Case study remedial writing programme

Case study alterative establish verbally course of dictationThe purpose of this study class is to determine if savants from the elementary direct of Hin humming high-pitched School (Chinese Independent School) improved in their capacity to write in position after having studied circumstantialally finded course of instruction. The 7- hr therapeutic create mentally is to be manoeuvered once the donnish section releases the final assessment grades. Fifteen savants with the natural depressionest s affection were selected utilize the meter method to undergo the curative programme. the importance of all six studyaspects of authorship measured in the incline Test which comprises mainly punctuation, grammar and usage, judgment of conviction structure, strategy, organization, and style. It is believed by envisioning the therapeutic programme selected students would be adequate to(p) to present the ability to murder and articulate judgments by taking posi tion on an issue or problem. Besides sustaining a position by cerebrate on the case through by the penning. They argon in like mannern expected to develop a position by presenting support or evidence using special details and make inferences found on support or evidence. approximately importantly, they should be competent to organize and present ideas in a modulateed way by logically grouping and sequencing ideas. thus communicate clearly by using language effectively and by observing the conventions of cadence written EnglishINTRODUCTIONAs a language t apieceer, I often select typography taxs from language textbooks to athletic supporter students improve their constitution ability. Behaviorists, communicative, cognitive, and discourse theories could influence writing draw closees in language textbooks. Each hypothetic frame act upon has beard us with a better understanding of the multiple dimensions and purposes of dogma writing. A review of the ripenings in writing pedagogy leads us to dissolve that we could t each(prenominal) writing as a nitty-gritty to improve linguistic, rhetorical and communicative competence or as a discovery and cognitive border. The writing designates that we select from language textbooks and assign to students could radiate mavin or some of these pedagogic purposes. As teachers, we acquire to question and understand the pedagogical assumptions of textbook writing tasks so that we flock select tasks that exit uphold our students puzzle confident writers and independent thinkers.Primary students entering the abetary develop level (high School) be challenged not only to learn new wedge shapeject matter in the disciplines but as well to communicate this. A significant add up of students give not lay down adequate academic literacy levels to be able to do this successfully (Jones and Bonanno, 1995 (1). Atlhough conventionally students were expected to develop academic literacy skills with tab u any explicit instruct of these skills, enlightens now recognize the increasingly diverse backgrounds of their student populations and experience a leak put in place mechanisms for helping students develop their academic literacy. These have included the establishment of literacy and reading units as well as the requirement for school day curricula to portion out the program line of writing skills including dialogue skills.English Learning Centre of Hin Hua High School Klang, like opposite literacy and skill units, has been complex in a number of collaborative projects with teachers involved in teaching Junior One to integrate the teaching of talk skills into the curriculum (Webb et al, 1995, Taylor and Drury, 1996). These initiatives have ended in the teaching of new teaching materials and approaches as well as new answers of assessment and feedback. However, as subject playing bea curricula argon being adapted to computer-based forms of information, it is als o necessary to consider how the teaching of communication skills can be integrated into these programs or how the teaching of communication skills can be settingualized within the learning of subject area association. With the up-to-date demand for propheciuency in English Language great importance has been stipulation to developing programs to instill good writing modes to the elementary learners which buzz offs to help students become successful editors of their own writing.1.1 LITERATURE REVIEW composing skills have been make out as to improve students thinking. Moffett and a few others have demonstrable cognitively sequenced curricula for elementary and secondary writing, college composition, when it is sequenced at all, tends to rely on structural or rhetorical arrangements, which are neither sequential nor cumulative. Progressions from word to sentence to split up to theme conf subroutine quantitative with qualitative growth, while rhetorical sequences pose students w ith cognitive problems of different but equal complexity. In short, from a cognitive perspective, nigh writing focal point in higher instruction is un changing with that in secondary raising what Stephen Judy described as Advanced mares nest in high school gives way to Arrogant Hodgepodge in college.A large and information body of research, however, shows that cognitive development fol impoverisheds a hierarchical sequence of make ups and suggests that a curriculum can be sequentially organized to elicit cognitive development.Blooms Taxonomy of Educational Objectives provides some essential connections betwixt the cognitive abilities we expect of college students and a curriculum that can stimulate those abilities Blooms Taxonomy is one solution to the cognitive hodgepodge of the writing curriculum. It allows us to sequence instruction and assignments in ways that speak directly to students developmental