INTRODUCTION

• Who is a Slow Learner?

Below average

Low in achieving academic skills

Lag behind in social, emotional and

psychological well being

Very poor in meeting academic

requirements

Perform poorly in School

Inadequate coping skills

Learning rate is slower than

average rate
• Unable to generalize
• They learn effectively when engaged in academic activity for
increased period of time.
• Concepts are learnt more efficiently when presented in a concrete
manner.
• Do not function at optimum level in typical school
• Displays weakness in thinking, reasoning,
poor concept, language and memory
• Socio emotional characteristics like insecurity,
withdrawal, regression
• LOW INTELLECTUAL ABILITIES
• PERSONAL FACTORS
• ENVIRONMENTAL FACTORS
• EMOTIONAL FACTORS
• DAY TO DAY OBSERVATION TECHNIQUE

• CASE STUDY METHOD

• MEDICAL EXAMINATION

• SCHOLASTIC TESTS

• PERSONALITY TEST

• INTELLIGENCE TEST
PROVISIONS OF SPECIAL CURRICULUM, METHODS OF
TEACHING AND SPECIAL TEACHERS.

REMEDIAL INSTRUCTION

HEALTHY ENVIRONMENT

REGULAR MEDICAL CHECKUP AND TREATMENT

Continued…

NON- PROMOTION

MOTIVATION

SPEED OF EDUCATION

HOME VISIT BY THE TEACHER

TAKING THE HELP OF EXPERIENCED EDUCATIONAL
PSYCHOLOGIST
CHECKING TRUANCY AND NON-ATTENDANCE
 Three methods in
Individualized Instruction
• Tutoring
• Individually Prescribed
Instruction
• Individually Guided
Instruction
 Tutoring
• Tutoring is a face to face, one to one relationship or situation
in which the tutor has the primary responsibility of helping a
child in his learning difficulty. Tutoring may be also done in a
small group consisting of four to five children, but the
essence of the situation remains the same in a small group as
in one to one situation individual help, attention and time.
Thus instruction that is individualized whether in one to one
situation is called tutoring.
• Usually teachers act as tutors, but able classmates, older
students and adult volunteers can also be tutors. Older
children can talk their language and can provide excellent
models for them. Children teaching children are not a new
idea; it is already popular in homes and schools.
Individually Prescribed
Instruction
Individually prescribed instruction (IPI) is an approach
to teaching that emphasizes the diagnosis of learning
problems and the provision of prescriptive assignments
to assist the individual students overcome their
difficulties.
Individually Prescribed Instruction
• “The most unique feature of IPI is its requirement that that
each pupil’s work be guided by written prescriptions prepared
to meet his or her needs and interests.” Robert Glaser
• When this strategy is employed effectively, the teaching
environment becomes highly adaptive. The teacher matches the
students’ abilities to alternate ways of learning, and also
provides remedial assistance and positive reinforcement.
• (Individually prescribed instruction (IPI) was developed by
Robert Glazer and his associates at the learning Research and
Development Centre at the University of Pittsburg.)
Individually Prescribed Instruction
Robert Glaser bases IPI on the following assumptions

• The students differ in the time they require for the mastery over the subject matter.

• Each student is able to work through the subject matter at his own or her own pace and with the

proper amount of practice.

• Students with the appropriate materials can learn with a minimum amount of direct teacher

instruction.

• No students should be permitted to try a new unit until he or she has mastered the previous one.

• The IPI to function effectively, the teacher must correctly identify learning obstacles formulate

appropriate prescriptions and should develop reliable to make valid diagnostic and summative

evaluations.
MODUS OPERANDI OF IPI IN SCHOOL
CURRICULUM
In individually Prescribed Instruction, the curriculum is divided into a
series of work units. Each of these units contains a specified number of
well defined objectives with accompanying assignments. Prior to the
beginning of the unit, the students undergo a pretest to determine their
strengths and weaknesses. Based on the test results, a diagnosis is
made to ascertain an appropriate assignment, which includes self-
study aids, sample tests or programmed learning modules. When this
prescription is completed, the work is checked by the teacher, if it is
satisfactory students proceed with the unit. Those students who are
unsuccessful once again work through a prescription until the required
is attained.
 Individually Guided Instruction
Guided Instruction is almost always done with individuals or small, purposeful groups,
which are composed based on students’ performance on formative assessments. The
groups consist of students who share a common instructional need that the teacher
addresses. The key lies in the planning. ƒ

