MODULE 1: The Remedial Classroom: Organization and

Management

Module Overview:

Education is an essential
component of any society,
and it is the key to unlocking
individual's potential.
However, not every student
has an aptitude of the same
degree when it comes to
learning. Some students may
struggle to grasp specific
concepts, while others may
have difficulty with applying
these concepts in real-world
settings. Students possess
diverse capabilities,
backgrounds, learning styles, and needs, which influence their individual learning
paces. These variety and uniqueness underscore the reality that there is no one-size-
fits-all approach to teaching and learning. Ensuring that a few students grasping a
lesson sufficiently should not justify moving on to the next topic. The ultimate goal is
to address the needs of all students, to ensure that no one is left behind. This goal
highlights the importance of remediation and intervention in teaching and learning.

In the field of education, interventions refer to intentional deviations from

standard teaching practices, designed to address the specific needs or difficulties of
individual students. These focused and targeted teaching sessions aim to support
students in overcoming challenges and can take place in one-on-one or group settings.
Interventions vary widely in implementation, with some being formally monitored to
track progress, while others remain flexible and adaptive to the evolving needs of
students. The diversity in students’ learning styles, academic status, and needs makes
implementing interventions both challenging and time intensive. Effective
interventions are strategically designed to meet students’ specific requirements while
helping them achieve their academic potential. Examples include peer tutoring,
behavioral or collaborative approaches, and one-to-one interventions (Hawthorne,
2024).

Remediation, or remedial instruction, is a targeted educational intervention

aimed at supporting students who are falling behind. This approach seeks to bridge
gaps in achievement levels and acquired competencies among learners. By focusing
on the appropriateness of learning experiences, it begins at the students' current skill
levels, helping them progress toward improved outcomes (Glewwe et al., 2020). It
primarily help students address language skills deficits by helping them acquire self-
confidence to face their own weakness and overcome these through the acquisition of
self-help strategies. A thorough assessment must be conducted before organizing a
remedial program, while consistent monitoring is imperative in managing the program.
 It traces back in history to the 19th century, when postsecondary institutions in
the United States recognized the need to assist academically underprepared students.
Early efforts included tutoring services and remedial courses at colleges and
preparatory departments, with challenges such as uncoordinated curriculum, limited
facilities, and administrative difficulties. The Morrill Act of 1862 expanded access to
higher education through land-grant colleges, which admitted students of modest
academic preparation, many of whom required remedial support (Maxwell, 1997).

Institutions such as Harvard University offered remedial courses and tutorial

programs as early as the 1870s to support students admitted “on condition.” By the
early 20th century, over 350 colleges provided “how to study” classes, and
approximately 80% of postsecondary institutions included college preparatory
programs with tutoring and remedial courses (Maxwell, 1979; Brubacher & Rudy,
1976). Remedial instruction served as a prerequisite for college-level coursework,
ensuring students developed foundational skills necessary for academic success.

As we explore this module, it will provide us the necessary concepts and

foundational knowledge for remedial instruction. It will guide learners in
understanding how to organize, implement, and manage remedial programs
effectively, emphasizing the integration of curriculum, instruction, and assessment.
By exploring these lessons, students will gain insights into identifying learning gaps,
applying targeted interventions, and fostering the development of essential academic
and language skills.

Keep This in Mind!

Remedial instruction is both a science and an art because it is grounded in

systematic principles while also requiring human judgment, creativity, and sensitivity
to learners’ needs.

As a science, remedial instruction is grounded in systematic and research-

based practices. Gunning (2003) explains that effective remedial teaching begins with
accurate diagnosis of learners’ difficulties using valid assessment tools, followed by
data-based instructional planning. Similarly, Strickland (1998) emphasizes that
instruction must be deliberate, sequential, and aligned with established theories of
learning to address specific skill deficits. Vacca, Vacca, and Gove (1991) further
assert that structured instruction and continuous monitoring of progress are essential
in ensuring the effectiveness of remedial interventions.

As an art, remedial instruction involves the teacher’s creativity, flexibility,

and sensitivity to learners’ needs. Tomlinson (2014) argues that teachers must adapt
instruction based on individual differences, interests, and readiness levels, which
cannot be fully prescribed by rigid methods. In the same vein, Ormrod (2020)
highlights the role of teacher judgment and empathy in responding to learners’
emotional and motivational needs, particularly among struggling students.