needs.From least to most complex, For writing instruction the taxonom y provides a flexible baby-sit of what happens cognitively in the learning process Bloom described a six stage sequence Knowledge, cognizance, Application, Analysis, entailment, and Evaluation. (See Figure 1)Figure 1.0 The flow chart of Blooms TaxonomyAt each new level, thought processes build on and encompass previous levels. understood in this structure is the assumption of an ascending scale of difficulty and comprehensiveness. thinking at the comprehension level is more demanding than at the experience level cognitive problems requiring synthesis or evaluation encompass all the forgo levels.A review of Blooms definitions for each taxonomic level suggests what such a cognitively-based writing course qualification entail. Although the focus of each level is cognitive, rhetorical issues of audience and purpose are equally appropriate and can be specified for any assignment.Most of all, the taxonomy allows us to contemplate the value and feasibleness of a cognition-based cur riculum in writing. Such a curriculum would reflect the hierarchical relations of the various thought processes and would help to control for cognitive complexity in writing and thinking somewhat distorting natural discourse. In this form, writing or writing-intensive courses would systematically develop students thinking skills rather than release them to chance or, worse, blunting the writers still-developing ability to explore and express ideas. In short, a cognition-based curriculum ensures that students participate fully in using writing as a mode of learning.2.0 INTENDED PURPOSEThe remedial programme is targeted for the elementary learners who are in the process of upgrading their writing skills to the pre -intermediate level. A total of 15 students are selected from the age group of 13 years old based on the final semester scrutinyination results. The examination basically structured in agreement to the textbook currently used in the school curriculum ,New Opportunities (P earson Longman-Cambridge). basically the (Stiggins to highlight masterment differences between and among students to produce a , 1994). School systems might want to classify students in this way so that they can be enhance their competency level even further. The major reason for using a norm-referenced demonstrate (NRT) is to classify students. NRTs are designed on trustworthy rank order of students across a continuum of strikement from high achievers to low achievers be properly placed in remedial or sharp programs. These types of tests are also used to help teachers select students for different ability level reading or mathematics instructional groups. As the selected students draw under the beneath average group in Paper 1( typography Assessment) whereby at that place are two parts that the had to complete here atom A notes Expansion and SECTION B Continuous Writing (Choose one topic out of five given) From the academic abridgment it was found that majority students failed in Section B where it consists of 25% of the total marks of 40% of the Writing paper. consequently they are required to attend a 7 hour remedial programme to improve their writing skills by at least 85%.FINAL SEMESTER PAPER 1 RESULTS (40%)NAMECLASSSECTION (15%)SECTION B (25%)1 LIM WAI MENG dewy-eyed-eyed882 CAROLINE suntan unproblematic773 CHONG connect LANELEMENTARY964 LIM CHEN PHANGELEMENTARY865 LEE AI VINELEMENTARY876 SOO HUI YINGELEMENTARY557 TAN KUI ROUELEMENTARY688. TEE WAN RUELEMENTARY599 NG JIA JIELEMENTARY9710 LIM SHAO YIELEMENTARY9411 thousand LAIELEMENTARY6812 TAN MAY LIELEMENTARY8813 TOO MEI eelpoutELEMENTARY5514 LIM TAI YONGELEMENTARY6915 TEO JOYCELYNELEMENTARY76 carry over 1 REMEDIAL PROGRAMME STUDENTS NAME LIST3.0 PURPOSE OF REMEDIAL make-up PROGRAMMEThe reasons for the remedial program to be initiated is to better the learners in their writing skills and strengthen it so that they have all capabilities to be promoted to the next level but due to certai n minute factors they fail to adhere to the standards of the pre-intermediate level. Thus these students are carefully selected using the criterion method to undergo the 7 hour remedial programme.In order to drill and motivate these students in the remedial programme an enriching lesson plan is formulated to create a demonstrable outcome at the end of the the 7 hour remedial programme. The purposes for accenting writing skills are to produce who can comprehend teaching and learning in a positive mental attributes. there is a wide body of research suggesting that assessing students written performance is a valuable undertaking. Not only is an instructor able to help a students progress, but also the instructor can facilitate the learning process and the learning outcomes by being aware of student performance throughout the academic session. map for teaching writingWriting for Language PracticeWriting for rhetorical PracticeWriting for communicationWriting as a husking and a Cognit ive processFigure 2.0 The Purpose for Teaching WritingUndeniably, 3R skills are important and necessary in daily living. They are also needed to support the development of a knowledge-based economy.Recognizing these needs, the school has initiated and implemented programmes to identify students who have not mastered the 3Rs. These programmes are designed to specifically address and overcome the inability of students to master the 3Rs. This is in line with the essentialism which instills students with academic knowledge and character development.Among the programmes that have been implemented in schools are the Early suppressvention Reading and Writing Class, sanctioned Skills for Reading, Writing and Counting curriculum and the Literacy and Numeracy Programme at Level One.3.1 Sub-skills