DA

Y
2

HIGHLY IMMERSIVE PROGRAMME

Remedial Instruction for Year 4 Teachers

In
collaboratio
n with
COURSE REGISTRATION: http://eltc.edu.my/sp2e

Step 1 Click “PENDAFTARAN KURSUS”

Step 2 Fill in “KOD KURSUS: 1608

Click Pendaftaran Kursus

Step 3 Fill in “BUTIRAN DIRI”

Step 4 Click “TERUSKAN”

Step 5 Fill in “BUTIRAN SERVIS”

Step 5 Click on “HANTAR BUTIRAN”

Housekeeping:
• This session is being recorded
• Attendance
• Community of Practice
• Training Schedule
• End of Training Questionnaire
 Whole Class Sharing- Say Hello!

Share one new thing that you

learnt yesterday, one thing that
still puzzles you and one thing that
you anticipate in today's sessions.
Support Network
THROUGHOUT:
Google Classroom

DURING:
Synchronous Sessions & Breakout Rooms)

AFTER: End of Workshop

Questionnaire (EWQ) – online link
Starter – Quick Draw
1. Draw a medium-sized circle in the middle of your paper.
2. Draw a medium-sized square below the circle but have the top of it
touch the bottom of the circle.
3. Draw a medium-sized heart in the square.
4. Draw two smaller rectangles, one on each side of the square. They
should go the wide way not the tall way and they should touch the
sides of the square. Also, the top of each rectangle should line up
with the top of the square.
5. Draw a medium-sized triangle above the circle. The bottom of the
triangle should touch the top of the circle.
6. Draw three small stars anywhere inside the triangle.
7. Draw a small triangle in the center of the medium-sized circle.
8. Draw an arc which curves up below the small triangle.
9. Draw two small circles above the small triangle, one slightly to the
right and one slightly to the left.
Starter – Quick Draw – Reveal

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By the end of today’s sessions, you will be able to:
 Breakout Session 1

In Breakout Rooms, you will:

1.Discuss questions on the importance of Remedial Instruction

2.Outline the impact of well-planned Remedial Instruction

3. Explain the correlation between good classroom

management, effective time management, and well-planned
Remedial Intervention
Use the Google slides – link in chat box –
to record your group’s thoughts.
By the end of today’s sessions, you will be able to:
 7 Remedial Instruction Strategies

1. Provide clear instruction of literacy components

2. Support learners to explicitly develop their communicative competence

3. Embed visual and verbal resources in lessons, to support student learning

4. Encourage peer-assisted learning opportunities

5. Build on students’ home language, culture, and social experiences

6. Assess language and literacy challenges, and monitor progress

7. Encourage collaborative small-group learning opportunities

7 Remedial Instruction Strategies – What, Why, How

1. Provide Clear Instruction of Literacy Components

What is it?
Explicit instruction is a way to teach skills or concepts to
students using direct, structured instruction. It helps make lessons
clear by modeling for students how to start and succeed on a task
and giving them ample time to practice.
How to do this? Why do we do this?
• Identify a clear, specific objective. • It makes higher-order thinking and
• Break the information into inquiry-based learning easier.
chunks. • There’s less load on memory.
• Model with clear explanations. • Helps students with short attention
• Verbalise the thinking process. span
• Provide opportunities to practice. • It allows various degrees of practice
• Give feedback. • Allows you to collect and analyse
data
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7 Remedial Instruction Strategies – What, Why, How

2. Support Learners to Explicitly Develop their Communicative Competence

What is it?
Communicative competence does not only refer to a language
user’s grammatical knowledge but also social knowledge. It is
important to know when to use language accurately and
appropriately in order to reach communication goals.
How to do this?
• Contextualise speaking tasks to
students' daily life Why do we do this?
• Provide opportunities for students • Activates students' interest to
to engage in role plays and communicate ideas
information gap activities • Helps students to express
• Include letter writing, note-taking thoughts and opinions
and summarizing tasks • Basic life skill
• Provide opportunities for group
and individual presentations 13
7 Remedial Instruction Strategies – What, Why, How

3. Embed visual and verbal resources in lessons, to support student learning

What is it?
The use of various methods to help make core content understandable,
manageable and actionable throughout the course of the lesson.

How to do this?
∙ Use short videos, visuals, and graphic
organizers Why do we do this?
∙ Scaffolding with vocabulary • Help students make link between
∙ Use verbal interactions that clarify pieces of information
content. E.g. defining words in • A memory aid
context; asking right-there • To increase students processing
questions; coaching; and conducting opportunities
whole-class, small-group, and
partner discussions

14
7 Remedial Instruction Strategies – What, Why, How

4. Encourage peer-assisted learning opportunities

What is it?
Peer-assisted learning is when students are paired with their classmates
regardless of their levels – with the goal to help each other to learn.

How to do this? Why do we do this?

• Assign pairs of different levels and • Helps foster a trusting and safe
get the more able student to support learning environment
the other • Allows students to take
• Students to maintain a ownership of their learning
coach-coachee relationship • Helps students build their
• Pairs are changed frequently to interpersonal, leadership and
ensure students work on a variety of communication skills
language skills

15
7 Remedial Instruction Strategies – What, Why, How

5. Build on students’ home language, culture, and social experiences

What is it?
The way a student learns and responses in the classroom, has so much
to do with his/her culture and social experiences at home. Therefore,
for a student to learn holistically it is important to draw from their
experiences and exposure to life.

