examples of interventions in the classroom

1. Examples of positive behavior supports in the classroom can include routines, proximity, task assessment, and positive phrasing. Available from: http://education.wm.edu/centers/ttac/documents/packets/practiceandhomework.pdf, DCSF (2009). I was so taken aback that I did not even realize I was doing it. Encourage learners to experience through seeing, hearing and doing, Construct meanings in a variety of group situations, Immerse the activity in structured language exchange, Provide opportunities to pause and describe, to pair/share, to reflect and to speculate, engage curiosity, Include opportunities for learners to make choices within the lesson: choice is a huge motivator, Recognise that there are different ways of accessing information and learning, Make it relevant to their situation/lives and how they can apply this new knowledge, Use context (people remember context better than content to aid memory), Teacher input should be no longer than 10 mins. 3 examples of school health interventions that work In Cambodia, Ethiopia, and Haiti, GPE-funded school health programs are increasing students’ participation in schools and improving learning. Activate and build upon children’s prior knowledge and experience. Real-life challenge. Response to intervention: Examining classroom behavior support in second grade. 07528857. Tutors need to be taught how performance can be assessed within and outside the sessions. Use strategies to make progress in the learning task. Therefore it is important that feedback is carefully implemented to achieve maximum benefits on learning. All these strategies, whilst being highly effective for children looked after, are likely to need whole school implementation and leadership, rather than being used only with those children. Use for: Delayed feedback is more effective where learning needs to be transferred (applied to a novel situation. Step-by-Step Strategies. The effectiveness of homework has been extensively researched, but mainly in relation to whether homework improves the performance of schools. How have we learned and how can we apply our learning methods elsewhere? Connection Phase - connecting to what has been learned before and what is already known, Activation Phase - to help learners begin to become familiar with the information they need to solve a problem, hypothesise or simply remember something that’s essential. I had spent hours that summer decorating, organizing, and Usually, a high performing pupil tutors a pupil who needs support with learning. Cooke (2005) identifies 3 broad types of activity that are especially suited to collaborative learning. trailer << /Size 254 /Info 239 0 R /Root 241 0 R /Prev 1578450 /ID[<6c28d2d3b902a4721de8e87d6fccd93a><6c28d2d3b902a4721de8e87d6fccd93a>] >> startxref 0 %%EOF 241 0 obj << /Type /Catalog /Pages 235 0 R >> endobj 252 0 obj << /S 577 /T 686 /Filter /FlateDecode /Length 253 0 R >> stream The authors include a detailed “Super Circle” intervention as an example of embedding positive psychology interventions into existing teaching practices. �wl)���A�׊�����Mu��N�������F�)f[��?�89f��p��_��p�@� fA�� endstream endobj 253 0 obj 626 endobj 242 0 obj << /Type /Page /Parent 234 0 R /Resources 243 0 R /Contents 247 0 R /MediaBox [ 0 0 612 792 ] /CropBox [ 0 0 612 792 ] /Rotate 0 /Thumb 159 0 R >> endobj 243 0 obj << /ProcSet [ /PDF /Text ] /Font << /F2 249 0 R /F5 244 0 R /F6 250 0 R /F7 245 0 R /F9 246 0 R >> /ExtGState << /GS1 251 0 R >> >> endobj 244 0 obj << /Type /Font /Subtype /Type1 /Encoding /WinAnsiEncoding /BaseFont /Helvetica-Bold >> endobj 245 0 obj << /Type /Font /Subtype /Type1 /Encoding /WinAnsiEncoding /BaseFont /Helvetica-BoldOblique >> endobj 246 0 obj << /Type /Font /Subtype /Type1 /Encoding /WinAnsiEncoding /BaseFont /Times-Roman >> endobj 247 0 obj << /Length 2137 /Filter /FlateDecode >> stream For example, a student might be easily distracted in the regular classroom, or they may be embarrassed to be observed by peers reading easier books. Available from http://www.collaborativelearning.org/, Shute, V (2007). Foster Carer engagement should not be seen as an ‘add on’ or an ‘optional extra’. Use for: Homework refers to tasks that teachers give to pupils to be completed outside of lesson time. Present the learning in the context of a real-life situation or problem to be solved. Feedback is information given to the learner about their performance in relation to learning goals. This packet focuses on classroom intervention strategies to enhance the learning environment for students with attention deficit/hyperactivity disorder (ADHD). For example, teachers should have access to an ‘intervention menu’ that contains evidence-based strategies to address the most common academic and behavioral concerns and should be able to get coaching support as they learn how to implement new classroom intervention ideas. Completion of ten hours tuition is formally recognised e.g. Reciprocal Peer Tutoring (RPT):   Two or more pupils alternate between acting as the tutor and tutee during each session, with equal time in each role. Evaluate the effectiveness of the strategies. In this respect, CLA are likely to represent the ideal cohort to initiate a programme with. 7�G ] H��W˒۶��+�ԸF4A|,�x�;�Į;R�Ŕ I��P��dV��[��M7 �f���r- ݧO���W�H��P�1IiB6Y��^�hD�ODx7(9��~�Ÿa��(a!�q����۬oV�w��?2B��*H��%4(�S�U�aK�vO�5�����N�;�!�����X�4�p f9ɒ(H�,�攥 ��'0�C͇�ﺆ�'~����lǞ��(�@x[��v�E�������G�� ��F� %O���g��-$��� �!XՊ����z�E�4W��c$-��&� X���O�ۇ/_~&�����&K�h����_��D��������ݖ���������� "����ϻ��_�>��|�"��?