Notes: Diagnostic and Remedial Teaching | Mathematics & Pedagogy Paper 2 for CTET & TET Exams - CTET & State TET PDF Download

In this chapter, we will examine the different challenges students encounter while learning Mathematics and how these challenges can be diagnosed. The chapter also explains methods of remedial teaching that can help address these issues. Upon analyzing previous years' CTET and state TETs exams, it is evident that typically 1 to 2 questions are asked each year from this chapter.

Diagnostic Test in Mathematics

Similar to how a doctor diagnoses a patient to understand the nature, type, and extent of their disease before prescribing treatment, a Mathematics teacher uses diagnostic tests to identify students' difficulties and weaknesses.

Through diagnostic tests, a teacher assesses the weaknesses and challenges students face in the instructional material, which includes various types of Mathematics. These tests require understanding both the background and performance of the students. Unlike quantitative assessments, diagnostic tests are qualitative.

An example clarifies the difference: if a bottle contains milk, an achievement test might ask how much milk is in the bottle, whereas a diagnostic test would inquire why the bottle is full or empty, focusing on the quality of understanding rather than quantity.

Types of Diagnostic Test

Diagnostic tests are broadly classified into two types:

• Educational Diagnostic Test: Designed to diagnose learning disorders related to specific educational materials at a particular grade level.
• Physical or Clinical Diagnostic Test: Focuses on impairments like hearing or vision that hinder a child's learning process.

Characteristics of Diagnostic Test

The diagnostic test should possess the following characteristics:

• Identifies weaknesses or deficiencies in a child's learning of content.
• Qualitative in nature, not quantitative.
• Helps in planning and organizing remedial teaching.
• Forms the basis for forming tutorial groups to assist struggling students.
• Arranges items in a learning sequence to facilitate transfer of learning.
• Utilizes objective-type tests.
• Emphasizes all learning and teaching points.
• Focuses on wrong responses to identify causes rather than scoring correct answers.
• Requires an expert to identify reasons for incorrect responses.

Functions of Diagnostic Test

Diagnostic tests serve the following functions:

1. Classification: Aptitude level, vocational level, and intellectual level.
2. Assessment: Specific abilities related to abnormality, depression, anxiety, and adjustment levels.
3. Remediation: Special education for handicapped students, remedial teaching for learning weaknesses, counseling for mental ailments, and clinical treatment for physical ailments.
4. Etology Study: Study of the causes of diagnosis.

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Methods of Diagnosis

Useful methods for diagnostic approaches include:

• Testing Method: Involves educational, psychological, and clinical testing procedures.
• Observation Method: Subjective method used for prognosis and diagnosis in children.

Diagnostic tests are essential tools that enable teachers to effectively identify and address learning challenges in Mathematics.

Diagnostic Test in School Subjects

In different school subjects, especially in language and arithmetic, students often face various difficulties. To address these doubts and challenges, different types of diagnostic tests have been designed:

Diagnostic Reading Test

The diagnostic reading test includes the following sub-tests:

• Poetry comprehension and appreciation
• Vocabulary in different areas
• Meaning of sentences
• Paragraph comprehension
• Rate of reading and comprehension of prose

Diagnostic Mathematical Skills Test

This test is used to detect errors in various mathematical operations such as Addition, Subtraction, Multiplication, and Division:

• Carry over in addition
• Borrowing in addition
• Decimal placement errors
• Borrowing and reducing one from next
• Noting incorrect numbers
• Difficulty in remembering multiplication tables
• Difficulty in remembering division tables

Important Steps of Diagnosis

There are five main steps involved in the diagnostic process:

1. Identifying students facing difficulties using various methods.
2. Determining the specific areas or types of questions where mistakes occur.
3. Understanding the reasons behind these mistakes, often requiring the logical reasoning of the teacher.
4. Developing solutions based on the nature of the problem.
5. Implementing preventive measures to avoid future problems.

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Remedial Teaching

Remedial teaching refers to instructional work aimed at providing additional support to students, helping them overcome common or specific weaknesses and learning difficulties identified through diagnostic testing or other assessments.

Diagnosis forms a solid foundation for hypothesizing the general and specific causes underlying students' weaknesses. Therefore, the remedy for these difficulties is based on the diagnosis itself.

Steps for the Preparation of Diagnostic Test

The following steps are used for preparing a diagnostic test:

• Formulating objectives or outlining content.
• Analyzing content into sub-topics and elements.
• Identifying difficulties in the order of sub-topics.
• Analyzing and modifying test items.
• Preparing the final draft of the test.
• Preparing a manual for the test.
• Developing remedial devices and measures.

