Topic to be explored

How to motivate slow-learners in the class room?

Group 5: 許儷齡 沈志平 林維真 邱宛君

What we have done to solve the problem

• Elementary school section:

1. Picture book

2. Peer guidance

3. Heterogeneous grouping

4. Playing games

5. RT

6. Multi-media instruction

• Junior high school section:

1. Peer guidance

2. Heterogeneous grouping

3. Remedial teaching

4. Computer-assisted teaching

• Junior high school section:

1. quiz

* oral

* written

2. rewarding system

* cold drink

3. lucky draw

• Elementary school section:

1. Rewarding system

* give candies

* give rewarding stamps

* give stickers

2. Allowing seating choice

3. Lucky draw

What we have done to monitor the students better

What we have done to understand the situation better

• Junior high school section:

1. Quiz

* oral

* written

2. Interviewing students

3. Communicating with the parents

• Elementary school section:

1. Worksheets

2. Feedback sheet

3. Observation notes

4. Interviewing students

5. questionnaire

Initial Result Elementary school section

1. Picture book: Ss are more interested in learning,

but slow-learners still can’t read.

Choosing a suitable picture book is

the key consideration.

2. Peer guidance: some Ss get help and improve their

alphabetic knowledge, but some Ss

complain about each other.

3. Heterogeneous grouping: willing slow-learners

benefit most, but unwilling ones

sometimes stay as indifferent as

before.

Initial Result Elementary school section

4. Playing games: Ss are interested in class. However,

T has to be selective about which

games involve more Ss and help

with slow-learners more.

5. RT: Everyone can participate in. Slow-learners say

shorter and easier lines with other Ss.

6. Multi-media instruction: Ss become interested in

learning. However, they don’t have the

equipment at home.

Initial Result Junior high school section

1. Peer guidance: some Ss get help with reading the

textbook, but some Ss complain

about each other.

2. Heterogeneous grouping: willing slow-learners

benefit most, but unwilling ones

sometimes stay as indifferent as

before.

Initial Result Elementary school section

3. Remedial teaching: because of individual guidance, slow-learners are more

concentrated, but the effect does not last.4. Computer-assisted instruction: Ss become more interested in learning, but they still cannot remember what they learned.

Suggestions

1. Other activities can be included in teaching to make learning English more fun: - Creative works: e.g., art & craft - Pop songs - Learning by doing: e.g., making a sandwich - Field teaching: e.g., going to the McDonald/ convenience stores2. Try to avoid giving too many quizzes.

(quizzes = pressure)

Suggestions

• Future plan: If peer guidance can help,

how do we motivate fast-

learners to be enthusiastic

about helping slow-

learners?

Tell me and I forget,Teach me and I learn,

Involve me and I remember.