Teaching CTE health science courses means meeting the needs of diverse students every day.
Because your students’ abilities, knowledge, and goals will vary in every class, you’ll always spend time on remediation throughout the year.
But adding new enrichment and remediation strategies to your busy day is tough. Most CTE teachers spend hours of their free time meeting with students each week who need a little extra help.
So how do you providing effective remediation for your unique students?
These six remediation strategies will help you make your students succeed:
Now let's get into the details of each strategy!
Remediation often means allowing students to retake a quiz or test. While this is a great start, you (and your students) could get more out of retakes as a remediation method with a simple tweak.
If a student has done poorly, rather than let them just retry on their own, have the student review where they went wrong.
Start by having the student review the assessment to analyze their own errors. Ask the student to determine exactly where they went wrong, and if they have any ideas on how they can do better.
You could even go as far as asking the student to provide their own error analysis before they are allowed to retake the assessment.
By asking the student to spend some extra time reviewing where they went wrong, you are getting them to look at the information in a different way. This will help them to retain the information better and (hopefully) have success the next time they take the assessment!
Tutoring is a major component of remediation. Tutoring is a great strategy for helping a struggling student better develop a specific skill. While there are lots of tutoring strategies, they break down into two main categories.
First, you could set up a system for peer tutoring. That means students who excel in a subject get paired with students who are struggling.
For example, if one of your students has trouble with remembering body systems in your A&P class, partner that student with the student who scored best on the last test.
While peer tutoring takes some of the pressure off of you, you still need to facilitate the meeting and ensure your students are working together.
You could also go the traditional route and tutor on your own.
If you do this, you have some options for flexibility. You could meet with the student in the morning before school, during lunch, or after school. Another option is to set up a way for the student to be tutored online through a tool like a digital curriculum.
Both tutoring strategies can help struggling students, and each is effective in its own way. Depending on the situation and the student’s personality one may work better than the other.
When thinking about tutoring as a remediation strategy, choose the option that works best for the unique student in need.
The students who struggle are often the last to ask for help. You only know whether they understand the material after you grade their work.
Some teachers make the mistake of taking students through the exact same material again and hoping that it’ll stick this time. But this doesn’t work as often as teachers would like.
Instead, rather than re-explaining a concept to a student, you can reverse the roles and ask the student to explain it to you. Here’s how one teacher explained how she uses this strategy:
“I have them tell me about what they are learning. I say ‘Let’s go back through because I haven’t been through this lesson so can you show me? If I see what’s going on it will help me answer your questions.’ We’ll go back through something and then I’ll start seeing those little light bulb moments.”
By having a struggling student become the “teacher” they will feel empowered to review the material and teach you about it.
A key part of this strategy is using it with multiple students, so you don’t single anybody out. Be sure you mix it up with a few other students, so it is a common occurrence in your classroom.
Sometimes, students struggle because they don’t have the foundational organization and study habits that will help them succeed in school.
This strategy is focused on preparing students to learn something new and retain it long-term.
You’ll be surprised how an adjustment in organization and planning can help a student learn better!
Differentiated instruction can help your health science students in two main ways:
First, some differentiation strategies work great as remediation techniques. Second, differentiation can help to reduce the number of students who need remediation in the first place!
You have lots of ways to differentiate your health science class, depending on your unique students you will want to try different strategies.
Here are a few examples:
By including differentiated instruction strategies in your classroom, you are helping all students learn better, reducing the need for remediation and helping your students succeed!
Some CTE health science teachers are starting to use digital curriculum systems to help with remediation.
A digital curriculum streamlines remediation by saving you time and helping you to use all of these remediation strategies in a flash!
Erika Greene at Meadowcreek High School in Georgia uses the HealthCenter21 digital curriculum to save time with remediation. Prior to using HealthCenter21, Erika spent 10 to 15 hours per week remediating students.
Now, she can focus in-class time on helping students move forward, not catch up. And she has more free time back!
With digital curriculum, you have a lot of versatility with remediation and enrichment, including:
Overall, using digital curriculum saves you hours of personal time spent on remediation, and helps your students learn better. That means your students could need less remediation to start!
A digital curriculum helps you implement multiple remediation strategies in your health science classroom at the same time.
With it, you can ensure all students get the help they need to do their best.
Want to get started with a digital curriculum?
Check out HealthCenter21 to learn more!