DAY

HIGHLY IMMERSIVE PROGRAMME

Remedial Instruction for Year 4 Teachers
Phase 3 – Selangor and Johore G2
7.2.2023-10.2.2023

In
collaboration
with
 Remedial Instruction: What Is It?​
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 after identifying a learning 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 after school hours
Before starting instruction, some schools contact the parents/guardians to
ensure continuous support for the student, even at home.
 BACKGROUND
Remedial Instruction is one of the initiatives
stipulated in the MEB and the English HIP is a programme under the
Language Roadmap. The programme is MBMMBI policy and Remedial
a follow up and follow through of the LINUS Instruction aims to expose students to
2.0 and PLaN programme which is aimed extensive use of the English Language and to
at addressing the problem of English literacy create an immersive English
among lower primary school students Language environment in schools
without learning problems.

1 of the 7 cores of KPM, Core 4 : Focus on

Remedial Instruction through HIP with
drop out of education and literacy problems
the focus on the in-class component
and to close the educational gap.
Help Year Four students to
master basic skills of
Listening, Speaking, Reading
and Writing in English to
improve student performance in
English to achieve the aspired
CEFR level.

Enable Year Four English

teachers to master the
techniques and remedial
teaching strategies to help
Improve students' English
language skills and outcomes.

As a continuous professional
development training for Year
Four English teachers to
master English language
remedial teaching methods PROGRAMME OBJECTIVES
and techniques.
 CURRENT ISSUES AND THE NEED TO ADDRESS THE ISSUE…

Addressing the problem of English literacy

among lower primary school students
without learning problems.

Remedial students and

mainstream students are placed in
the same classroom (mixed ability)
 CHALLENGES IDENTIFIED FROM THE TEACHERS DURING TRAINING
Difficulties in integrating remedial activities into the mainstream teaching plan.

Student attendance

Fatigue and stressful in managing a combined class of remedial and mainstream students especially when
there are too many students in one class

Stress when the teacher has to manage the class with mixed students' ability

Disorganized and lost focus when implementing the daily mainstream teaching plan and trying to complete
the annual plan set out in the SOW (Scheme of Work) while having to attend to the RI students in the same
class
 IMPLEMENTATION OF
REMEDIAL INSTRUCTION PROGRAMME 2023
Training Needs Analysis (2020-2021)
Conducted an analysis of training needs by obtaining information related to the
needs of Year 4 students from 800 selected schools (2020 PLaN)

Training Materials (2023)

1. Provide training modules – Teachers, EL Panel Heads, SISCs+
2. Provide Year 4 Remedial Instruction Toolkit

Implementation of Training
Remedial Instruction for English language Teachers Phase 1- Phase 5 (January-
March 2023)

Support Mechanism and Monitoring

Type of
1. Online support by ELTC (April 2023 - discussion and improvement)
support
2. RI School Support Visits ( May – Oct 2023)
3. Monitoring by JPN, PPD and SISC + officers

Study on the Programme Impact Study

effectiveness of
programme 1. Remedial Instruction Diagnostic Assessment And
implemenattion Post Training Support Mechanism Survey
2. Study of programme implementation success
CASE STUDY and OBSERVATION CYCLE
Identifying schools with
Remedial students (at end
of year 3 they are unable to
achieve the minimum CEFR
A1 level based on syllabus)

Teachers
Teachers are provided
with post training
undergo
support and physical training
class visit

Teachers try these

Teachers share
7 strategies in
current
their classroom
challenges in
and suggested
their classroom
interventions

Training
suggests 7
strategies for RI
class 9
HIP Remedial Instruction
Programme Effectivess Study – STUDENT OUTCOME
2022 •Post-Test numbers have reduced meaning
Pre-A1 has moved to Low A1 and Low A1
has moved to Mid A1.

