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This is an alternate approach for the regular classroom teacher in instructing the slow learner. Remedial teaching is the use of activities, techniques and practices to eliminate weaknesses or deficiencies that the slow learner is known to have.
For example deficiencies in basic math skills are reduced or eliminated by re-teaching the content that was not learned earlier. The instructional environment does not change, as in the compensatory approach. Conventional instructional techniques such as drill and practice might be employed. Instructional Strategies for Slow Learners While no single technique or set of techniques is sufficient teaching the slow learner, the suggestions that follow are a starting point for developing instructional strategies that specifically address the learning needs of the slow learner. Develop Lessons that Incorporate Students’ Interests, Needs, and Experiences
This helps address the short attention spans of slow learners. Also, these students should be made to feel that some of the instruction has been designed with their specific interests or experiences in mind. Oral or written autobiographies at the beginning of the year, or simple inventories in which students indicate their hobbies, jobs, and unusual trips or experiences can provide the structure for the lesson plans, special projects, or extra-credit assignments in the year. Frequently Vary Your Instructional Technique Switching from lecture to discussion and then to seatwork provides the variety that slow learners need to stay engaged in the learning process. In addition to keeping their attention, variety in instructional technique offers them the opportunity to see the same content presented indifferent ways. This increases opportunities to accommodate the different learning styles that may exist among slow learners and provides some of the remediation that may be necessary. Incorporate Individualized Learning Materials Slow learners respond favorably to frequent reinforcement of small segments of learning. Therefore, programmed texts and interactive computer instruction often are effective in remediation of basic skills of slow learners. In addition, an emphasis on frequent diagnostic assessment of the student progress, paired with immediate corrective instruction, often is particularly effective.
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