![Panel
Head
37
Acknowledgements and References
Assessment Reform Group (2002) Assessment for Learning: Beyond the Black Box.
Cambridge: University of Cambridge School of Education
Bilash, O. (2011) Triangulation in Assessment [Internet] Available from:
<http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/Triangulation.ht
ml> [Accessed: 13 March 2015]
BLEPT Self Review. (n.d) The Remedial Classroom: Organization and Management [Internet]
Available from: <https://www.bleptselfreview.ph/courses/remedial-instruction-in-
english-english-major-free/lessons/the-remedial-classroom-organization-and-
management> [Accessed: 15 Oct 2021]
Carnegie Mellon: Enhancing Education (n.d.) Whys and Hows of Assessment [Internet].
Available from: <http://www.cmu.edu/teaching/assessment/howto/basics/formative-
summative.html> [Accessed: 11 March 2015]
Clarke, S. (2008) Active Learning Through Formative Assessment. Hodder and Stoughton:
London, UK.
Council for the Curriculum, Examinations and Assessment (CCEA) (2001) Assessment for
Learning for Key Stage 1 and 2 [Internet]. Available from:
<http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/afl-guidance-
ks12.pdf> [Accessed: 11 March 2015]
Goode, K. et al (2010) Assessment for Learning [Internet] Available from:
<http://www.etfo.ca/Resources/ForTeachers/Documents/Assessment%20for%20Learnin
g.pdf> [Accessed: 20 March 2015]
Great Leaps. (2020) 14 Characteristics of Good Remedial Teaching [Internet] Available from:
<https://greatleaps.com/blogs/the-academic-success-blog/14-characteristics-of-good-
remedial-teaching> [Accessed: 15 Oct 2021]
i-to-i TEFL. (n.d) How to Teach Mixed Ability Classes [Internet] Available from:
<https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach-mixed-
ability-classes/> [Accessed: 15 Oct 2021]
Lindberry, S. (n.d.) Writing Across the Curriculum at UW-Madison [Internet] Available from:
<http://writing.wisc.edu/wac/node/68> [Accessed: 20 March 2015]
National Academies of Sciences, Engineering, and Medicine (2017) Promoting the Educational
Success of Children and Youth Learning English: Promising Futures. Washington, DC: The
National Academies Press
Self and Peer Assessment (n.d.). [Internet] Available from:
<http://Sydney.edu.au/education_social_work/groupwork/docs/SelfPeerA
ssessment.pdf> [Accessed: 20 March 2015]
Smith, I. (2008) Making Feedback Count: A practical guide for primary
teachers.
William, D. (2010) Embedding formative assessment with teacher learning
communities [Internet] Available from:
<http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations_files/
NEEC%20breakout.ppt> [Accessed: 20 March 2015]
Images:
Johnson, P., 2010. Example of Learning Goal With Success Criteria. [image]
Available at: <https://bit.ly/slideshare_3f5Ey8j> [Accessed 7 July 2020].
Kit8.net, n.d. Man Studying With Laptop. [image] Available at:
<https://bit.ly/shutterstock_2C6VuMV> [Accessed 7 July 2020].
Macrovector, n.d. Online Adult Education. [image] Available at:
<https://bit.ly/dreamstime_3fiWLzn> [Accessed 7 July 2020].
Matt Anderson Photography, n.d. Majestic Hot Air Balloon. [image] Available
at: <https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020].
Pinterest, n.d. Learning Goal & Success Criteria. [image] Available at:
<https://bit.ly/pinterest_3f5DjWH> [Accessed 7 July 2020].
Pinterest, n.d. Success Criteria Stories. [image] Available at:
<https://bit.ly/pinterest_31UhbKW> [Accessed 7 July 2020].
