From “Remediation” perspective talking about “teaching”

FROM "REMEDIATION" PERSPECTIVE TALKING ABOUT "TEACHING" Wang, Hsiu Ru1 Abstract The Taiwan Ministry of Education promoted the “Implementation Plan for National Elementary and Lower Secondary School of Remedial Teaching” from 2006 to 2017 The purpose of the plan for educational sup port helped students with the low achievement from low income families, diversified of learning opportunities in remedial teaching, and achieved the goal of ensuring student’s learning quality and the equality of child[.]

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Wang, Hsiu-Ru 1

Abstract: The Taiwan Ministry of Education promoted the “Implementation

Plan for National Elementary and Lower Secondary School of Remedial Teaching” from 2006 to 2017 The purpose of the plan for educational sup-port helped students with the low achievement from low-income families, diversified of learning opportunities in remedial teaching, and achieved the goal of ensuring student’s learning quality and the equality of children in learning

The aim of this study explores the effectiveness of remedial teaching through the implementation of remedial teaching programs in three subjects: Chinese language, Mathematics, and English in national elementary and lower secondary schools in T city, Taiwan.

Keywords: remedial teaching, implementation of remedial teaching

programs

1 Introduction

In order to implement for the equality of educational opportunities and to reach benefit results in education, the Taiwan Ministry of Education promoted the

"Plan for Education Assistance – After-school Learning and Support Program" and the " Plan for Educational Priority Areas – Coaching Learning" in 2006 and then, integrated the two plans into the “Implementation Plan for National Elementary and Lower Secondary School of Remedial Teaching.” The purpose of the plan for educational support helped students with the low achievement from low-income families, diversified of learning opportunities in remedial teaching, and achieved the goal of “ensuring student’s learning quality and the equality of children in learning” (Su, Meil; Li, Yunglieh, 2016)

1 Ph.D student, Department of Educational Policy and Administration, College of Education, National Chi Nan University

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The aim of this study explores the effectiveness of remedial teaching through the implementation of remedial teaching programs

2 The Meaningful Content of Remedial Teaching Program

2.1 The Key Features of Amended Process

Since 2006, the Ministry of Education has promoted “the Plan for Education Assistance – After-school Learning and Support Program” in the goal of expanding equal opportunities in education and the school teachers are encouraged to adapt teaching method that based on students’ learning needs In 2011, the Taiwan Ministry of Education combined the "Plan for Education Assistance – After-school Learning and Support Program" and the "Plan for Educational Priority Areas – Coaching Learning" into the "Implementation Plan for National Elementary and Lower Secondary School of Remedial Teaching."

In 2012, the Taiwan Ministry of Education supported the “Subsidy for Remedial Teaching Courses in Directly Governed Cities and Other Provinces” and the “Subsidy for Remedial Teaching Courses for Students in Grade 5 to Grade 9 from Low-Income Families” in 2014, and the “Subsidy for Remedial Teaching Courses for Students in Grade 1 and Grade 5 to Grade 9 from Low-Income Families” in 2016 In 2017, the Taiwan Ministry of Education revised some regulations for funding subsidy in “Remedial Teaching Courses” and

“Items-to-Note” to minimize the overlap of subsidized subjects and to increase funding subsidy for school teachers in remedial teaching courses

The key points of amendment in “Funding Subsidy for Remedial Teaching Courses” in 2017 aim to improve the situation of students with low achievement who fail to take part in remedial courses after school, to increase the stability

of remedial teaching staff, and to give the autonomy in implementation and management to local governments and schools to manage their student’s learning achievements The Taiwan government hoped that the local government could plan for the relevant counties and cities according to local conditions, to enhance the learning ability of students with low learning achievement (MOET, 2017)

2.2 Implementation Strategy

2.2.1 Setting up a Teaching Support System to Improve the Quality of Teaching

• Funding subsidies by the regional characteristic of local government, systemic planning help to enhance teaching staff’s relevant professional knowledge