Number of Year 4 RI •The data indicates that the increase in

Total Number of
TOTAL students involved in RI students reaching Mid A1 or passing low
Intervention before the Students at PRE-TEST
RESPONDENTS : A1 is by 17% (1977) . These students can
diagnostic assessment : (Pre-A1) – be removed from the remedial category
739/798 (93%)
11510 6446 and able to follow the Year 4 syllabus with
other students.
Total Number of Total Number of Total Number of
Students at PRE-TEST Students at POST-TEST Students at POST-TEST •Total number of students differ due to
(Low-A1) – (Pre-A1) – (Low-A1) – some students being removed as RI
6121 4305 5228 students before they sat for their Post Test
Diagnostic Assessment and some schools
started the Post Test later than April 2022,
therefore have not completed their Post
Test in October 2022.
 11

STUDENT OUTCOME
My students can produce and modify a plan or draft of a paragraph in response to 129
feedback. 610
My students can spell words accurately and use punctuations in guided writing as 319
well as connect sentences into a coherent paragraph. 420
My students can communicate basic and personal information as well as describe 226
people and objects using suitable statements adequately. 473
My students can display adequate ability to use cursive writing. 227
512
My students can read and understand a range of A1 fiction or non-fiction print and 342
digital texts of interest by responding adequately to given tasks. 397
My students can guess the meaning of unfamiliar words from the clues provided by 296
title and topic as well as use dictionary skills adequately. 443
My students can understand the main idea, specific information and details of 380
simple texts of one or two paragraphs by responding adequately to given tasks. 359
My students can narrate short basic stories adequately. 564
175
My students can describe people and things using suitable statements adequately. 313
426
My students can manage interaction and classroom task appropriately. 239
500
My students can communicate simple information clearly. 192
547
0 100 200 300 400 500 600 700

No Yes
 Themes Derived

Training

Student
Participation
Resources
and
Engagement

RI
Assessment
Intervention

Presentation title 12
 TRAINING

69% of the English language teachers have stated that the comprehensive training provided by ELTC for Year 4
remedial students has helped them implement the remedial instruction classroom interventions effectively.

31% of the English language teachers claimed the training has enabled the teachers to implement the
intervention despite some challenges in areas namely classroom management and lesson planning.

HIP Remedial RESOURCES

Instruction
69 % teachers claimed that the resources provided for RI programme is impressive, attractive, interesting and
Effectiveness are very useful materials especially the RI TOOLKIT. Some units in the TOOLKIT does not provide similar
Study– context as the units in the textbook.
TEACHER • Teachers also shared that some units in the TOOLKIT do not provide similar context as the units in the
PERCEPTION textbook and the vocabulary list does not match the unit theme.
AND
RI INTERVENTION
EXPERIENCES
72% teachers claimed that they need more ideas on integrating RI activities into mainstream lesson plan which
they strongly suggest to be included in the training sessions.

73% teachers found that the step-by-step guide in the TOOLKIT, assisted them in preparing RI lesson plans as the
activities can easily be followed although time consuming. They also found that the high achievers can guide the
low achievers during pair work confidently. teachers also shared that the interventions .
 ASSESSMENT

69% teachers claimed that the diagnostic assessments were helpful in student placement
prior to starting the Remedial Instruction programme.
Remedial
Instruction • Further to this, teachers shared that while conducting the RI activities, they could
Programme identify students learning problems much evidently.
Impact –
TEACHER STUDENT PARTICIPATION AND ENGAGEMENT
PERCEPTION
AND Majority teachers claimed that students were excited when given handouts with colourful
EXPERIENCES pictures and they enjoy it (low stress level and less competitive).

• Students were able to follow through the activities with teachers' assistance and peer
assistance. (was observed during school visits as well)
Remedial Instruction
EFFECTIVENESS STUDY– TEACHER PERCEPTION AND EXPERIENCES

CHALLENGES IDENTIFIED

Difficulties in integrating remedial activities into the mainstream teaching plan.

Student attendance

Fatigue and stressful in managing a combined class of remedial and mainstream students especially when
there are too many students in one class

Stress when the teacher has to manage the class with mixed students' ability

Disorganized and lost focus when implementing the daily mainstream teaching plan and trying to complete
the annual plan set out in the SOW (Scheme of Work) while having to attend to the RI students in the same
class
 Hello and
Welcome!
You will be unmuting and broadcast your cameras
as you
1) Introduce yourself – name, region, district,
school etc.
2) Say one thing you are excited about for the
academic year.
3) Why are we here today?