Tenor, 2014. Cat Epic Wiggle GIF. [image] Available at:
<https://bit.ly/tenor_2Z6iYuQ> [Accessed 7 July 2020].](https://image.slidesharecdn.com/participantworkbook-240605044742-1f549b1f/85/participant-workbook-for-remedial-instruction-course-37-320.jpg)
participant workbook for remedial instruction course
- 1. Panel Head Remedial Instruction Programme for Year 4 students • What to Expect – An Overview of Current Practices •Panel Heads: Day 1 Participant Workbook
- 2. Panel Head Remedial Instruction Programme for Year 4 students • What to Expect – An Overview of Current Practices •Panel Heads: Day 1
- 3. Panel Head Say Hello! In the chat box... 1) Introduce yourself – name, region, district, etc. 2) Type one thing you are enjoying about your lessons right now. 3) Why are we here today? *Link to PW
- 4. Panel Head FINDINGS: STUDENT’S CURRENT PERFORMANCE
- 5. Panel Head FINDINGS: STUDENT’S CURRENT PERFORMANCE
- 6. Panel Head FINDINGS: STUDENT’S CURRENT PERFORMANCE
- 7. Panel Head FINDINGS: STUDENT’S CURRENT PERFORMANCE
- 8. Panel Head FINDINGS: STUDENT’S CURRENT PERFORMANCE
- 9. Panel Head FINDINGS: TEACHERS’ CHALLENGES & NEEDS
- 10. Panel Head The Remedial Instruction Toolkit – A sneak peek!
- 11. Panel Head Support Network AFTER: End of Workshop Questionnaire (EWQ) – online link DURING: Participant Workbook (PW) + Google Slides (Breakout Rooms) THROUGHOUT: Google Classroom
- 12. Panel Head Panel Heads: The Course At A Glance Session 1: What to Expect – An Overview of Teacher Current Practices Session 2: Remedial Instruction in Practice – Why Remedial Instruction, how to do it and your role Session 3: Remedial Instruction Tools – Exploring the Toolkit! and how you can support teachers Session 4: What’s Next – Data-driven Decisions (Linking Remedial Instruction with Assessment)
- 13. Panel Head Today’s Session • explore assumptions on Remedial Instruction and strategies for teachers to manage mixed-ability classrooms 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 teachers in managing the mixed ability classroom Link to PW By the end of today’s sessions, you will be able to:
- 14. Panel Head 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?
- 15. Panel Head 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!
- 16. Panel Head Here's a Sample Drawing – Does yours look the same?
- 17. Panel Head 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. Remedial Instruction: What Is It? (Lappeenranta (2020)
- 18. Panel Head Today’s Session • explore assumptions on Remedial Instruction and strategies for teachers to manage mixed-ability classrooms 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 teachers in managing the mixed ability classroom Link to PW By the end of today’s sessions, you will be able to:
- 19. Panel Head Let’s Explore Breakout Session 1 In Breakout Rooms, you will: 1. List common challenges and obstacles around the implementation of a Remedial Instruction Programme in your school 2. Brainstorm and share solutions focusing on your role as a Panel Head Use the Google slides – link in chat box – to record your group’s thoughts. Link to Google Slides
- 20. Panel Head Let’s Explore Further What are the challenges you identified for implementation of this Remedial Instruction programme in your school? Let’s call it out!