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through workshops, advanced courses The cooperation with neighboring universities (teacher training centers) provides to teachers diversity resources for remedial teaching and learning programs (MOET, 2017)

• Teachers’ teaching activities helps students to learn immediately and reduces the gaps in academic ability between students and their peers (MOET, 2017)

• Setting the program of the excellent teaching team and selected student model to develop active efforts of school administrators, teachers, and students in sharing remedial teaching stories (MOET, 2017)

• Training counseling staff team and in-class instructors to help teachers in organizing, managing students’ learning in the class of remedial teaching courses (MOET, 2017)

2.2.2 Predicting Students' Dropout through the Results of Learning to Adjust the Student’s Learning Method

• Through the scientific and technological evaluation system, it provides the test result report of the student to feedback the current status of students' learning ability, information and teaching material links, so that teachers can master the current situation of the students and adjust the teaching strategy

or curriculum design (MOET, 2017)

• The remedial teaching course should be organized by the student's academic ability The teacher should use the scientific and technological evaluation system to choose suitable teaching materials and to develop teaching strategies to meet the student's learning needs and to provide learning guidance resources (MOET, 2017)

2.2.3 Strengthening the Function of Administrative Management and Supervising the Performance

• The county and city supervisors’ meetings in MOET’s educational organization were regularly held to understand the difficulties in the implementation process, to discuss solutions together, and improve the effectiveness of remedial teaching program (MOET, 2017)

• Supporting schools at district and city level in overall administrative management during the implementation of the remedial teaching program (MOET, 2017)

• Through scientific and technological evaluation system, the inspectors of MOET combine the local governments in the supervision of learning and management from local schools and Taiwan MOET can know well the effectiveness of local schools' implementation (MOET, 2017)

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2.2.4 Integrating Community Public Welfare Resources with Protecting Low-Income Families

• Promoting students' academic resources and strengthening professional development of teachers' teaching activities (MOET, 2017)

• Encouraging the schools to use various learning forms of remedial teaching for students in need, to assist in combination with support system such as counseling, activities of social work, and to encourage excellent retired teachers to engage in remedial teaching staff (MOET, 2017)

2.2.5 Helping Students in Low Achievement in Learning in Consolidating Students’ Basic Learning Knowledge and Ensuring the Quality of Learning

• Improving the function of the evaluation system to assist the learning prediction (MOET, 2017)

• Strengthening the teaching efficiency of teachers to improve the effect of remedial teaching (MOET, 2017)

• The implementation of remedial teaching in the intensive course (MOET, 2017)

• Training the basic learning content of remedial teaching (MOET, 2017)

• Collecting and developing the resources of remedial teaching materials (MOET, 2017)

3 The Implementation results of National Elementary and Lower

Secondary School of Remedial Teaching Program in T City, Taiwan

3.1 Analysis of Test Performance of Remedial Teaching Evaluation System

Source: The handbook of remedial teaching workshop in national elementary and lower secondary school for county and city in the school year 2016

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Figure 3-1 An Announcement of Test Performance in Chinese Subject before

Remedial Teaching Program

Figure 3-2 An Announcement of Test Performance in Mathematics Subject before

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Figure 3-3 An Announcement of Test Performance in English Subject before

Figure 3-4 The Rate of Student un-passed in Test Performance of Chinese

Sub-ject in the School Year 2016 and 2017

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Figure 3-5 The Rate of Student un-passed in Test Performance of Mathematics

Subject in the School Year 2016 and 2017

Figure 3-6 The Rate of Student un-passed in Test Performance of English

Sub-ject in the chool Year 2016 and 2017

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Figure 3-7 The Rate of Student Un-passed in Test Performance of Chinese Sub-ject in the Elementary School from the School Year from 2014 to 2017

Figure 3-8 The Rate of Student Un-passed in Test Performance of Mathematic Subject in the Primary School from the School Year from 2014 to 2017