Aims of Remedial Teaching

The main aims of remedial teaching include:

• Identifying learners' areas of difficulty and providing necessary guidance to overcome their problems.
• Ensuring remedial teaching is tailored to address specific learning challenges rather than labeling students without understanding their difficulties.
• Helping students with learning difficulties learn to their best ability and reintegrating them into mainstream classes where possible.

Organization of Remedial Teaching

Remedial teaching in school subjects can be organized in various forms:

• Class Teaching: Involves teaching specific lessons or units to the entire class, focusing on addressing common difficulties.
• Group Tutorial Teaching: Provides targeted teaching in small groups to address specific learning needs.
• Individual Tutorial Teaching: One-on-one teaching to cater to the specific needs of individual students.
• Supervised Tutorial Teaching: Teaching sessions supervised by a teacher to ensure effective learning.
• Auto-instructional Teaching: Teaching methods that allow students to learn at their own pace through instructional materials.
• Informal Teaching: Teaching that takes a less structured approach, focusing on interactive and engaging methods.

These methods of remedial teaching are crucial for helping students overcome their learning difficulties and achieving academic success.

Group Tutorial Teaching

In group tutorial teaching, students of a class are divided into homogeneous groups called tutorial groups based on their common learning difficulties and identical weaknesses or deficiencies in certain areas or aspects of the subject.

• These groups are taught separately by the same teacher or different teachers depending on the nature of the difficulties.
• The tutor in charge of each tutorial group addresses the difficulties collectively, focusing on the specific needs of the group.
• The identified weak areas or aspects of the curriculum are thoroughly addressed according to the requirements of the students in the group.
• If the issues are related to practical or project work, the teacher provides demonstrations and guidance within the groups.
• Group tutorial teaching is advantageous over class teaching as it more effectively helps students with common problems to overcome their difficulties.
• It makes teaching and learning tasks more interesting and goal-oriented.

Individual Tutorial Teaching

Individual tutorial teaching involves one-on-one coaching and guidance provided by the teacher to each student who experiences learning difficulties of any nature:

• It focuses on individualized attention to overcome specific deficiencies or weaknesses.
• Teachers tailor their approach based on each student's pace, abilities, and learning capacities.
• The goal is to provide maximum support and reinforcement to help students cope with their learning difficulties.
• It ensures that teaching is aligned with the principle of individual differences for optimal learning outcomes.

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Supervised Tutorial Teaching

In supervised tutorial teaching, students are responsible for overcoming their learning difficulties and deficiencies in specific learning areas:

• Students work independently to resolve their difficulties.
• The teacher observes and supervises their learning activities, providing necessary assistance and guidance as needed.
• This type of supervision can be conducted at both individual and group tutorial levels.
• Students may choose to work individually or in groups to overcome their learning challenges.

Auto-Instructional Teaching

Auto-instructional teaching involves using programs and activities designed for self-instruction:

• Students are provided with self-learning materials such as programmed learning textbooks, teaching machines, and computer-assisted instruction modules.
• These materials allow students to practice and improve in areas where they have weaknesses, boosting their confidence in overcoming difficulties.

Informal Teaching

Informal teaching methods can supplement formal education and serve as a remedial education source for students:

• Activities like excursions, collecting materials for science museums, improving science apparatus, engaging in scientific projects, and participating in science club activities enhance learning experiences.
• These activities provide unique opportunities for students to learn and apply scientific facts and principles.
• Informal teaching addresses learning difficulties arising from lack of interest, limited learning experiences, teaching methodology deficiencies, and learner psychological needs.

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Remedial Teaching for Weak Students

Strategies for remedial teaching aimed at weaker students:

1. Encouraging small achievements to build confidence and overcome inferiority complex.
2. Providing memory tips and techniques to aid retention and recall.
3. Regular practice questions to instill study habits.
4. Adapting teaching to the student's level of understanding.
5. Regular interaction with parents to discuss progress and support at home.
6. Enhancing curiosity through varied and engaging instructional techniques.

Remedial Teaching for Talented Students

Strategies for remedial teaching aimed at talented students:

• Organizing structured teaching to keep talented students actively engaged.
• Teaching the relationship between modern mathematics and different branches of mathematics.
• Using auto-instructional or programmed materials like modules or computer-assisted programs.
• Employing separate evaluation techniques to assess their progress.
• Providing insights into the history and development phases of mathematics.
• Assigning teaching responsibilities in class to promote leadership and learning.
• Encouraging the solution of challenging problems from multiple perspectives.