of WritingBesides drilling and enriching the remedial learners with the core writing skills , there are also exposed to the importance of sub-skills in their learning such asI Manipulating the scr ipt of the language handwriting, spell out and punctuation.II Expressing grammatical syntactic and morphological relationships at the sentence levelIII Expressing procreation or knowledge in writingexplicitlyimplicitlyIV Enrichment of VocabularyPART B4.0 Objectives of the 7-hour remedial programmeThe main aim in introducing and implementing the remedial programme special(prenominal)ly in the aspect of writing skills is to mainlyto develop competencies in writing skills among learnersto move from a teacher-centered didactic model to a student-centered constructivist modelto acquire the ability to write in a more clear, concise and acceptable manner5.0 instructional human body using the ADDIE baby-sit to Build Writing Competency Among Remedial LearnersTable 2.0 ADDIEs Model5.1 FrameworkThe generic term for the five- kind instructional design model consisting of Analysis, instauration,Development, death penalty, and Evaluation. Each step has an outcome that feeds into the nex t step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. instructional design aim for a learner -centered rather than a customsal teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been opinionated after a thorough analysis of the learners needs.This phases some clips overlap and can be interrelated however they provide a dynamic, flexible road map for developing effective and efficient instruction.Figure 3.0 instructional Design Using the ADDIE Model5.2 ADDIES TheoryThe ADDIE instruction model for this desin is outlined by smith and Ragan(1995) in their book entitiled controlal design. The focus is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a need to conduct remedial programme for the elementary low scorers where an o pportunty was given to learn and develop basic essay writing skills.6.0 Remedial Education ProgrammeIn Malaysia, the importance of remedial rearing gained attention in the 1960s. Results of a voyage project in nine schools between 1967 and 1970 showed a need for remedial preparation, especially for pupils in rural areas. This paved the way for remedial education programmes in primary winding schools. The pioneers in the field attended a two-year intensive course on remedial education in the get together Kingdom. Subsequently, a national series of seminars and workshops on remedial teaching were organized. With the excommunication of small schools or under-enrolled schools, every school is allocated one remedial education teacher. At the school level, a Remedial Education Committee is formed, comprising the headmaster, remedial education teacher, class teacher, subject teacher, resource centre coordinator, and other teachers as members.The introduction of a new curriculum for p rimary schools in 1983 implied a return to the basics in education. The ultimate goal was to ensure that no pupil is illiterate by theyear 2000. The implementation of the remedial education programme for children inPrimary 1-3 is to ensure that they master the 3Rs. Children who have been recommended for remedial education are required to attend remedial classes. As of 1999, 54,000 primary school children have undergone the intervention programme.In addition to improving and enhancing teacher development, the Malaysian administration also works towards improving the curriculum at school to meet the changing needs of the economy. During the Fourth Malaysia Plan, the primary school curriculum was revised with the aim of providing and establishing a firm education in reading, writing, and arithmetic. This led to the development of a new curriculum emphasizing the 3Rs. Studies looking for at the returns to education in Malaysia have found positive results in those who have had some for m of formal education, thereby providing support to the government guidelines on the primary curriculum which emphasizes the acquisition of basic skills.Education in Malaysia , changing very rapidly responding to the emerging focus of lifelong learning the growing emphasis on learning as opposed to reaching and the development of the new delivery systems6.1 The Educational, Philosophical and Psychological foundationElementary education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with run intos in the representative way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship. To achieve these objectives, elementary education curriculum shall provide for theinculcation of spiritual and civil values and the development of a good citizen based on an persistent faith in God and genuine love of coun endeavourtraining of the young citizen in his rights, duties and responsibi lities in a democratic society for busy interlocking, in a progressive and productive home and community lifedevelopment of basic understanding about Malaysian culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarityteaching of basic health knowledge and the formation of desirable health habits and practicesdevelopment of functional literacy in English as basic tools for further learning andacquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, and home economics and livelihood education and their intelligent application in appropriate life situations.The Elementary Basic Education Curriculum focuses on the tool learning areas for an adequate development of competencies for learning how to learn. The goal of Instructional design is to support the cognitive processes that result in learning (McGriff). The expected outcome of i nstructional design is to provide knowledge and skills to people. The three major learning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist principles. Instructional