REMEDIAL INSTRUCTIONS​

Midterm Activity
INSTRUCTOR: DR. Mary Ann Margaret Morden
Name: Maria Victoria Barrantes

I. Identifying Learning Gaps

●​ How can you effectively analyze test results to pinpoint specific learning gaps beyond
just the overall score? (Provide examples of analysis techniques and how to interpret the
data.)

To analyze test results properly, teachers should look at how students answered each
question—not just their total score. For example, if a student got a low score in a Math
test, check which type of questions they missed. Did they struggle with fractions? Word
problems? This shows the exact skill they need help with.

➢​ Example: If a student scores 60/100, and most mistakes are in multiplication, then the
teacher knows the gap is in multiplying numbers—not all of Math.
➢​ Technique: Use item analysis. This means checking which test questions were most
often wrong and grouping them by topic. This helps the teacher see which lessons need
to be reviewed.

●​ How can you identify learning gaps in students who perform well on tests but struggle
with classroom participation or practical application? (Discuss assessment methods
beyond traditional testing.

Some students can answer tests well but find it hard to speak in class, work with others,
or do hands-on tasks. To find these gaps, teachers should observe students during
group work, presentations, or projects.

Example: A student who gets high scores in English tests may still struggle to speak in front of
the class. This means they may need help with public speaking or confidence.

Assessment methods:
●​ Use performance tasks like role-playing, group activities, or oral recitations.
●​ Give short journal writing tasks to see if they can express ideas in their own words.
●​ Ask students to explain their answers aloud during class.

How can you establish a system for obtaining meaningful and actionable feedback from
teachers to identify learning gaps, ensuring the feedback is specific and useful for
remedial planning? (Include examples of effective communication strategies and
feedback forms.
Teachers should work together and share what they notice about each student. To do
this, schools can use simple feedback forms and set regular meetings.

Example of feedback form questions:

●​ What specific topic does the student find hard?

●​ What behavior have you noticed during class activities?
●​ What strategies have you tried, and did they work?

Communication tips:

●​ Keep messages short and clear.

●​ Focus on specific actions or skills (e.g., “needs help reading aloud,” not just “weak in
English”).
●​ Use checklists or comment boxes so teachers can give feedback quickly.

Example: During a meeting, one teacher says, “I’ve noticed Mark struggles with understanding
instructions.” That’s more helpful than saying, “Mark is behind.”

●​ How can you identify learning gaps in students who perform well on tests but struggle
with classroom participation or practical application? (Discuss assessment methods
beyond traditional testing.)

I can identify learning gaps in students who do well on tests but struggle in class by

using assessment methods that go beyond written exams. These methods help you

see if the student can actually apply what they’ve learned.

Give tasks where students need to use what they learned in real situations.

➢​ Example: In Math, instead of a written test, ask them to solve a real-life problem like
budgeting money. If they struggle, it shows a gap in applying math skills.

●​ How can you establish a system for obtaining meaningful and actionable feedback from
teachers to identify learning gaps, ensuring the feedback is specific and useful for
remedial planning? (Include examples of effective communication strategies and
feedback forms.)
To establish a system for getting meaningful and useful feedback from teachers, you

need a clear, simple process that helps teachers give specific information about each

student's learning needs.

➢​ Schedule short meetings every week or two where teachers can share observations
about students. Keep these meetings focused on specific students or subjects.
➢​ Example Strategy:​
Have a 15-minute meeting every Friday where each teacher shares one or two students
who need extra help. Focus on what the student is struggling with and how others can
support

➢​ Encourage teachers to avoid vague terms like “weak” or “behind.” Instead,

they should describe exactly what the student struggles with.

➢​ Less helpful: “She’s weak in English.” More helpful: “She struggles to understand

story details and often can’t answer ‘why’ questions.”

II. Setting Clear Learning Objectives

●​ How do you ensure your learning objectives are not only SMART but also directly

aligned with the established curriculum standards and learning outcomes for the

relevant grade level? (Provide an example showing alignment.

To make sure my learning objectives are SMART and match the curriculum

standards, I first check the official curriculum guide for the grade level. I look at

what skills and knowledge the students are expected to learn. Then, I write an

objective that connects directly to those goals.

➢​ Example: If the curriculum standard says, “Solve simple word problems using

addition and subtraction,” my SMART objective could be: “By the end of the week,

students will solve 5 out of 6 simple word problems involving addition and

subtraction with 90% accuracy.”This matches the curriculum and gives a clear goal

that can be measured.

