SLOW LEARNERS AND ADVANCED LEARNERS POLICY

Introduction

Like any other institution, St. Gregorios Dental College also has students belonging to the ‘Slow learner’ strata, ‘Fast learner’ or ‘Advanced learner’ strata, and the majority of students in the ‘Average learner’ group. The onus of the college is to cater to the needs of all these groups, helping them to achieve maximum academic outcomes and increase their competencies. A policy describing the strategies and activities to support both slow and advanced learners is established in this regard.

Procedure to Identify Slow and Advanced Learners

• Conduct the first internal examination and classify students based on Bloom’s Taxonomy. The lower 20% and the upper 20% are identified as slow and fast learners respectively, while the middle 60% constitutes the average learners.
• Assess clinical performance in labs and clinics.
• Use additional methods such as quizzes, discussions, etc.

Strategies for Slow Learners

• Conduct periodic meetings with slow learners.
• Collect individual information to assess background and needs.
• Follow individual learning plans based on capability.
• Assess attitude and monitor academic progress continuously.
• Arrange additional tutoring in groups or individually.
• Provide simplified and condensed study materials.
• Ensure mentor and subject teachers closely monitor progress.
• Establish a healthy relationship with parents and involve them.
• Connect with the college’s Academic Performance Monitoring Cells.
• Encourage peer learning.
• Recommend counseling if necessary.

Strategies for Advanced Learners

• Identify and nurture individual capabilities.
• Train students for independent learning.
• Promote peer learning.
• Assign projects on advanced topics.
• Encourage participation in competitive tests and fests.
• Motivate attendance at seminars on frontier areas inside and outside the college.
• Encourage research paper writing and presentation at national-level conferences.
• Recognize achievements with gifts and prizes.
• Assist students in obtaining scholarships and awards.

General Guidelines

• Ensure regular assessment and monitoring.
• Collect periodical feedback.
• Provide only constructive criticism and positive comments.
• Foster an inclusive classroom atmosphere where students support each other.
• Ensure college facilities are accessible to all students.
• Avoid treating slow learners as inferior and fast learners as superior.
• Assess the effectiveness of the policy and modify it as needed.
• Properly document and communicate all strategies and activities to higher authorities.

Conclusion

The successful implementation of these policies is expected to create an inclusive and supportive environment, helping students fulfill their aspirations while enabling the college to move toward realizing its vision.