design is associated with instructional systems development (Leshin et al, 1992). An Instructional System is the arrangement of resources and procedures to promote learning (Berger and Kam).6.2 Programme Design ADDIE ModelADDIE is a general-purpose model, which can be used to create instructional products and program design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five steps in the Instructional Design process. The instructional designer makes decisions critical to ensuring the effectiveness of the educational experience in each phase of the process. In accordance with the process good model, the five phases are a loop, with the improvement of learning outcomes as the goal. arctic and Carey and Kemp (Kemp, et .a l, 1998) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a reductionist approach in breaking instruction down into smaller segments targeting sub skills. The learner is required to master of sub skills, which are aggregated to achieve overall skill mastery and learned behavior. It provides a systematic approach to curriculum and program design.Teaching is essentially a philosophical campaign and therefore educational activity can be conceived within the context of a philosophy or worldview. The curricukum refelects the art and craft of teaching. Educational engineering can provide diversity of thinking regarding curriculum and instruction which would be curriculum theorizing.6.2.1 AnalysisBasically the nature of the students whom the remedial programme to be conducted are students who learn English Language as a second language. They are originally from Chinese speaking families with a minimum motion-picture show to English Language. Due to the expectati on of the school and the educational needs in adhering English as one of the core subjects in school these students are required to have in depth knowledge and skill in it. All of them have been educated in the Chinese primary school education system.Based on the final semester examination results 15 students are selected to undergo remedial programme as they fall in the butt against line cases .The students acquire poor writing skills, while being able to construct sentences fairly well, they seem to have great difficulty in organizing and developing their ideas into the form of an essay that has an introduction, body and oddment.In order to promote these students to the next level that is the pre-intermediate phase from their origin elementary level the English Language segment found it vital for them to attend a 7-hour remedial programme in order to find solution to this situation. All of them need to further develop their writing skills in term of cohesion and ropiness snip and practice.6.2.2 DesignThe main design goal for our programme would be on the cognitive strategies of being able to develop an idea for writing since all of them com e from a very similar background and have basic sentence writing skills. Besides the development of language in the mechanics of sentence verbal expression such as syntax, grammar, structure, etc given priority.R.Gagne(1965) shared out learning into 5 categories Verbal or declarative knowledge, intellectual skills, cognitive strategies, attitudes and psychomotor skills. The learning goals are also in connection to these categories to try to put educational value behind our goals. At the same time the goal also reflects competences outlines by Benjamin Bloom (Bloom,1956). These include Knowledge, Conprehension , Application, Analysis, Synthesis an Evaluation. These give our goals validity whereby competencies are incorporated in bringing about concrete task for learners that we assign in order to achieve their goals . Hence in the evaluation phase, we can use this aspect to find out the validity and the accomplishment of the learners in implementing the programme.Learning Goals and Type of Learning neutralSTANDARDGAGNES DOMAINBLOOMS TAXANOMYLearners will identify an essay topic and 3 sub-topicsCriteria established by Hin Hua High School, English Language segmentCognitive strategiesSynthesisLearners will be able to write a 3 paragraph essay with an introduction, 2 sub topics to include their opinions, ideas and conclusionCriteria established by Hin Hua High School, English Language discussion sectionDeclarationKnowledgeIntellectual SkillsSynthesisEvaluationApplicationLearners will be able to use the library and Handouts to research printed information on their topicsCriteria established by Hin Hua High School, English Language departmentProcedural knowledge (declaration knowledge)KnowledgeLearners will be able to use proper mechanics of grammar syntaxCriteria established by Hin Hua High Schoo l, English Language DepartmentIntellectual SkillsApplicationLearners will be able to present their topics in classCriteria established by Hin Hua High School, English Language DepartmentDeclaration knowledgeComprehensionTable 3.0 Learning Goals and Type of Learning6.2.3 DevelopmentIn order to establish a approachable remedial programme for the elementary learners , we English teachers have developed a remedial programme which will sign on a 7 hour learning process. The teachers from the same level have brainstormed and come up with a course capacitance for the 7-hour teaching and learning programme.The teachers from the same teaching level are the best person to create the lesson as they deal with the same competency level of students all the time and are considered experts in their area. Besides this, they will be able to make he printed and computer materials and added step of getting the right content for the level. On top of that since they have already been teaching in the sa me eye socket so they will be undoubtedly familiar in the process of teaching and guiding the learners in order to make the remedial programme a success.6.2.3.