How to do this?
Why do we do this?
• Provide opportunities for
• Breaks down barriers in
students to share about their
learning
home life
• Creates a positive learning
• Use supporting materials that are
environment
culturally contextualized
• Emotionally prepares students
• Get the parents involved
for a better learning
• Attempt to understand students
experience
home language and make links to
• Allows students to make sense
the language skills being taught 16
of learning
7 Remedial Instruction Strategies – What, Why, How

6. Assess language and literacy challenges, and monitor progress

What is it?
Assessment in remedial classrooms are vital to identify the
learning blocks students are experiencing and how best to support
them in order to progress. It also helps teachers evaluate the
effectiveness of their instructions/teaching.

How to do this? Why do we do this?

• First decide the type of • Helps the teacher teach
assessment to administer effectively
(RCA Tool) • Helps student's breakdown
• Based on findings, refer to the RI learning barriers
Toolkit and select the appropriate • Supports students'
activities to support the student progression
• Monitor student progress (AfL • Enhances students overall
Tools) learning experience
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7 Remedial Instruction Strategies – What, Why, How
7. Encourage collaborative small-group learning opportunities

What is it?
The use of small groups to promote student learning.
Students are encouraged to share ideas and help each other
learn while sharing resources and their discoveries.

Why do we do this?
How to do this? • Allows remedial students
• Establish groups and assign roles ample time to learn at their
• Set clear goals and expectations own pace
of given tasks • Shared learning responsibility
• Differentiate tasks • Provide students opportunities
• Assess each group on their own to communicate
merit • Students are exposed to
diversity
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Let’s Explore

Breakout Session 2

In Breakout Rooms, you will:

1. Look at ONE Remedial Strategy

2. Discuss the HOW and WHY of that strategy
3. Plan how you will integrate this strategy into your
lessons
By the end of today’s sessions, you will be able to:
Root Cause Analysis Process

Available in
Root Cause Analysis Process
The Recipe…
STEP 1 : Define the Problem

▪ Use this process and series of tools to help you identify individual student challenges at
the start of the academic year.

▪ The information you get about your students from the Root Cause Analysis will help
you know how best to support your students using the activities in the Remedial
Instruction Toolkit.
STEP 2 : Collect and Analyse Students Data

1. Conduct a free writing or guided writing activity(only pictures with keywords or

phrases) with your students on the first day of your class ( take five to ten minutes) and
use the Writing Rubric (appendix 1) to identify their CEFR level.
2. Students who are at Pre-A1 and Low A1 based on the writing task take Reading
Diagnostic test (Tool 1-4)
3. Use the Reading Diagnostic Tool (start with Tool 1, 2 then 3; see CEFR Level Testing
Section)
4. Use the Speaking and Listening Rubrics to further understand your remedial students’
CEFR levels (appendix 1)
STEP 3: Identify cause or causes

1. Once you have collected samples of student work, use the writing rubric (appendix
1), to establish approximately which CEFR level your students are at for writing.
2. Try to arrange your students into 4 levels according to the writing rubric (Pre-A1,
Low A1, Mid A1, and High A1).
3. Students who seem to be writing at Mid A1 and High A1 level, are on track to be able
to follow the Year 4 curriculum with limited challenges. These are most likely not
your remedial students.
4. For students who are Pre-A1 and Low A1, proceed to use the Reading Diagnostic
Tools (see CEFR Level Testing Section) to further drill down into which CEFR level
these students are at.
STEP 4: Create and Implement Solutions

1. Understand what extra support your students need to be able to progress (do they
need support in phonics, phonemic awareness, reading comprehension,
vocabulary, grammar, speaking practice, listening practice, etc.?)
2. Approximate your student’s CEFR level using all data sources from Step 2
3. Explore the Toolkit and know which level of activities students should do from it.
STEP 5: Evaluate Outcomes

1. Complete Step 5 throughout the Academic Year

2. Post Intervention Assessments using the same Diagnostic Tools
3. Lesson Observations
4. Students in class engagement and improvement
5. Whole-school Assessments
6. Assessment for Learning
Sample Free Writing –
Pre Diagnostic Assessment
Sample Free Writing –
Pre Diagnostic Assessment
Sample Reporting
Sample Lesson Plan
 Specific
learning
objectives
for
Pre/Low/
Mid A1
State the Unit no.
And Printable
resource no.
Let’s Explore
Breakout Session 3

The Objectives of this Breakout Session:

1.To explore elements of the Root Cause Analysis (RCA) tool
2.To understand the function of the different parts of the RCA
Tool
3.To explore data collection with the use of the RCA and CEFR
Level Testing tools
4.We will discuss the outcomes of your discussion once we
resume
 Breakout Session 4

The Objective of this Breakout Session:

1.To practice using the RCA Tool to analyse a sample student work

We want you as Teachers to practice using the RCA so that you

can BETTER use it in your Year 4 Classrooms!

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Plenary
In your PW, reflect upon today’s session: Possible BR Session

Where are you, on this continuum? Why?

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*Link to PW
Acknowledgements and References
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<https://www.adlit.org/in-the-classroom/strategies/peer-assisted-learning-strategy> Success of Children and Youth Learning English: Promising Futures. Washington, DC: The
[Accessed 18 October 2021]. National Academies Press
Assessment Reform Group (2002) Assessment for Learning: Beyond the Black Box. Cambridge: Self and Peer Assessment (n.d.). [Internet] Available from:
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Available from:
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i-to-i TEFL. (n.d) How to Teach Mixed Ability Classes [Internet] Available from: Matt Anderson Photography, n.d. Majestic Hot Air Balloon. [image] Available at:
<https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach-mix <https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020].
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SEE YOU TOMORROW!