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Figure 3-9 The Rate of Student Un-passed in Test Performance of English Sub-ject in the Elementary School from the School Year from 2014 to 2017

Figure 3-10 The Rate of Student Un-passed in Test Performance of Chinese Sub-ject in the Lower Secondary School from the School Year from 2014 to 2017

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Figure 3-11 The Rate of Student Un-passed in Test Performance of Mathematics Subject in the Lower Secondary School from the School Year from 2014 to 2017

Figure 3-12 The Rate of Student Un-passed in Test Performance of English Sub-ject in the Lower Secondary School from the School Year from 2014 to 2017

Although the rate of student un-passed in each subject in the above figure shows a declining trend year by year, it is still necessary to strengthen remedial

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teaching in class and to improve the learning effect of students from ups and downs of broken line data

Figure 3-13 The Rate of Student Un-Passed and Passed in Test Performance of Chinese Subject in the Elementary School before and after Attending Remedial

Teaching Program

Figure 3-14 The Rate of Student Un-Passed and Passed in Test Performance of Mathematic Subject in the Elementary School before and after Attending

Reme-dial Teaching Program

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Figure 3-15 The Rate of Student Un-Passed and Passed in Test Performance of English Subject in the Elementary School before and after Attending Remedial

Teaching Program

Figure 3-15 The Rate of Student Un-Passed and Passed in Test Performance

of Chinese Subject in the Lower Secondary School before and after Attending

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Figure 3-15 The Rate of Student Un-Passed and Passed in Test Performance of Mathematics Subject in the Lower Secondary School before and after Attending

From that above figure, it can be seen that the students who attend after and before in the remedial teaching class are almost the same as the results of the test achievement The school should review that whether remedial teaching strategies and administration should be adjusted The formal attitude of the students is in the face of the test including taking a severe answer, giving it a try, guessing of a problem, writing the answers directly without looking at the subject Test monitor teacher should explain the importance and value of the test before students take the test, let students understand, and students will be more concentrated on answering, the guess ratio of the answer will also be reduced

3.2 The Comparison between The Program of Providing Training Teaching Staff of MOET for Remedial Teaching Program and Implementation of Remedial Teaching Course in T City

In the following table describes the comparison between the program of providing training teaching staff of MOET in 2015 for remedial teaching program and the implementation of remedial teaching course in T City in 2015 It hopes that the comparison results and result of statistic data of students’ achievement assessment will be helpful in remedial teaching promotion

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No Item Program of Ministry of Education in 2015 Program of Education Bureau, T City Government in 2015

1 Group of learning standard is

under the normal class of national elementary and lower secondary schools However, according to the learning characteristics of students, the group of learning students in the second and third grades of lower secondary school are organized in one group to implementing learning group as followed:

1.1 The second grades of junior high school have implemented learning group in English and mathematics

1.2 The third grades of junior high school have implemented learning group in English, mathematics and science and technology in nature and life.

2 Learning Time: for 20 weeks

in one semester.

3 Arranging class

3.1 The elementary schools have implemented learning group with six students in a group.

3.2 The seven grades of junior high school have implemented learning group with six students

in a group.

3.3 The eight grades of junior high school have implemented learning group of two classes and three groups are divided into six students in a group.

3.4 The nine grades of junior high school have implemented learning group of two classes, and three groups are divided into six students in a group.

1 Subject: Chinese, English,

Mathematics.

2 Execution Approach

• The group of learning students in the two classes of lower secondary school is organized in one group

to implementing learning group.

• At the beginning of each semester, the students have re-selected to implementing learning group

3 Basic class size:

The number of students in each class is determined by the number of teacher, official teacher instructed about 12 students in

a group and university teachers instructed about 6 students in a group

4 Method of teaching:

The school has designed its own curriculum of Chinese language, English, and mathematics.

5 Teaching staff: Based on

the regulations of the Ministry of Education on the remedial teacher recruitment

6 Management:

Schools shall hold regular meetings to plan, promote, revise and review the direction and effectiveness of the teaching program.

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