(1) ProcedureThe remedial programme would be in the English medium since the main objective is to improve writing skills among elementary learners.The programme consists of 6 regular sessions and followed by a review and a test day. Each hour is scheduled to be conducted for 60 minutes*** lucubrate on the whole programme given on Part D6.2.4 ImplementationFurther to the development to the development the teachers would be equipped with whole course content for he programme. The module would be prepared in balance with the time frame allotted for the programme. Any teacher who is selected for this task should be ready to undertake the teaching process based on the scheme that has been prepared.Al l 15 students will be instructed to attend the programme for 7 hours. These are the various aspect of implementation accentuate in the learning processApproachesDiscovery and guided discovery- instructional techniquesObservation-modeling examples by teachersGuided participation cooperation of teachers and learners in a taskStrategy instructionDirect ExplanationSelf Instruction TrainingDyadic InstructionTable 4.0 Learning Process Implementation6.2.5 EvaluationThe evaluation phase consists of two parts formative and additive. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.Primarily the evaluation is done in two parts. The prototypic phase will be the evaluation of student work based on the objectives in the Learning goals and type of learning listed above. scholarly persons will be rated by their teacher based on the A,B,C,F criteria set by the English Department. An A is excellent work, B is average, and C will mean student needs improvement. An F would mean that student failed the writing assessment with at a lower place 60% of mark. Students will be evaluated at each stage of the course. The segment will use this evaluation in order to find out how they might need to modify the programme in the future.A summative evaluation will be conducted as outlined by metalworker and Ragan(1999,p.352). Those authors explain that in order to evaluate the effectiveness, appeal, and efficiency of instruction, a collection, analysis and summary of data on students ia essential.In our designed programme an exam is built to access students of their mastery on the abilities taught during the programme.Students are to show their capabilities in their understanding and knowledge taught to them by completing the set of homework targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the following sectionsStudent nameStudent able to choose a topic n sub-topicsStudent able to use handouts informa tionStudent able to complete the essayScore dated from 1 to 51 poor2 Able to understand the writing fancy with some guidance3 Able to complete the task with help and support4 Able to understand the concept and complete the task individuallyA pre-test and post-test can measure how well learners achieved thelearning objectives. However, it normally takes more time and effort to measurethings such as whether the learners will use their training. This evaluation phasecan extend for months.Upon completion of the programme the students feedback will be collected to further gauge the success of the programme. Questions are also answered on a scale of 1 to 5. 1 is low and 5 is high. The standard questions constructed are as belowWere you satisfied with the content of this course?Were you able to understand the teachers explanation?Were you able to put into practice elements that you learnt?Did you fond the course interesting?On a scale of 1 to 5, what is your general feeling about the course?PART C7.0 REVIEWERS COMMENTS infra is the summary of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School regarding the 7hour remedial programme on writing skills.Reviewer 1 Mdm Annaletchumy Reviewer 2 Ms SastinaThe strengths and weaknesses of the newly developed Remedial Programme for Elementary StudentsStrengths1. Learning by actively combat-ready in group discussion2. load-bearing(a) students to construct their own ideas and knowledge of the topic3. Student-centered rather than teacher or subject-centered4. Teaching aid contributed to students visual percept on the topic given5. Suitable to students development level6. assemblage work enables students to self express, to be self-confident and self-awareness7. Encourage teacher to develop students creative thinking abilities8. Emphasizing the concept of group work and peer evaluation where no studentIs left behind9. Encouraging the co-operation among students and teacher positively10. Enables student to have a positive prospect in creative writingWeaknesses1. Unsuitability of activities for crowded room2. miss of materials used as aid for pre-writing task3. Lack of teachers evaluation on the first phase of writing4. Certain task may take more time than the planned time5. Peer evaluation on writing inappropriate approach for elementary learners8.0 Summary of ReviewSummarized below are some of the accomplishments and challenges I personally went through in construction the remedial programme8.1 Strengths8.1.1 Improved students attitude and motivationStudents are mentally prepared to participate in the programme because students agree to a particular pace, workload, and learning environment from the beginning.8.1.2 Creating Learning CommunitiesClasses function as teach communities both(prenominal) teacher and their students benefit in both social and academic areas from working with each other over a entire programme.8.1.3 Eliminating Stigma of habituationThe concept group work and peer evaluation removed the discoloration of being too dependent on the teacher Writing materials.8.2 Weaknesses8.2.1 Students participationSome learners will not contribute in due to the inadequacy of interest o