*Link to PW
By the end of today’s sessions, you will be able to:
• explore assumptions on Remedial Instruction and strategies to manage a
mixed-ability classroom

You will be successful if you can:

explain what Remedial Instruction means to you
explore beliefs and challenges surrounding Remedial Instruction
familiarise yourself with mixed-ability classroom management strategies
outline ways to support your remedial students in the mixed ability
classroom
 Breakout Session 1

In Breakout Rooms, you will:

1. SHARE common challenges in conducting
remediation in your school/classrooms
2. Brainstorm and share solutions on how you can
overcome these challenges

Use the Google slides – link in chat box –

to record your group’s thoughts.
 Post-Breakout Room Discussion

1. Based on the data on Remedial Instruction, what is happening in your classroom that shows the need for intervention and
support for students?
2. What are your understandings, your beliefs, your thoughts and experiences on Remedial Instruction in terms of what has been
done, what it is supposed to be done, what it should be, etc?
3. What challenges are you facing in conducting remediation and managing mixed ability classrooms?
4. As a Teacher, how have you overcome those challenges? What solutions have you put in place to support Remedial Instruction?
5. What do you think is your role as a Remedial Instructor? Be specific
6. What do you want to happen in your classrooms, moving forward, via this Remedial Instruction programme?
7. What is your role in a) rolling out this Remedial Instruction programme in your classroom, and b) supporting your students to
overcome challenges in the mixed-ability classroom?
Starter

PICTURE THIS!

It is a hot August afternoon. The location is

the living room in an old house. The large
windows are open, and the curtains are
blowing in a strong breeze. On the floor are
the bodies of Bill and Mary. They are
surrounded by puddles of water and broken
glass. Please close your eyes and picture the
scene in your head. Neither Bill nor Mary has
clothing on. How did they die?
20
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!
Here's a Sample Drawing – Does yours look the same?
By the end of today’s sessions, you will be able to:
• explore assumptions on Remedial Instruction and strategies to
manage a mixed-ability classroom
You will be successful if you can:
1. explain what Remedial Instruction means to you
2. explore beliefs and challenges surrounding Remedial Instruction
3. familiarise yourself with mixed-ability classroom management
strategies
4. outline ways to support your remedial students in the mixed ability
classroom

23
Let’s Explore Further

What are the challenges you

identified in
the implementation
of Remedial Instruction in
your
school/classrooms/lessons?

Let’s call it out!

24
 Breakout Session 2

In Breakout Rooms, you will:

1. Read the classroom scenarios provided.
2. Have you experienced such challenges in your
classrooms?
3. How can you provide equal support in such instances?
4. What are some challenges you foresee?

Use the Google slides – link in chat box –

to record your group’s thoughts.
 Post-Breakout Room Discussion: Scenario 1

A teacher has 38 students in her class, out of which, 17 of them are remedial students. The teacher believes she
plans her lessons well but can’t seem to balance out activities for the remedial students. When focused on their
activities, the other students become bored and disruptive… and when the teacher is focused on non-remedial
students, the remedial students just sit idle and don’t seem to do anything.

As a Teacher:
1.Have you experienced this or have your colleagues highlighted such challenges in their classrooms?
2.How can you support the students in this scenario? What do you do currently in such scenarios? Any new
ideas/strategies to help this teacher.
3.What are some of the challenges you foresee, if the teacher were to take on your recommendations from No.2?
(mindset? assumptions the teacher has made of the students, etc.)
 Post-Breakout Room Discussion : Scenario 2

For today’s lesson, the teacher has placed all the remedial students in their levelled groups. Eventually, one of the more
fidgety remedial student begins pestering one of the other students at their table (e.g. taking things off her desk,
staring at her paper, not completing the task, etc). The teacher has repeatedly reminded the student to stop pestering,
but the pestering has not stopped. The teacher wants the students to complete their assigned task, but the pestering is
affecting the dynamics in that group.

