I attended an eye opening orientation session by outsourced expert on remedial teaching at HRDD conference hall yesterday. It was targeted for present Class IX students. I am really grateful to our respected SPD (RMSA) sir and SPD (SSA) sir for giving me this opportunity. 🙏🙏🙏
The strategies suggested in the orientation session are different than what I have been suggesting to schools for conducting remedial teaching.
Some major differences are:
a) we suggest subject teachers to map/locate learning competency and difficulty areas of individual student before starting remediation but the session suggested to refer scores of students of diagnostic test before starting remediation.
👉 Our strategy to identify competency deficiency (deficiency of individual student) is through feedback "formative assessment in true sense") not through centralized diagnostic test.
👉 Our logic is that a teacher should need to know the actual areas where an individual child need remediation or it will be just re-teaching only, not remedial teaching
b) we suggest whole class approach without revealing the students about their competency inadequacies but the session suggested tiered approach (seggregate and teach the students without requisite learning level in separate classroom).
👉 Our strategies for remediation are peer teaching, group activities, blackboard works, class quiz, etc. We believe that thi is the suitable strategy to conduct learning remediation accommodating all children (Teaching in separate classroom means requirement of extra sets of furniture, one extra classroom and one extra teacher which is hardly practical)
👉 Our logic is that segregation of students on their learning competencies will lead to further demotivation, problems or dropping out. On the other hand, this strategies will help students having learning difficulties can get more learning scopes when they were involved in the activities with their peers who have already achieved the requisite learning competencies and provide revision scope for later group
c) we suggest series of unit testing (paper-pencil tests) to track children's learning progress but the session suggested to 'make children work on worksheet provided' to track their progress (no test for students).
👉 Our strategy is to conduct test with standardized tools (following general testing pattern) after completing each unit and make an inventory of score records for tracking students' learning progress.
👉 Our logic is "testing is confirming". We believe that a standardized paper-pencil test helps subject teachers to know about their instructional gaps in particular unit and helps children to know the general testing patterns. In addition to this, we also believe that the paper-pencil tests will help the children to understand how to respond appropriately to given questions in written form (after all we are preparing children for written examination).
I know that I have very little knowledge and I also know that "little knowledge is dangerous" 😁😁
The strategies suggested in the orientation session are different than what I have been suggesting to schools for conducting remedial teaching.
Some major differences are:
a) we suggest subject teachers to map/locate learning competency and difficulty areas of individual student before starting remediation but the session suggested to refer scores of students of diagnostic test before starting remediation.
👉 Our strategy to identify competency deficiency (deficiency of individual student) is through feedback "formative assessment in true sense") not through centralized diagnostic test.
👉 Our logic is that a teacher should need to know the actual areas where an individual child need remediation or it will be just re-teaching only, not remedial teaching
b) we suggest whole class approach without revealing the students about their competency inadequacies but the session suggested tiered approach (seggregate and teach the students without requisite learning level in separate classroom).
👉 Our strategies for remediation are peer teaching, group activities, blackboard works, class quiz, etc. We believe that thi is the suitable strategy to conduct learning remediation accommodating all children (Teaching in separate classroom means requirement of extra sets of furniture, one extra classroom and one extra teacher which is hardly practical)
👉 Our logic is that segregation of students on their learning competencies will lead to further demotivation, problems or dropping out. On the other hand, this strategies will help students having learning difficulties can get more learning scopes when they were involved in the activities with their peers who have already achieved the requisite learning competencies and provide revision scope for later group
c) we suggest series of unit testing (paper-pencil tests) to track children's learning progress but the session suggested to 'make children work on worksheet provided' to track their progress (no test for students).
👉 Our strategy is to conduct test with standardized tools (following general testing pattern) after completing each unit and make an inventory of score records for tracking students' learning progress.
👉 Our logic is "testing is confirming". We believe that a standardized paper-pencil test helps subject teachers to know about their instructional gaps in particular unit and helps children to know the general testing patterns. In addition to this, we also believe that the paper-pencil tests will help the children to understand how to respond appropriately to given questions in written form (after all we are preparing children for written examination).
I know that I have very little knowledge and I also know that "little knowledge is dangerous" 😁😁