Is Remedial Instruction more of a Science than an Art, or more of an Art

than Science?
 Remedial instruction is neither purely a science nor purely an art; it is a
synthesis of both. Strickland (1998) views remedial instruction as scientific because it
relies on structured planning, research-based strategies, and continuous evaluation.
Conversely, Tomlinson (2014) regards remedial instruction as an art due to the need
for flexibility, creativity, and responsiveness to individual learners. Ormrod (2020)
concludes that while scientific principles guide instruction, the art of teaching
determines how these principles are applied in real classroom contexts.

When Is the Right Time to Provide Remedial Instruction?

Remedial instruction should be provided as soon as learning difficulties are

identified, not after prolonged failure. Gunning (2003) emphasizes that early
remediation prevents misconceptions from becoming entrenched and reduces learner
frustration. Similarly, Strickland (1998) asserts that remediation is most effective
when it is integrated into regular instruction and provided immediately following
assessment results. Vacca, Vacca, and Gove (1991) also note that timely intervention
allows teachers to address skill gaps before they interfere with higher-level learning.

Can a Teacher Rely on Judicious Judgment in Diagnosing Learners’

Needs and Interests?

A teacher may rely on professional judgment, but it must be supported by

systematic assessment. Ormrod (2020) explains that teachers’ observational skills and
instructional experience are valuable in identifying learners’ needs, interests, and
difficulties. However, Gunning (2003) cautions that judgment alone is insufficient; it
should be validated through formal and informal diagnostic tools. Tomlinson (2014)
further argues that effective diagnosis emerges from the combination of assessment
data and teachers’ informed intuition about learners’ readiness, motivation, and
learning profiles.

Lesson 1.1: Organization of Remedial Instruction Program

Desired Learning Outcomes:

 Expanded knowledge about the essential components of organizing a remedial

instruction program.
 Understood the alignment of curriculum, instruction, and assessment in
addressing learners’ difficulties
 Recognized the role of research-based instructional guidelines in effective
remedial teaching
 Applied organizational principles in planning instruction that meets individual
learner needs.
 Content Focus

Remedial instruction is organized around the close interaction of curriculum,

instruction, and assessment. These three elements work together to ensure that
teaching responds to learners’ actual needs rather than assumed difficulties.
According to Gunning (2003), remedial instruction becomes effective only when
assessment guides instruction and when instruction is aligned with essential
curriculum goals. Strickland (1998) further explains that this organization allows
remediation to be systematic without being rigid, ensuring both structure and
responsiveness to learners.

Curriculum refers to the planned content, skills, competencies, and learning

outcomes that learners are expected to achieve. According to Vacca, Vacca, and Gove
(1991), curriculum provides direction and academic purpose in teaching. In remedial
instruction, curriculum is essential because it ensures that remediation remains
aligned with required standards while allowing flexibility in content selection and
sequencing. Without a clear curriculum, remedial teaching risks becoming fragmented
and unfocused. Whereas, assessment is the systematic process of gathering
information about learners’ abilities, difficulties, and progress. Gunning (2003)
emphasizes that assessment is the foundation of remedial instruction because it guides
instructional planning and decision-making. Assessment ensures that remediation
addresses actual learning gaps and allows teachers to monitor progress and adjust
instruction as needed. And instruction refers to the strategies, methods, and activities
used to facilitate learning. Strickland (1998) explains that in remedial instruction,
teaching must be deliberate, explicit, and responsive to assessment data. Instruction is
important because it translates assessment findings and curriculum goals into
meaningful learning experiences that help learners overcome difficulties and build
confidence.

Which comes first in remedial instruction?

