Module 20 Remediation

1. Module 20Remediation David E. Gesner, MA, NREMT-P

2. Cognitive Goals • Use his or her own words to define and describe remediation. • Describe the steps of the remediation process.

3. Cognitive Goals • Describe the critical components to include when performing an assessment of a problem requiring remediation. • List skills critical to student learning success.

4. Psychomotor Goals • Role play a front end assessment to identify and explore the causes of a problem requiring remediation.

5. Affective Goals • Value the need to assist student in becoming independent self-directed learners.

6. Why This Module is Important • Remediation is needed when students do not perform as expected in any of the three domains of learning. • Students need learning strategies and skills for success in educational situations. • 1. Instructors can assist students in developing these skills.

7. Why This Module is Important • Instructors need a systematic plan to determine what the problem is that is associated with the need for remediation.

8. What is Remediation? • A deliberate educational activity designed to correct deficits identified during formal and informal evaluations. • What causes the need for remediation? • Failure of a student to perform as expected on cognitive, affective or psychomotor content.

9. What is Remediation? • Remediation process follows a systematic plan: • Identify the problem. • Evaluate possible causes for the problem. • Identify where the deficits came from: student or educational program. • Retrain the student. • Re-evaluate the student.

10. Critical Skills for Student Success • Students need cognitive, metacognitive and motivational skills to adequately problem solve.

11. Strategies That Lead to Successful Learning • Interest and motivation. • Self-efficacy and self-management. • Adequate knowledge base. • Cognitive monitoring. • Attribution.

12. Interest and Motivation • Intrinsic motivation from within. • Extrinsic motivation from without. • Instructor should monitor for intrinsic and extrinsic motivators. • Help students identify intrinsic motivators and recognize their value. • Provide extrinsic motivators to student.

13. Self-Efficacy and Self Management • Encourage students towards independent learning by providing collaborative and self-directed learning opportunities in the classroom. • Contextual control: • Provide students with control of their learning whenever possible.

14. Adequate Knowledge Base • Students should work through each level of sophistication with each domain of learning to move towards metacognitive strategies. • Instructor role: • Provide learning opportunities to best facilitate this. • Encourage independent and self-directed learning.

15. Adequate Knowledge Base • Metacognition: active monitoring, self-regulation and reflection of personal mental activities.

16. Adequate Knowledge Base • Metacognition helps learner: • Analyze their own comprehension and needs. • Use instructional components according to analyzed needs. • Find hints for correct solutions to problems. • Actively problem solve. • Transfer concepts to other contexts to further learning.

17. Cognitive Monitoring • Students need to be active readers, writers, planners and listeners. • Instructors can facilitate the development of any skills that are lacking or inadequate.

18. Provide Study Strategies • Plan and organize study time. • Steps to start and complete complex assignments. • Previewing resources and identifying important topics. • Comprehension of material.

19. Provide Study Strategies • Use of mnemonics and other memory strategies. • Highlighting and note taking. • Active listening during lectures and discussions. • Preparing for exams.

20. Cognitive Monitoring • Utilize a strategic process to facilitate learning.

21. Strategic Process Goals • Regulate strategies used to develop self. • Understand personal learning style and preferences. • Observe strategies that enhance success. • Keep performance records. • For reflection and review of progress.

22. Strategic Process Goals • Evaluate progress. • Reflect upon successes. • Redirect as needed.

23. Attribution • What does student attribute as the cause for failure? • Attribution plays a very important role in whether or not the student accepts responsibility for learning. • Does the student think or feel they are a victim of circumstances? • Does the student blame the instructor or program for their failure?

24. Attribution • What does instructor attribute as the cause for failure? • Insufficient instruction: • Correct with better designed strategies that target student learning styles and facilitate self-directed learning.

25. Attribution • What does instructor attribute as the cause for failure? • Low expenditure of effort by student: • Determine if student is willing to spend additional energy to learn. • Provide extrinsic motivation.

26. Attribution • What does instructor attribute as the cause for failure? • Poor strategy for learning: • Provide help with developing learning skills.

27. Attribution • What does instructor attribute as the cause for failure? • Student's lack of ability: • Consider this possibility after you have considered all other possible causes. • Prerequisites and developmental opportunities may help diminish the frequency of this as a cause of failure. • Development of inadequate or absent learning strategies may mitigate this as a cause.

28. The Steps of Remediation

29. Identify the Problem • Front end assessment is crucial. • If you jump to a solution before fully understanding the problem you may not have the correct solution.

30. Identify the Problem • Ask the right questions: • Was the problem with student's performance due to a problem with their education or training? • Did the student perform correctly previously? • No: it may be a knowledge deficit. • Yes: it may be a motivation deficit. • Can you describe the problem?

31. Identify the Problem • Understand the interrelationship between education, performance, environment and needs. • Complex relationship that may not be initially obvious. • Take time to explore all areas thoroughly.

32. Identify the Problem • Identify where the deficits came from: educational program or student. • Look for attributions: • Insufficient instruction. • Low expenditure of effort by student. • Poor strategy for learning. • Student's lack of ability.

33. Retrain Student • Use the information gathered from the assessment of the problem to design a strategy for improvement. • Social contracts are critical to successful remediation. • Student agrees to work towards change. • Instructor agrees to help facilitate change process for student.

34. Retrain Student • Help improve student learning strategies. • Monitor student's progress in applying these new skills. • Provide correct instruction and adequate time for practice. • Involve other members of the educational team.

35. Re-Evaluate Student • Repeat remediation process until successful outcome is achieved or logical stop point is reached. • Program guidelines, rules and regulations should address consequences for failure to perform at expected level following remediation. • Students should have written documentation that is provided on first class session outlining expectations for success.

36. Bibliographical References • Cicchetti, George. (1990). Cognitive Modeling And Reciprocal Teaching Of Reading And Study Strategies. Watertown: Cicchetti Associates. • Collinson, Vivienne. (1996). Reaching Students Teacher's Ways of Knowing. Thousand Oaks: Corwin Press, Inc.

37. Bibliographical References • Mayer, R. E. (1998). Cognitive, metacognitive and motivational aspects of problem solving. Instructional Science, v. 26, number 1-2, 49-63. • Robinson, D. G., & Robinson, J. C. (1996). Performance consulting Moving beyond training. San Francisco: Berrett-Koehler Publishers.