ELECTIVE 2
(Remedial Instructions
in English)
MR. JOSUE M. BERAQUIT, RGC, LPT
Instructor
What is REMEDIAL INSTRUCTION?
When do we conduct REMEDIAL
INSTRUCTION?
Why do we conduct REMEDIAL
INSTRUCTION?
Course
Description
This three-unit course in Remedial Instruction
in English deals with the strategies and methods
of contemporary English language teaching.
This is geared for English language learners
who are faced with difficulty in competence in
one or more domains. It also attempts to provide
actual remediation through hands-on practice
and various situational case studies.
According to Billow
“Remedial teaching is a morale
building and an interest building
enterprise for the students”
According to Yoakman and
Simpson
“The purpose of remedial teaching
is the development of effective
techniques for the correction of
errors in all types of learning.”
The term REMEDIAL is employed in a broader sense to
connote teaching which is developmental in its scope.
A remedial program primarily helps 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.
In the Philippine education setting, Remedial
Instruction is catered with the following DepEd Orders:
DepEd Order no.8 series of 2015
Policy Guidelines on Classroom Assessments in the K-
12 Basic Education Program
DepEd Order no.14 s.2018
Policy Guidelines on the Administration of the
Revised Philippine Informal Reading Inventory
DepEd Order no.25 s.2022
Implementing Guidelines on the Conduct of
Remedial and Advancement Classes During
Summer for the K-12 Basic Education Program
DepEd Order no.14 s.2023
Policy Guidelines on the Implementation of the
National Learning Camp
s.2023
Guidelines on the Administration of Rapid
Literacy Assessment for Grade 4-12 Learners in
Region V
How do we determine students who are
possible candidates for remediation?
Identification of Learners for Remedial Teaching
Early diagnosis of student is very necessary between the
ages of 2 to 6 years. Teachers or parents can identify
that the student is a ‘slow learner’ with a careful
observation. They could easily identify some of the signs
of a ‘slow learner’ as follows:
1. Speech defect
2. Language development problem (broken sentences)
3. Assessments the level of vocabulary (vocabulary
limited)
5. Short sentences, grammatically incorrect
6. Student Behaviour
7. Spelling Mistake
8. Interaction with other students
9. Class room Discussion interest
10. Reading problem
11. Slow response/decision making
12. poor memory
13. relatively poor comprehensive power
14. lack of learning motivation
15. lack of self-confidence and relatively low self-expectation
16. fail to grasp information effectively and mix things up
easily
17. fail to transfer knowledge to the related learning areas
appropriately
18. need more time to complete assignments or tasks
Objectives of Remedial Teaching
To timely solve doubts of the students
To solve the problems arise during teaching
To develop good tendencies among the
students
To correct the emotional difficulties of
students
To overcome deficiencies in work, study
and skills
ACTIVITY
Peer Think and Share
Ms. Santos, a high school English teacher, has a class of 35
students with varying learning abilities. Recently, she
noticed that one of her students, Juan, who has a hearing
impairment, has been struggling to keep up with the
lessons. Juan relies heavily on lip-reading and often asks his
seatmate for notes. However, Juan's seatmate has been
absent frequently, leaving Juan without support.
How are you going to address Juan’s case and give
remediations to enhance his learning abilities? What
possible teaching strategies are you going to use?
“If a child can’t learn the way we teach, maybe we should teach the way they learn.”
– Ignacio ‘Nacho’ Estrada
“Children don’t care what a teacher knows
unless they know the teacher cares.”
Thank you!