A teacher found that some students struggle with a particular aspect of…

Remedial teaching is a diagnostic-and-support strategy: it starts with identifying exactly which students are struggling with one specific sub-skill within a broader area, then designing a separate, focused session aimed only at that identified gap — rather than teaching the whole class the same way, or merely giving feedback on completed work.

In this scenario, the teacher notices that certain students specifically struggle with “reading with understanding” of scientific texts (one aspect of language learning, distinct from other aspects). She picks out exactly those students and conducts a separate, targeted session built around this particular reading sub-skill. This diagnose-then-target pattern is exactly what remedial teaching means.

• Higher Order skills names the demanding cognitive processes — analysing, evaluating, creating — that a task can call for; it does not itself describe organising a corrective session for struggling learners.

• Thinking skills refers to general cognitive processes such as reasoning and problem-solving that a curriculum tries to build in all learners — it is not tied to selecting struggling students for an extra session.

• Feedback teaching centres on giving learners information about the quality of already-completed work so they can improve it — the scenario instead shows a targeted corrective session arranged in advance for identified strugglers, a different kind of intervention.

The teacher's action — diagnosing a specific difficulty and running a separate, targeted session for just those students — matches remedial teaching.