 ●​ How can you present learning objectives in a way that is accessible and

understandable to students of varying abilities and learning styles? (Provide

examples of clear and accessible communication techniques.)

To help students understand the learning objectives, I use simple words, pictures,

and real-life examples. I also write the objective on the board and say it aloud at the

start of the lesson.

➢​ Example: Instead of saying, “You will demonstrate comprehension of mathematical

operations,” I say, “Today, you will solve number problems like the ones we see

when buying things in a store.” I might also show a picture of a kid buying candy and

needing to add prices. This helps visual learners.

●​ How can you ensure your learning objectives are measurable and provide a clear

framework for assessing student progress toward achieving those objectives?

(Provide examples of measurable criteria.)

To make sure my learning objectives can be measured, I include clear actions and

results in them, like how many problems they must solve or how fast they must

read.

➢​ Example: “Students will read 50 words in one minute with no more than two

mistakes.”This tells me exactly what to check and helps me see if the student is

improving.

III. Developing Targeted Instructional Strategies

To find out how students learn best, I use different methods like asking questions, giving

short quizzes, or observing them during activities. For example, I might ask, “Do you learn

better when you see pictures, listen to stories, or do things with your hands?” I also give

simple tasks like sorting pictures or matching sounds to see if they are visual, auditory, or
kinesthetic learners. Once I know their learning styles, I change how I teach to match their

needs.

●​ Describe several methods for identifying students' preferred learning styles

and provide examples of how to adapt instruction based on those styles.

Examples by subject:

●​ In math, I use hands-on activities like counting blocks or number cards to show how

addition works.

●​ In reading, I use guided reading, where we read a short story together and I help

them with hard words.

●​ In writing, I use graphic organizers to help them plan their ideas before writing

sentences

●​ What instructional strategies are most effective for remedial classes, and how can

these strategies be tailored to address specific learning gaps? (Provide examples for

different subjects or skill areas.)

In remedial classes, some teaching strategies work better because they help

students learn step-by-step and give them more practice.

●​ How can you adapt instruction to meet the diverse learning needs of students,

including those with learning disabilities or other special needs? (Provide examples

of accommodations and modifications.)

To support students with learning disabilities or other special needs, I make changes

in how I teach and what I expect from them.

Examples:

●​ I give extra time to finish tasks.

●​ I use larger print materials for those with vision problems.

 ●​ I give step-by-step instructions and check often if they understand.

●​ I let them answer orally if writing is hard for them.

IV. Creating Engaging Lesson Plans

●​ How can you design lessons that are engaging and motivating for students who

have previously struggled in the subject matter, building their confidence and

fostering a positive learning attitude? (Provide specific examples of engaging

activities.)

To make lessons fun and help students who have struggled before, I use engaging

and hands-on activities that make learning feel exciting. This helps build their

confidence and keeps them interested.

Examples:

●​ In math, I use a game where students shop using play money to practice addition

and subtraction.

●​ In English, I let students act out short stories or play word games like Word Bingo to

build vocabulary.

●​ I also use educational apps or simple quizzes on tablets to make learning more

interactive

●​ How can you effectively connect the material to students' real-world experiences,

making the learning relevant and meaningful? (Provide examples of real-world

connections for different subjects.)

To make lessons meaningful, I connect them to real-life situations that students

understand. This helps them see the value of what they are learning.
Examples of real-world connections:

●​ In science, when teaching about plants, I let students grow their own seeds and

observe them.

●​ In math, I use cooking to teach measurements—like using cups and spoons to

understand fractions.

●​ In English, I let students write letters or messages they could actually use, like

writing a thank-you note.

●​ How can you create a positive and supportive learning environment that

encourages collaboration, risk-taking, and celebrates student progress and

achievements? (Provide examples of classroom management techniques and

strategies for building a positive learning community.)

To create a positive and supportive learning environment, I always encourage

students, praise their efforts, and remind them that mistakes are part of learning.

Examples:

●​ I use a “star wall” where I post their small wins—like finishing a hard task or showing

kindness.

●​ I set up group activities to help them work together, share ideas, and support each

other.

●​ I use a classroom routine where students feel safe and respected, like taking turns,

listening to others, and celebrating everyone’s progress.