to support your teachers in managing
themixed ability classroom
Link to PW
By the end of today’s sessions, you will be able to:

32. Panel Head
Let’s Explore
Breakout Session 4
In Breakout Rooms, you will:
Explore some things you can do to support your teachers in
managing the mixed ability classroom next week, next
month, this term and throughout the year. You will need to:
1. Select what you would like to do in each category
2.Identify your next steps on how to put it into action
3. Develop an action plan with dates and implementation
ideas
Use the Google slides –link in chat box –
to record your group’s thoughts.
Link to Google Slides

33. Panel Head
Today’s Session
•explore assumptions on Remedial Instruction and
strategies for teachers to manage mixed-ability classrooms
You will be successful if you can:
1.explain what Remedial Instruction means to you
2.explore beliefs and challenges surrounding Remedial
Instruction
3.familiariseyourself with mixed-ability classroom
management strategies
4.outlineways to support your teachers in managing
themixed ability classroom
Link to PW
By the end of today’s sessions, you will be able to:

34. Panel Head
In your PW, reflect upon today’s session:
Where are you, on this continuum? Why?
*Link to PW
24
Plenary

35. Panel Head
Don’t forget to check out your Google Classroomfor sharing,
building your Community of Practice, and receivinginformation and
updates about this course.
You will now complete the End of Workshop Questionnaire.
35
Session Evaluation
Link to PW

36. Panel Head
Thankyouforyouractiveparticipation.Wehope
youwillbenefitfromtoday’straining.
Inordertoserveyoubetterinfutureworkshops,
andtohearyourhonestfeedback,wewouldliketo
inviteyoutotaketheEndofWorkshop
Questionnaire,usingtheQRcodeorlink,provided
below,orinthechatbox.
Thissurveyisstrictlyanonymous,notlinkedtoyour
emailinanyway,andthereisnoneedtoprovide
anypersonalinformationofanykind.
Thankyou.
Link to Questionnaire 36
End of Workshop Questionnaire Administration
https://forms.office.com/r/Ed29S7sQ9w

37. Panel Head
37
Acknowledgements and References
Assessment Reform Group (2002) Assessment for Learning: Beyond the Black Box.
Cambridge: University of Cambridge School of Education
Bilash, O. (2011) Triangulation in Assessment[Internet] Available from:
<http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/Triangulation.ht
ml> [Accessed: 13 March 2015]
BLEPT Self Review. (n.d) The Remedial Classroom: Organization and Management [Internet]
Available from: <https://www.bleptselfreview.ph/courses/remedial-instruction-in-
english-english-major-free/lessons/the-remedial-classroom-organization-and-
management> [Accessed: 15 Oct 2021]
Carnegie Mellon: Enhancing Education (n.d.) Whys and Howsof Assessment [Internet].
Available from: <http://www.cmu.edu/teaching/assessment/howto/basics/formative-
summative.html> [Accessed: 11 March 2015]
Clarke, S. (2008) Active Learning Through Formative Assessment. Hodder and Stoughton:
London, UK.
Council for the Curriculum, Examinations and Assessment (CCEA) (2001) Assessment for
Learning for Key Stage 1 and 2 [Internet]. Available from:
<http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/afl-guidance-
ks12.pdf> [Accessed: 11 March 2015]
Goode, K. et al (2010) Assessment for Learning [Internet] Available from:
<http://www.etfo.ca/Resources/ForTeachers/Documents/Assessment%20for%20Learnin
g.pdf> [Accessed: 20 March 2015]
Great Leaps. (2020) 14 Characteristics of Good Remedial Teaching [Internet] Available from:
<https://greatleaps.com/blogs/the-academic-success-blog/14-characteristics-of-good-
remedial-teaching> [Accessed: 15 Oct 2021]
i-to-iTEFL. (n.d) How to Teach Mixed Ability Classes [Internet] Available from:
<https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach-mixed-
ability-classes/> [Accessed: 15 Oct 2021]
Lindberry, S. (n.d.) Writing Across the Curriculum at UW-Madison [Internet] Available from:
<http://writing.wisc.edu/wac/node/68> [Accessed: 20 March 2015]
National Academies of Sciences, Engineering, and Medicine (2017) Promoting the Educational
Success of Children and Youth Learning English: Promising Futures.Washington, DC: The
National Academies Press
Self and Peer Assessment (n.d.). [Internet] Available from:
<http://Sydney.edu.au/education_social_work/groupwork/docs/SelfPeerA
ssessment.pdf> [Accessed: 20 March 2015]
Smith, I. (2008) Making Feedback Count: A practical guide for primary
teachers.
William, D. (2010) Embedding formative assessment with teacher learning
communities [Internet] Available from:
<http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations_files/
NEEC%20breakout.ppt> [Accessed: 20 March 2015]
Images:
Johnson, P., 2010.Example of Learning Goal With Success Criteria. [image]
Available at: <https://bit.ly/slideshare_3f5Ey8j> [Accessed 7 July 2020].
Kit8.net, n.d.Man Studying With Laptop. [image] Available at:
<https://bit.ly/shutterstock_2C6VuMV> [Accessed 7 July 2020].
Macrovector, n.d.Online Adult Education. [image] Available at:
<https://bit.ly/dreamstime_3fiWLzn> [Accessed 7 July 2020].
Matt Anderson Photography, n.d.Majestic Hot Air Balloon. [image] Available
at: <https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020].
Pinterest, n.d.Learning Goal & Success Criteria. [image] Available at:
<https://bit.ly/pinterest_3f5DjWH> [Accessed 7 July 2020].
Pinterest, n.d.Success Criteria Stories. [image] Available at:
<https://bit.ly/pinterest_31UhbKW> [Accessed 7 July 2020].
Tenor, 2014.Cat Epic Wiggle GIF. [image] Available at:
<https://bit.ly/tenor_2Z6iYuQ> [Accessed 7 July 2020].

38. Panel Head
THANK YOU