- 21. Panel Head
- 22. Panel Head Let’s Explore Breakout Session 2 In Breakout Rooms, you will: 1. Read the classroom scenarios provided. 2. Have you experienced this or have your teachers highlighted such challenges in their classrooms? 3. How can you support your teachers in supporting their students? 4. What are some challenges you foresee? Use the Google slides – link in chat box – to record your group’s thoughts. Link to Google Slides
- 23. Panel Head Today’s Session • explore assumptions on Remedial Instruction and strategies for teachers to manage mixed-ability classrooms 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 teachers in managing the mixed ability classroom Link to PW By the end of today’s sessions, you will be able to:
- 24. Panel Head Classroom Management Preventative or proactive measures create an environment conducive to: • teaching and learning, • the prevention of disruptive behaviour, and • encouraging the development of appropriate behaviours 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) (Bissonnette, Gauthier and Castonguay, 2016)
- 25. Panel Head 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. Panel Head Preventative and Proactive Interventions PREVENTATIVE, PROACTIVE INTERVENTIONS (Adapted from Evertson, Emmer & Worsham, 2006) 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* Glaser: Focusing
- 28. Panel Head Classroom Management Checklist! TOPIC CRITERIA CHECK Planning Set clear and measurable learning objectives. Plan for small group Remedial Instruction activities using the Toolkit resources. Integrate Remedial Instruction activities into the main lesson. Facilitating Learning Provide clear instructions throughout the lesson. Engage students through collaborative small group learning activities, both sourced and provided in the Toolkit. Use a range of visual and verbal resources to support student learning. Classroom Management Distinguish between students and consider their needs and preferred ways of learning. Effectively manage students of different abilities through different tasks and activities. Encourage peer-assisted learning and provide such opportunities for students. Assessment Ensure Assessment is inclusive (transparent) and set up to capture learning and progress. 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) Preventive or Proactive Measures – A Checklist Anyone can use this checklist – Teachers, Panel Heads, SISC+, Master Trainers. Start with the question: “In my planning, did I…” or “When supporting, did I see….”
- 29. Panel Head What’s Next? You will be introduced to your Communities of Practice! 1. What is a Community of Practice (CoP)? 2. How do I register for it? Here's a Step-by-Step Guide on how to log on to your Google Classroom: ✓ Go to classroom.google.com and click Sign In. Sign in with your MoE Google Account. ✓ Make sure to sign in with the correct account. ✓ At the top right, click "+" and Join class . ✓ Enter the class code < > and click Join.
- 30. Panel Head Let’s Explore Breakout Session 3 In Breakout Rooms, you will: 1. Discuss the following for each Classroom Management strategy: a. The advantages and challenges you foresee in supporting Year 4 teachers to use these strategies in their classrooms b. How you will support teachers to overcome the challenges • What would this look like in your lesson: 2. 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! Use the Google slides – link in chat box – to record your group’s thoughts. Link to Google Slides
- 31. Panel Head Today’s Session • explore assumptions on Remedial Instruction and strategies for teachers to manage mixed-ability classrooms 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 teachers in managing the mixed ability classroom Link to PW By the end of today’s sessions, you will be able to:
- 32. Panel Head Let’s Explore Breakout Session 4 In Breakout Rooms, you will: Explore some things you can do to support your teachers in managing the mixed ability classroom next week, next month, this term and throughout the year. You will need to: 1. Select what you would like to do in each category 2. Identify your next steps on how to put it into action 3. Develop an action plan with dates and implementation ideas Use the Google slides – link in chat box – to record your group’s thoughts. Link to Google Slides
- 33. Panel Head Today’s Session • explore assumptions on Remedial Instruction and strategies for teachers to manage mixed-ability classrooms 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 teachers in managing the mixed ability classroom Link to PW By the end of today’s sessions, you will be able to:
