Guidelines for Identification of and Intervention for Advanced Learner & Slow Performer

Guidelines for Identification of and Intervention for Advanced Learner & Slow Performer

Guidelines for Identification of and Intervention for Advanced Learner & Slow Performer
Approved Board of Management on 29th March 2022
Notification Notified by Registrar vide notification No. SRHU/Reg/OO/2022-86 dated 2nd May 2022
Reviewed / Revised and Notification Notified by Registrar vide notification No. SRHU/Reg/OO/2025-201 dated 11th August 2025
Next Review 2028
  1. Short Title and Commencement:
    1. These Guidelines shall be called “Guidelines for Identification of and Intervention for Advanced Learner & Slow Performer”.
    2. It shall be deemed to have come into force on the date it is approved by the Board of Management of the Swami Rama Himalayan University.
  2. Aims & Objectives:A classroom is generally known to have a healthy mix of gifted, average, below average students and slow pace learners. The pace of learning may vary from one student to another, which can enable to identify fast learner, medium pace learner or slow pace learner. However, a student may be a fast pace learner in a subject but may not excel in some other subject. The medium pace, slow pace and fast pace learners have to be managed and facilitated based on their requirements, but without any discrimination, in order to ensure desired learning outcomes and development of students.
  3. Applicability:These guidelines shall be applicable across all the programmes conducted by the University, with emphasis on learning abilities of the students.
  4. Assessment of learners:The pace of learning of a student cannot be judged immediately after his enrolment with the University. It is a time-consuming process and has to be done objectively with great patience. Prior to commencement of classes, orientation programmes shall be organized so that transition of students in campus life is comfortable. Major thrust of the orientation programmes will be to familiarize the admitted students with the ethos of the University, rules & regulations, co-curricular & extra-curricular activities and expectations from the students. Once the classes commence, the students can be assessed by qualitative methods which may include merit in the qualifying examination, competitive entrance examination and performance at the initial stage of the programme including co-curricular and extra-curricular activities, which can be an indicator of their achievement and for setting benchmark of the student. Thereafter, continuous assessment can be done throughout the duration of the programme, based on the benchmark decided for subsequent semester/year. The constituent colleges/schools can use the appropriate mechanism, depending on the programme, to assess the students for identification of their learning skills. However, the mechanism to be adopted should be such that the students are able to exhibit the strengths and challenges in identifying, understanding, evaluating, reflecting & predicting and concluding a concept. Subsequent change in the level of achievements of the students can be compared with the previous semester/year for making appropriate interventions.
  5. Identification of learners:There are students who learn in a short time and some take a longer time to learn. Based on the assessment as given above, advance learners and slow performers are identified:
    1. Advance learners refers to the students who have faster learning abilities, achieve high scores on account of their intellectual and personality traits.
    2. Slow performers refers to the students who are capable of learning but learn at a slow pace than average rate. The contributing factors may include intelligence, socio-cultural issues, emotional and health issues, absenteeism, language, motivation, confidence etc.
    3. The identification of learners should not bear any prejudices. Extreme confidentiality is required at all levels.
  6. Intervention for learners:Students should not be labelled. Without discrimination, the following strategies may be adopted:
    1. Advance Learners:
      1. Guard them against overconfidence.
      2. Provide opportunities to harness knowledge & skills.
      3. Give more challenging assignments.
      4. Motivate for research and inventions.
      5. Engage them in supporting average/slow learners.
      6. Channelize their strengths in the right direction.
    2. Slow Performers:
      1. Treat with dignity, love and empathy.
      2. Address challenge areas holistically.
      3. Instill confidence.
      4. Reinforce objectives of programme.
      5. Encourage participation in activities.
      6. Use remedial instruction & positive reinforcement.
      7. Engage them in short tasks.
      8. Allow them to showcase special skills.
  7. Role of faculty and mentor:Faculty members and mentors play an important role in designing the career graph of students. Teaching techniques should improve learning process. Parental support may be sought where needed.
  8. Record Maintenance:Faculty members shall maintain complete record and progress of such students and submit quarterly report to their Head.
  9. The University reserves the right to interpret, amend, modify or withdraw these Guidelines.
  10. Unforeseen issues shall be resolved by the Vice-Chancellor and decision shall be final.
 