1. Assessment of Learners
Assessment comes first in
remedial instruction. Gunning
CURRICULUM
(2003) emphasizes that
diagnostic assessment identifies
learners’ abilities, strengths,
interests, weaknesses, needs, and
specific skill gaps. This step
prevents guesswork and ensures
INSTRUCTION ASSESSMENT that remediation targets actual
learning needs. Vacca, Vacca,
and Gove (1991) note that
assessment provides the
empirical basis for instructional
decisions in remedial teaching.
2. Actual Teaching (Instruction)
Instruction follows assessment and is directly informed by assessment results.
Strickland (1998) explains that remedial instruction must be explicit, systematic, and
responsive to learners’ diagnosed difficulties. Instruction represents the teacher’s
deliberate effort to address identified gaps using appropriate strategies, materials, and
pacing. Ormrod (2020) adds that effective instruction also considers learners’
motivation and readiness to learn.

A. The program must identify instructional strategies and activities for learners. Use
appropriate learning methods and strategies based on the needs of the students. One
should consider the following:
• learning styles
• learning modalities
• differentiated instruction
• multiple intelligences
B. Instruction must be based upon what we know about the effective teaching of
language skills. It should be supported by the theories and principles of teaching and
learning. Assessment should be holistic. One should use the Bloom’s Taxonomy of
Educational Objectives to double check if TLP is complete.
C. Those involved in designing or selecting instructional activities need to consider
the variables that contribute to success in language learning, given its interactive and
constructive nature. Consider other factors of learning like learning styles, individual
differences, context, environment, cognitive, affective and psychomotor skills, etc.
Prepare activities that are based on the four macro skills and viewing skill.
D. Time must be provided in the classroom for practice. Give them time to think,
practice and to give them time for your guidance for the things they find difÏcult.
E. Composing should be an integral part of the program. Among the five macroskills,
writing is the last line of display of the skills. Every activity should have a writing
task before moving on to the next level. The macroskills are integral: before writing,
all skills should have been utilized.
F. Students should be given opportunities to become independent and to self-monitor
their progress. Learning procedure should allow students to have guided an
independent practice for formative and summative assessment. Teach them of
metacognitive skills to assess and monitor themselves. Self-motivation and self-
assessment is essential to be developed.
G. The climate in a school must be conducive to the development of students. The
school must be helpful for students. It must be warm and accommodating. The
environment should also act as a scaffold. Comfort and security must be felt.
Motivating and peaceful environment is helpful for the students.
H. The school must develop an organizational structure that meets individual needs of
students. There should be assigned personnel that will help the students when they are
in need or confused. The teacher and all the stakeholders in the program should be
accommodating and warm when addressing the students’ need.
I. The program must provide for coordination among all language programs offered in
the school. Maximize the use of school organizations that will make the program rich
with connections so that students will not feel isolated. Establish the sense of positive
remediation by making them feel belongingness in the school. Providing avenues for
learning outside the classroom is more authentic. Authentic learning is a good
remedial approach.
3. Curriculum Revision or Adjustment
Curriculum revision comes after instruction has begun and learners’ responses
are observed. Vacca, Vacca, and Gove (1991) explain that in remedial instruction,
curriculum is often modified, prioritized, or scaffolded to match learners’ current
levels of understanding. Strickland (1998) emphasizes that curriculum adjustment
ensures that learners focus on essential competencies without being overwhelmed by
unnecessary content.

Here are the things that we should consider:

A. Base goals and standards for language learning on theory and research. Teachers
should be using research-based strategies in teaching and put all theories in practice.
B. Relate teacher beliefs and knowledge about instruction to research. All beliefs of
the teacher (approaches, methodologies and strategies) should always have a
theoretical explanation.
C. Organize the curriculum framework so that it is usable. The curriculum should be
systematic. Teacher should consider the needs of the students in crafting the syllabus.
They should also consider theoretical paradigms and frameworks to support the
organization.
D. Select materials that facilitate accomplishment of school goals. Prepare materials
that will support the syllabus. Materials and activities should be aligned to the goals
of the school. Materials and activities should be based on the curriculum guide of a
certain level or
grade.

These three components of remedial instruction are closely interconnected.

Assessment identifies what learners need, instruction determines how these needs are
addressed, and curriculum defines what content and skills must be mastered.
According to Gunning (2003), the effective integration of these three elements
ensures that remedial instruction is systematic, responsive, and meaningful. Ormrod
(2020) notes that continuous assessment during instruction informs ongoing
curriculum adjustments, creating a responsive cycle that enhances learning.

Activity: Concept Mapping

Directions:
Create a concept map that shows the relationship among Curriculum, Instruction,
and Assessment in organizing a remedial instruction program.