- 34. Panel Head In your PW, reflect upon today’s session: Where are you, on this continuum? Why? *Link to PW 24 Plenary
- 35. Panel Head Don’t forget to check out your Google Classroom for sharing, building your Community of Practice, and receiving information and updates about this course. You will now complete the End of Workshop Questionnaire. 35 Session Evaluation Link to PW
- 36. Panel Head Thank you for your active participation. We hope you will benefit from today’s training. In order to serve you better in future workshops, and to hear your honest feedback, we would like to invite you to take the End of Workshop Questionnaire, using the QR code or link, provided below, or in the chat box. This survey is strictly anonymous, not linked to your email in any way, and there is no need to provide any personal information of any kind. Thank you. Link to Questionnaire 36 End of Workshop Questionnaire Administration https://forms.office.com/r/Ed29S7sQ9w
- 37. Panel Head 37 Acknowledgements and References Assessment Reform Group (2002) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge School of Education Bilash, O. (2011) Triangulation in Assessment [Internet] Available from: <http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/Triangulation.ht ml> [Accessed: 13 March 2015] BLEPT Self Review. (n.d) The Remedial Classroom: Organization and Management [Internet] Available from: <https://www.bleptselfreview.ph/courses/remedial-instruction-in- english-english-major-free/lessons/the-remedial-classroom-organization-and- management> [Accessed: 15 Oct 2021] Carnegie Mellon: Enhancing Education (n.d.) Whys and Hows of Assessment [Internet]. Available from: <http://www.cmu.edu/teaching/assessment/howto/basics/formative- summative.html> [Accessed: 11 March 2015] Clarke, S. (2008) Active Learning Through Formative Assessment. Hodder and Stoughton: London, UK. Council for the Curriculum, Examinations and Assessment (CCEA) (2001) Assessment for Learning for Key Stage 1 and 2 [Internet]. Available from: <http://www.nicurriculum.org.uk/docs/assessment_for_learning/training/afl-guidance- ks12.pdf> [Accessed: 11 March 2015] Goode, K. et al (2010) Assessment for Learning [Internet] Available from: <http://www.etfo.ca/Resources/ForTeachers/Documents/Assessment%20for%20Learnin g.pdf> [Accessed: 20 March 2015] Great Leaps. (2020) 14 Characteristics of Good Remedial Teaching [Internet] Available from: <https://greatleaps.com/blogs/the-academic-success-blog/14-characteristics-of-good- remedial-teaching> [Accessed: 15 Oct 2021] i-to-i TEFL. (n.d) How to Teach Mixed Ability Classes [Internet] Available from: <https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach-mixed- ability-classes/> [Accessed: 15 Oct 2021] Lindberry, S. (n.d.) Writing Across the Curriculum at UW-Madison [Internet] Available from: <http://writing.wisc.edu/wac/node/68> [Accessed: 20 March 2015] National Academies of Sciences, Engineering, and Medicine (2017) Promoting the Educational Success of Children and Youth Learning English: Promising Futures. Washington, DC: The National Academies Press Self and Peer Assessment (n.d.). [Internet] Available from: <http://Sydney.edu.au/education_social_work/groupwork/docs/SelfPeerA ssessment.pdf> [Accessed: 20 March 2015] Smith, I. (2008) Making Feedback Count: A practical guide for primary teachers. William, D. (2010) Embedding formative assessment with teacher learning communities [Internet] Available from: <http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations_files/ NEEC%20breakout.ppt> [Accessed: 20 March 2015] Images: Johnson, P., 2010. Example of Learning Goal With Success Criteria. [image] Available at: <https://bit.ly/slideshare_3f5Ey8j> [Accessed 7 July 2020]. Kit8.net, n.d. Man Studying With Laptop. [image] Available at: <https://bit.ly/shutterstock_2C6VuMV> [Accessed 7 July 2020]. Macrovector, n.d. Online Adult Education. [image] Available at: <https://bit.ly/dreamstime_3fiWLzn> [Accessed 7 July 2020]. Matt Anderson Photography, n.d. Majestic Hot Air Balloon. [image] Available at: <https://bit.ly/gettyimages_2VNH8In> [Accessed 7 July 2020]. Pinterest, n.d. Learning Goal & Success Criteria. [image] Available at: <https://bit.ly/pinterest_3f5DjWH> [Accessed 7 July 2020]. Pinterest, n.d. Success Criteria Stories. [image] Available at: <https://bit.ly/pinterest_31UhbKW> [Accessed 7 July 2020]. Tenor, 2014. Cat Epic Wiggle GIF. [image] Available at: <https://bit.ly/tenor_2Z6iYuQ> [Accessed 7 July 2020].