As a Teacher:
1.Have you experienced this or have your colleagues highlighted such challenges in their classrooms?
2.How can the teacher support the students in this scenario? What do you do currently in such scenarios? Any new
ideas/strategies to help this teacher.
3.What are some of the challenges you foresee, if the teacher were to take on your recommendations from No.2?
(mindset? assumptions the teacher has made of the students, etc.)
 Post-Breakout Room Discussion : Scenario 3

It's the beginning of the academic year and a teacher and her students are getting to know each other and learning the
class routines. The teacher wants to differentiate and has set up 3 different group activities. Unfortunately the lesson
doesn't go according to plan. The teacher gets overwhelmed as the students are not following instructions, the good
students are finishing faster than expected and the remedial students are feeling left out.

As a Teacher:
1.Have you experienced this or have your colleagues highlighted such challenges in their classrooms?
2.How can the teacher support the students in this scenario? What do you do currently in such scenarios? Any new
ideas/strategies to help this teacher.
3.What are some of the challenges you foresee, if the teacher were to take on your recommendations from No.2?
(mindset? assumptions the teacher has made of the students, etc.)
Today’s Sessions

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

• explore assumptions on Remedial Instruction and strategies to
manage a mixed-ability classroom
You will be successful if you can:
1. explain what Remedial Instruction means to you
2. explore beliefs and challenges surrounding Remedial
Instruction
3. familiarise yourself with mixed-ability classroom management
strategies
4. outline ways to support your remedial students in the mixed
ability classroom
*Link to PW 29
 THE MEANING TO CLASSROOM MANAGEMENT
Classroom management: “using a set of educational practices and
strategies, on one hand, to prevent and effectively manage inappropriate
behaviour and, on the other hand, creating and maintaining an
environment that promotes both teaching and learning.”
(Bissonnette, Gauthier and Castonguay, 2016, p. 51)

Preventative or proactive measures create an environment conducive to:

• teaching and learning,
• the prevention of disruptive behaviour, and
• encouraging the development of appropriate behaviours

30
 MANAGING A MIXED ABILITY CLASSROOM

Overwhelmed

Stressed

Anxiety

Demotivated

Ignorance
https://youtu.be/7BuTsUMGIiI
Fatigue/Tired 33
 STRONG CLASSROOM MANAGEMENT –
THE MIXED ABILITY CLASSROOM

Open ended play activities usually involve exploration and

physical activity. In these activities, children are allowed to use
Plan for activities that have more open- their imagination and do things that they are curious about. Child-
ended possibilities guided and there are no set rules or limitations applied for the
activity.

Plan for the fast finishers Prepare in advance activities for students who are fast.

Task involved setting different tasks for students of different

Differentiate materials and resources
abilities.

Equality is key Providing equal opportunity to learn, participate and engage.

NO CHILD LEFT BEHIND! 34
Fast Finishers?

TASK FINISHER
CARDS FOLDERS
OTHER
JOURNAL BEST
CORNER PRACTICE
S?
35
Preventative and Proactive Interventions

PREVENTATIVE, PROACTIVE INTERVENTIONS

1. Build a positive relationship with students

2. Create a safe, orderly, predictable and positive learning environment
3. Coach and supervise students on a continual basis
4. Use effective AfL strategies*

(Adapted from Evertson, Emmer & Worsham, 2006)

36
Glaser: Focusing
 Preventative Interventions

1. Transitional Warnings Choice

2. When/Then Statements. 7. Increase Predictability
3. Use Picture List, Routine, or 8. Behavioral Momentum
Schedule 9. Modify Task
4. Use Picture List, Routine, or 10. Enrich Environment
Schedule
11. Access to Materials
5. Having enough Materials or
Alternative Items
6. Provide Opportunities for
https://educationtothecore.com/2021/01/30-preventive-strategies-to-do-before-a-behavior/
 Proactive Interventions

1. Positive Relationships
2. Mindfulness Techniques
3. Establish Expectations with Your Students
4. Positive Rewards System
5. Teach Conflict Resolution Strategies
6. Use Visual Cues and Reminders
7. Be Consistent
Classroom Management Checklist!
Preventive or Proactive Measures – A Checklist
TOPIC CRITERIA CHECK

Set clear and measurable learning objectives.