Guidelines:

 Place Remedial Program Organization at the center of the concept map.

 Connect it to the three major components: Curriculum, Instruction, and
Assessment.
 Under each component, identify at least three key considerations discussed in the
lesson.

Output:
A hand-drawn or digital concept map.
 What have I learned?

I have learned that

_____________________________________________________________________
_____________________________________________________________________
__________________________________________

I discovered that
_____________________________________________________________________
_____________________________________________________________________
__________________________________________

I realized that
_____________________________________________________________________
_____________________________________________________________________
__________________________________________

One way I can apply this in real life is to

_____________________________________________________________________
_____________________________________________________________________
__________________________________________

Summary

Remedial instruction is organized around the interconnected components of

assessment, instruction, and curriculum, each playing a vital role in addressing
learners’ needs. Assessment comes first, as it identifies learners’ strengths,
weaknesses, and specific learning gaps, providing the foundation for planning
effective instruction (Gunning, 2003). Instruction follows, translating assessment
findings into deliberate, targeted teaching strategies that help learners overcome
difficulties and build confidence (Strickland, 1998). Finally, curriculum guides the
content, skills, and competencies to be taught, and it may be adjusted or scaffolded to
match learners’ readiness levels while maintaining alignment with required learning
standards (Vacca, Vacca, & Gove, 1991). The effectiveness of remedial instruction
depends on the careful integration and sequencing of these components, ensuring that
teaching is systematic, responsive, and learner-centered.

Assessment

Part I: Multiple Choice

1. Which of the following is a key factor in organizing a remedial program?

A. Classroom decoration
B. Curriculum, Instruction, and Assessment
C. Students’ hobbies
D. School location
2. Why should instruction in a remedial program be systematic?
A. To follow a rigid, one-size-fits-all approach
B. To ensure deliberate planning and orderly teaching
C. To finish the syllabus as quickly as possible
D. To reduce teacher workload
3. Providing opportunities for students to practice and self-monitor supports which
instructional goal?
A. Developing independent learners
B. Limiting student participation
C. Increasing lecture time
D. Completing tasks faster
4. Assessment in remedial programs is primarily used to:
A. Assign grades only
B. Compare students with each other
C. Guide instruction and monitor progress
D. Decide school promotions
5. Selecting materials that align with learning goals is part of which component?
A. Instruction
B. Curriculum
C. Assessment
D. Classroom management

Part II: True or False

6. Assessment should always be separate from instruction and not influence teaching.
Curriculum should be based on research and learning standards.
7. Intensive instruction should be the same for all students regardless of their needs.
8. A supportive classroom environment contributes to successful remedial instruction.
9. Remedial instruction should be planned based on students’ individual needs.

Feedback
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References

 Gunning, T. G. (2003). Building literacy in the content areas (5th ed.). Pearson
Education.
 Ormrod, J. E. (2020). Human learning (8th ed.). Pearson.
 Strickland, D. S. (1998). Teaching phonics today: A primer for educators.
International Reading Association.
 Vacca, R. T., Vacca, J. L., & Gove, M. K. (1991). Reading and learning to read.
HarperCollins.
 Lesson 1.2: Management of Remedial Program

Desired Learning Outcomes:

 Describe the typical setup and duration of school-based remedial sessions.

 Identify and explain the six key components of an ideal remedial program.
 Analyze how each component contributes to learners’ academic and personal
growth.
 Apply the principles of an ideal remedial program to plan effective remedial
sessions.

Content Focus:

Managing a remedial program

School-based remedial sessions tend to involve 3 to 10 learners, and typically
last between 30 to 50 minutes, depending on whether they are in the elementary or
secondary level. A plan to maximize the utilization of that time should be a high
priority. To ensure that the program is effective, one must consider the six
components of an ideal remedial program (Manzo & Manzo, 1993). These principles
may also be applicable in remediation for other skills aside from reading. These
principles may also be applicable in remediation for other skills aside from reading.