Standard Operating Procedure for Slow Performer and Advanced Learner
  1. Introduction
    1. Concept: Learners differ in pace and style of learning.
    2. Scope: To identify and support slow performers & advanced learners.
    3. Use of SOP: To be circulated by Academic Unit Heads.
    4. In charge: Deans/Heads of Academic Units.
    5. Working Definitions:Slow performer: Students requiring regular support & monitoring. Advanced learner: Students showing consistently high academic performance.
  2. Standard Operating Procedure
    1. Identification:
      1. Course-based tests depending on programme duration.
    2. Criteria for selection:
    S. No. Group Score
    i. Slow performer Less than 50%
    ii. Average learner 50% – 70% (*)
    iii. Advanced learner Greater than 70% (**)
    * Medical UG/PG: 50–60% ** Medical UG/PG: >60%
    1. Observational indicators of slow performers:
    2. Regular monitoring/assessment
    3. Periodicity & feedback mechanism:
    Periodicity of Review Mode of Feedback
    Monthly (semester programs) Individual feedback, mentor interaction, parent email if required
    Every 3 months (annual programs)
  3. Strategies for Slow & Advanced LearnersSlow Performers:
    1. Encouragement & motivation
    2. Mentoring
    3. Peer learning
    4. Project-based learning
    5. Remedial classes
    Advanced Learners:
    1. Advanced projects
    2. Seminars
    3. Research & publications
    4. Competitions
    5. Peer tutoring
  4. Action Points for ImplementationSlow Performers:
    1. Revision classes
    2. Assignments
    3. Question bank
    4. MOOCs
    5. Lab practice
    6. Notes preparation
    Advanced Learners:
    1. Advanced classes
    2. Projects
    3. MOOCs
    4. Workshops
    5. Peer tutoring
  5. ProformasA. Proforma for Special Support Programs
    S. No. Degree Program Special Programs for Slow Performers Special Programs for Advanced Learners
    1 MBBS i. ii. iii. i. ii. iii.
    2 MS (Ortho) i. ii. iii. i. ii. iii.
    B. Proforma for Monitoring
    College/Unit Assessment Type Periodicity Mode of Feedback Slow Performer Level Advanced Learner Level
    C. Record of Special Programs – Slow Performers
    S. No. Degree Program Program Date Schedule Attendance
    D. Record of Special Programs – Advanced Learners
    S. No. Degree Program Program Date Schedule Attendance
    E. Sample Reporting Sheet
    Name of Academic Unit
    Title of Activity
    Date
    Venue
    Organised by
    Activity Incharge
    Objectives
    Outcome
    F. Implementation Steps
    S. No. Details Page No.
    1 Identification
    2 Circulars
    3 Activity incharge
    4 Timetable
    5 Photographs
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International Endowed Chair Professor

Prof Rakesh Kumar

Prof Rakesh Kumar is the Founder and President of the Breast Cancer in Young Women Foundation (USA), dedicated to vaddressing the distinct issues affecting young women with breast cancer. He also serves as the International Endowed Chair Professor at the Cancer Research Institute of the Himalayan Institute of Medical Sciences. Additionally, he holds adjunct professorships at Rutgers New Jersey Medical School and Virginia Commonwealth University.

Dr Kumar earned his Ph.D. from the All India Institute of Medical Sciences in 1984 and began his research career at Memorial Sloan Kettering Cancer Center in January 1986. From 1988 to 2017, he held various academic and leadership positions —including faculty member, tenured professor, distinguished professor, endowed chair, department chair, and research leader—at esteemed institutions such as Memorial Sloan Kettering Cancer Center in New York and the University of Texas MD Anderson Cancer Center in Houston. From 2017 to 2022, he served as the National Chair for Cancer Research for the Government of India and as a distinguished professor, continuing his innovative work in breast cancer research.

With nearly 40 years of research and professional experience, Dr. Kumar has made conceptual contributions to the field of cancer research (h-index 108, citations >50,000). He has authored over 325 peer-reviewed publications, edited or co-edited nine books, and delivered 290 invited lectures worldwide. His work has been featured on the covers of 18 major cancer journals and has been highlighted in institutional research reports of the MD Anderson Cancer Center.

A passionate educator and mentor, Dr. Kumar has guided 67 trainees throughout his career. He serves on the editorial boards of multiple leading cancer journals and has served on the editorial boards of 21 top cancer journals. His global reputation is further demonstrated by his participation in about 100 peer-review panels for cancer research funding in the US and internationally over the past 28 years.

Dr. Kumar's innovative research has earned him numerous prestigious honors, including the Hinkle Society Faculty Award at Penn State University (1994), the Dalla/Fort Worth Living Legend Faculty Achievement Award in Basic Sciences (2004), the Ranbaxy Research Award (2006), and the Lifetime Achievement Award from the American Association of Indian Scientists in Cancer Research (2013), among others. Dr. Kumar's pioneering research continues to have a profound influence on the fields of oncology and breast cancer, opening up new opportunities for biomedical scientists and trainees worldwide.