• A dialogue occurs between students and the teacher as they begin to apply the skill or
strategy. ƒ
• The teacher uses cues and prompts to scaffold understanding when a student makes an
error and does not immediately tell the student the correct answer. ƒ
• The teacher plays an active role in guided instruction, not just circulating and assisting
individual students. ƒ
• Individual or Small-group arrangements are evident. ƒ
• Grouping changes throughout the semester.
Individually Guided Instruction
What is individually Guided Instruction?
• The time when the cognitive load begins to shift from teacher to student.
• The teacher’s role changes as he or she follows the lead
of the learner, who is attempting to apply the skill or strategy to a new
situation.
• Teacher begins modeling to or for learners, then works with them as a guide, and
eventually is by their side as they become more independent. ƒ
• Guided instruction knows when to offer a steadying hand, and when to withdraw
it. This is truly the art and science of teaching. ƒ
• Guiding occurs through cueing, prompting, scaffolding, and questioning ƒ
It is the teacher’s opportunity to explore just what each student knows and
doesn’t know at that moment in time.
Individually Guided Instruction

What individually Guided Instruction is not? ƒ

• It is not ability grouping ƒ
• It is not prescriptive teaching ƒ
• It is not the same for every group – each group may be working
at a slightly different pace or with variations in content. ƒ
• It is not every day with every student.
Key Features of Guided Instruction ƒ

• Guided instruction is the dialogue between teacher and

learners that is carefully crafted following the
principles of scaffolding. (Scaffolding: The
temporary supports, in the form of questions,
cues, and prompts, a teacher offers a learner to
help the learner bridge toward a skill or
concept he/she cannot do or understand
independently.) ƒ
Key Features of Guided Instruction

•Effective scaffolding requires that the teacher possess expert

knowledge about the cues themselves and the level of knowledge
they likely represent. ƒ
•A basic assumption of guided instruction is that the student is
responding in a perfectly logical manner, given what he or she
knows and doesn’t know at that particular moment.
•Scaffolds have a reception, transformation, or production
function.
Reception, Transformation, & Production
• Reception scaffolds direct a learner to a source of
information: “Look at the diagram at the bottom of the page to
answer.”
• Transformation scaffolds require the students
to utilize the information in a new form: “Use the bar grap
h to arrive at your answer, What does it tell you?” ƒ
• Production scaffolds require the learner to create something
completely new.
“Based on the graph, what do you believe they should do ne
xt?” ƒ
Instructional Strategies for Effective Guided
Instruction ƒ
1. Guided Reading
2. Guided Writing
3. Student Think-aloud
4. Misconception
analysis
 Verbal instruction and explanation play a vital role in teaching
 Emotional reluctance is the chief reason for the backwardness of expression
 Students with problems in speech need great deal of speech stimulation
 Poor language may be caused due to various factors
 The teacher plays an important role in guiding the child’s thoughts, expression and speech/
language

 Reading is not an isolated skill

 For slow learning children a sound reading program is necessary. It should consist of:
 The development of reading readiness.
 The acquisition of a sight vocabulary of meaningful words.
 The development of independent reading aided by the use of phonic analysis and other word
recognition techniques.
 The development of speedy, relaxed, silent reading for content and ideas.
 Time
 Concept building
 Real World Examples
 Review
 Reward
 Drill
 Multimodal Approach
 Personalization
 Audio and video instruction
 TEACHING CREATIVE ARTS
• Do not restrict to theories
• Provide activities for relaxation
KNOWING AROUND
SOCIAL DEVELOPMENT
 DEVELOPING CONFIDENCE AMONG SLOW LEARNERS
 DISCOVERING THE MAIN REASON BEHIND THE LEARNER’S WEAK
PERFORMANCE
 GIVE CAREFUL CONSIDERATION IN CLASSROOMS
 ARRANGING SPECIAL TEACHING-LEARNING MATERIALS
 BEING CREATIVE AND RESEARCHING DIFFERENT METHODS OF
PRACTICE
 MAINTAINING CUMMULATIVE RECORDS
 INVOLVING PARENTS
CONCLUSION