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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