Orientation

Direct
2 Instruction
Cognitive 6
Development

Reinforcem
Personal- ent and
Emotional 5 3 Extension
Growth
Development

Schema-Enhancement and
Extension

1. The orientation component. The orientation component provides continuity and

focus to the remedial session. It may be an engaging question or statement related to
local or national news, or even school life. It must focus on structured routines,
materials, equipment, venue, people involved, and the objective of the program.
2. Direct Instruction Component. This is the instructional heart of the remedial
session. It should never be traded away, even for one period, without some
compelling reason.
3. Reinforcement and Extension Component. This period ideally should build on
the direct instructional period and be spent in empowered reading, writing, and
discussion of what was read. Writing activities may vary from simply listing key
words to summarizing and reacting.
4. Schema-Enhancement Component. This unit of time should be spent in building
a knowledge base for further reading and independent thinking. It is an ideal time to
teach study skills such as outlining, note taking, and memory training. Ideally, it
should flow or precede Component 3.
5. Personal-Emotional Growth Development. There is little learning or
consequence that can occur without the learner involvement and anticipation of
personal progress.
6. Cognitive Development Component. This component should contain an attempt
to enhance basic thinking operation such as: inference, abstract verbal reasoning,
analogical reasoning, constructive-critical/ creative reading, convergent and divergent
analysis, problem-solving, and metacognition.

Activity: Comprehension Check!

A. Answer the questions below. Reflect and think thoroughly before

answering. Self- assessing and monitoring is encouraged.

1. How does a remedial program address a language deficit?

2. What are the general guidelines in preparing a Remedial Program?
3. What are the factors to consider in the curriculum of a Remedial Program?
4. What are the factors to consider in the instruction of a Remedial Program?
5. How does assessment happen in a remedial program?

B. Conceptualized Plan
In one paragraph, explain the remedial program you are planning to implement.
Discuss the steps and the guidelines that you will follow. Support your plan with the
concepts that we have discussed.
_____________________________________________________________________
_____________________________________________________________________
__________________________________________

What have I learned?

I have learned that

_____________________________________________________________________
_____________________________________________________________________
__________________________________________
I discovered that
_____________________________________________________________________
_____________________________________________________________________
__________________________________________

I realized that
_____________________________________________________________________
_____________________________________________________________________
__________________________________________

One way I can apply this in real life is to

_____________________________________________________________________
_____________________________________________________________________
__________________________________________

Summary

A school-based remedial program is a small-group session designed to target

learners’ specific needs in a structured and effective way. According to Manzo and
Manzo (1993), an ideal program includes six key components: Orientation to provide
focus and routines, Direct Instruction as the core teaching period, Reinforcement
and Extension to practice and apply skills, Schema-Enhancement to build
background knowledge and study skills, Personal-Emotional Growth to motivate
learners, and Cognitive Development to strengthen higher-order thinking. Together,
these components ensure that remedial sessions are purposeful, engaging, and
supportive of both academic and personal growth.

Assessment

Multiple Choice

1. How long do typical school-based remedial sessions last?

A. 10–20 minutes
B. 30–50 minutes
C. 60–90 minutes
D. 90–120 minutes
2. Which component is considered the core teaching period of a remedial session?
A. Orientation
B. Direct Instruction
C. Reinforcement and Extension
D. Personal-Emotional Growth
3. The Schema-Enhancement Component is mainly designed to:
A. Assess learners’ prior knowledge
B. Teach study skills and build background knowledge
C. Encourage personal growth
D. Facilitate discussion and writing
4. Which component focuses on learners’ motivation and engagement?
A. Orientation
B. Cognitive Development
C. Personal-Emotional Growth
D. Direct Instruction
5. The Cognitive Development Component aims to develop:
A. Study habits
B. Higher-order thinking skills
C. Classroom routines
D. Memorization only

Feedback
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References

 Gunning, T. G. (2003). Building literacy in the content areas (5th ed.). Pearson
Education.
 Manzo, A. V., & Manzo, U. C. (1993). Teaching children who have difficulty
learning to read: An interdisciplinary approach. Prentice Hall.
 Ormrod, J. E. (2020). Human learning (8th ed.). Pearson.
 Strickland, D. S. (1998). Teaching phonics today: A primer for educators.
International Reading Association.
 Vacca, R. T., Vacca, J. L., & Gove, M. K. (1991). Reading and learning to read.
HarperCollins.