DAY

HIGHLY IMMERSIVE PROGRAMME

Remedial Instruction for Year 4 Teachers

In
collaboration
with
Let's Meet and Greet Virtually

PUAN NADIAH BINTI SULAIMAN

SCHOOL IMPROVEMENT SPECIALIST COACH PLUS

(SISC+)

PEJABAT PENDIDIKAN DAERAH MELAKA TENGAH

Let's Meet and Greet Virtually

CIK NURSHERRINA BINTI BASIR AHMAD

SCHOOL IMPROVEMENT SPECIALIST COACH PLUS

(SISC+)

PEJABAT PENDIDIKAN DAERAH MELAKA TENGAH

Housekeeping​:
• This session is being recorded​
• Registration in SP2E (only once)
• Attendance – Daily via Google form
• Community of Practice – Telegram Group
• Training Schedule
​
COURSE REGISTRATION: http://eltc.edu.my/sp2e

Step 1 Click “PENDAFTARAN KURSUS”

Step 2 Fill in “KOD KURSUS: 1770

Step 3 Fill in “BUTIRAN DIRI”

Step 4 Click “TERUSKAN”

Step 5 Fill in “BUTIRAN SERVIS”

Click Pendaftaran Kursus

Step 5 Click on “HANTAR BUTIRAN”

Housekeeping​
• Daily Attendance​through google form
• The same teacher from each school must
attend this course for three days
• The link will be shared at the end of this
session
Telegram Group
https://t.me/+aFeJqjYLuR5hZmY1
 RI TRAINING SCHEDULE - DAY 1

Housekeeping Knowing me, knowing you

• Registration • Getting to know each other
1 • Attendance
2 • Talk about your hopes and expectations
• Telegram group link

Overview Current Practices

• Background & Programme Objectives • Challenges & Overcoming Challenges

• What is Remedial Instruction? 4 • Mixed Ability Classroom Management

3
• How to carry out Remedial Instruction? and Support Strategies
 Hello and Welcome!

Kindly unmute and broadcast your cameras as you

1) Introduce yourself – name, district & school
2) Say one thing you are excited about for the
academic year (2024)

*Link to PW 11
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
 BACKGROUND
Remedial Instruction is one of the initiatives

REMEDIAL
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

INSTRUCTION at addressing the problem of English literacy

among lower primary school students
without learning problems.
create an immersive English
Language environment in schools

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.
 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.
 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
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) - 6446 be removed from the remedial category
739/798 (93%)
11510 and able to follow the Year 4 syllabus with
other students.

Total Number of Total Number of Total Number of •Total number of students differ due to
Students at PRE-TEST Students at POST-TEST Students at POST-TEST some students being removed as RI
(Low-A1) - 6121 (Pre-A1) - 4305 (Low-A1) - 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.
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?
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 How to carry out RI Intervention?
Steps Teacher’s Work Process
1 • Administer the Pre-test
Pre-test • Identify the students
2 • Group the pupils according to level
(Pre A1, Low A1, Mid A1 & High A1)
• Identify the issues (Root Cause Analysis)
• Inform parents about RI (Pre A1 & Low A1 pupils)
Submit Report Group pupils 3 • Prepare an Action Plan
• Unpack the RI Toolkit
• Embed RI in Lesson Plan
• Begin intervention (15-20 minutes in a group)
4 • Administer Post-test
(At the end of the academic session - using the
same instrument as the Pre-test)
5 • Submit Report in the HIP Portal
RI
Post-test
Intervention

Presentation title 19
Administering the Pre-test
 Intervention for RI pupils
(SJKC Tiang Dua & SK Paya Redan)
Let’s Explore Further

What are the challenges

that you think you might face
in the implementation of
Remedial Instruction
in your school/classrooms/lessons?

Let’s call it out!

23
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
 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.)
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

(Bissonnette, Gauthier and Castonguay, 2016)

26
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

27
28

Teacher Training
Fast Finishers?

TASK FINISHER
CARDS FOLDERS
OTHER
JOURNAL BEST
CORNER PRACTICE
S?
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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 Assessment for Learning (AfL) strategies*

(Adapted from Evertson, Emmer & Worsham, 2006)

30
Glaser: Focusing
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 Toolkit.
Learning

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 Effectively manage students of different abilities through different tasks and activities.
Management
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)

31
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.
What is 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!
 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)
THANK YOU and SEE YOU
TOMORROW!