Planning Plan for small group Remedial Instruction activities using the Toolkit resources.
Integrate Remedial Instruction activities into the main lesson.

Provide clear instructions throughout the lesson.

Facilitating Engage students through collaborative small group learning activities, both sourced and provided in the
Learning Toolkit.

Use a range of visual and verbal resources to support student learning.

Distinguish between students and consider their needs and preferred ways of learning.
Classroom
Management Effectively manage students of different abilities through different tasks and activities.
Encourage peer-assisted learning and provide such opportunities for students.
Ensure Assessment is inclusive (transparent) and set up to capture learning and progress.

Assessment 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)

39
Report template that will be used by the
Master Trainers during the School
Support Visit.

Teachers will receive a copy of the report

after the classroom observation.
Let’s Explore
Breakout Session 3

In Breakout Rooms, you will:

1. For each Classroom Management strategy, discuss:
a) The advantages and disadvantages
b) The challenges you foresee in using these strategies in your
classroom
c) How will you overcome the challenges in b)
d) How will you plan to do this in your lesson?

Use the Google slides – link in chat box –

Link to Google Slides
to record your group’s thoughts.
 Post-Breakout Room Discussion

1.Discuss the following for each Classroom Management strategy:

2. The advantages and challenges you foresee in using these strategies in your
classrooms
3.How will you overcome the challenges in a)
4.How will you plan to do this in your next lesson?
Imagine you need to do this in your next lesson:
Select ONE strategy and plan for it in one of your upcoming lessons (what exactly will
this look like?) and get ready to post this in the Google Classroom for feedback!
Today’s Sessions

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

• explore assumptions on Remedial Instruction and strategies to
manage a mixed-ability classroom
You will be successful if you can:
1. explain what Remedial Instruction means to you
2. explore beliefs and challenges surrounding Remedial
Instruction
3. familiarise yourself with mixed-ability classroom management
strategies
4. outline ways to support your remedial students in the mixed
ability classroom
43
How to support your remedial students in the mixed ability classroom

Imagine a class of mixed ability students

(Level PreA1- Mid A1).

As a team, let us brainstorm 10 ways through

which we can support students in a mixed ability
classroom.

The discussion of the outcome will be carried out

in way preferred by you.

*Link to PW 44
MIXED CLASSROOM MANAGEMENT - SUPPORT AND STRATEGIES
MIXED CLASSROOM MANAGEMENT - SUPPORT AND STRATEGIES

Well planned
Equal
Good rapport lesson for Fun lessons
opportunity
different levels

Project Based Fast finisher

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

Where are you, on this continuum? Why?

*Link to PW
Acknowledgements and References
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<http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/ Smith, I. (2008) Making Feedback Count: A practical guide for primary
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guidance-ks12.pdf> [Accessed: 11 March 2015]
Matt Anderson Photography, n.d. Majestic Hot Air Balloon. [image] Available
Goode, K. et al (2010) Assessment for Learning [Internet] Available from: at: <https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020].
<http://www.etfo.ca/Resources/ForTeachers/Documents/Assessment%20for
%20Learning.pdf> [Accessed: 20 March 2015] Pinterest, n.d. Learning Goal & Success Criteria. [image] Available at:
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Great Leaps. (2020) 14 Characteristics of Good Remedial Teaching [Internet] Available
from: <https://greatleaps.com/blogs/the-academic-success-blog/14- Pinterest, n.d. Success Criteria Stories. [image] Available at:
characteristics-of-good-remedial-teaching> [Accessed: 15 Oct 2021] <https://bit.ly/pinterest_31UhbKW> [Accessed 7 July 2020].
i-to-i TEFL. (n.d) How to Teach Mixed Ability Classes [Internet] Available from: Tenor, 2014. Cat Epic Wiggle GIF. [image] Available at:
<https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach- <https://bit.ly/tenor_2Z6iYuQ> [Accessed 7 July 2020].
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Washington, DC: The National Academies Press

48
THANK YOU and SEE YOU
TOMORROW!