�,J�q What do we already know about? This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom. 0000000688 00000 n Go to Away Groups to become an ‘expert’ about aspects of the topic. Date Tried Environment change seating arrangements (i.e. Sequencing - using a time line, action strip, life cycle or flow chart to explore topics, for example events leading up to WW1, how milk is processed, the carbon cycle. There are established, rigorous assessment practices. Senior leadership teams are involved in quality assurance of tuition. One-to-one tuition is often targeted at closing gaps in literacy and numeracy. Where these strategies are effectively implemented, children looked after are likely to show gains in progress, leading to higher attainment and ultimately improved educational outcomes. In this way pupils are supported in activating their existing knowledge and experience and in making links with the new knowledge they are acquiring. ", Use methods that encourage active participation including use of problems, case studies, role-play, props, story, visual or electronic aids to help, Sell the benefits of the learning outcomes “By the end of this lesson/topic we will know more about…, have learnt to…, Relate to pupils’ own targets and personal aspirations “When you concentrate/learn this….it will help reach….get more of…”. These activities usually involve pupils in organising pieces of information in a variety of ways. Change seating; Change Class; Change Groups; Teaching Techniques. Use of Home and Away Groups to carry out research of topic. Date Tried Environment change seating arrangements (i.e. 1. 6T���V)��j����zº�l:C�J�� j�e�l���Y��ݤE�������k%D�ƅ��� +�l https://www.theedadvocate.org/types-of-classroom-interventions Registered in England and Wales as Achievement for All (3As) Ltd. No. Visual cues… Images placed around the room – learners visit the picture gallery and make connections. When a student is off task they are often seeking attention, so it is important for … Organising information may involve Matching, Sequencing, Sorting, Rank ordering or a combination of these. 0000001408 00000 n Some examples of useful interventions include building relationships, adapting the environment, managing sensory stimulation, changing communication strategies, providing prompts and cues, using a teach, review, and reteach process, and developing social skills. ���:E_-x���{ `�Սi�����}7��c&{���h���y�ǥ� with a certificate or presentation. Focus on formative feedback. How will we know we have learned about? CLASSROOM INTERVENTION CHECKLIST The following is a list of interventions that have been found to be helpful in working with individual students or groups of students experiencing difficulties in school. Return to Home Group as the expert. Interventions involve skill-building strategies that are designed to move special students to more advanced academic levels. The materials are catalysts that cause pupils to talk to each other about the particular topic content. Parent contact Metacognition and self-regulation are often known as ‘learning to learn’ strategies. @FZ�V� D����Od[�i���N��\@B����IGx/t�-��8��ބS�*��U�*�x�k-����B�fy��Ff�"���ц]�������;�M��d��#�e"3���eg=��j������4���y�8Ǯ~B�j���5v���,]:�əc#'��� G8�c���˄C:3�[ 99L��(���Ь�p�cB����K'������� �Xd40)))700 Then, they may be taught meanings of the words. Practice and homework: effective teaching strategies. Give step by step feedback, allowing the pupil to edit and correct their work after each step, Focus on learning, not performance - Emphasise effort improves learning and that mistakes are an important part of the learning process, Provide feedback after the pupil has attempted a solution - Do not let pupils see answers before they have attempted the task as research evidence suggest that this is detrimental to learning, Do not compare the pupil to other learners - Feedback should be fully personalised to what the individual pupil needs to achieve, without comparison to other learners, Avoid giving overall grades - Feedback is most effective when it highlights areas of strength and gives information on how to improve, without giving an overall grade, Beware of the overuse of praise, but avoid being negative or critical - Remember feedback should be focused on the task, not the learner. Comes with clear instructions for pupils. The benefits are greater at secondary school than at primary school. Effective intervention requires an understanding of how to provide situational assistance, use both mild and moderate responses to misbehavior, and deal with chronic or challenging misbehavior, particularly bullying. Intervention Strategies for Disruptions. Interventions can also happen during lunchtime or as an after school or breakfast club. Highly structured and carefully prescribed lesson format, Tutoring links directly to classroom activities. Interventions in the classroom can be effective and successful. What is the problem you are trying to solve?If you take reading as an example, pupils learning to read need to first decode the words in the text and then interpret their meaning. Do consider reasonable time frames for homework assignments, based on the purpose of the lesson. It is in addition to normal lessons, rather than instead of them. Pupil pairings are based on achievement levels or pupil compatibility. Ethiopia . 4. Available from http://www.essex.gov.uk/Business-Partners/Partners/Schools/One-to-one-tuition/Documents/Supporting%20looked%20after%20children.pdf, Hott, B and Walker J (2012) Peer tutoring. The punishment will be a much more successful intervention strategy if the student is educated about why she is being punished, how her actions make others feel and how her actions could affect her even after she finishes school and begins her life in the workplace. Modifications—both to your physical classroom and to your teaching style—are often necessary to accommodate them. The research of Harris and Goodall (2007) did not single out Foster Carers, and so the research summary presented here is more generic: hence use of the phrase “carer” rather than “Foster Carer”, http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm#I, http://www.ets.org/Media/Research/pdf/RR-07-11.pdf, http://www.aft.org/pdfs/tools4teachers/ST_Homework0411.pdf, http://www.ascd.org/ascd-express/vol4/426-self.aspx, http://www.smartclassroommanagement.com/2010/07/31/effective-homework-plan-for-teachers-part-1/, http://teachfind.com/national-strategies/developing-one-one-tuition-guidance-tutors-0?current_search=developing%20one%20to%20one%20tuition%20guidance%20tutors, http://teachfind.com/national-strategies/one-one-tuition-toolkit-materials?current_search=characteritics%20of%20schools%20that%20high%20high%20impact%20one%20to%20one%20tuition%3Fpage%3D2, http://cldinternational.org/infosheets/peertutoring.asp, https://www.learntogether.org.uk/Resources/Documents/Pupil_Premium_HandbookFINAL.doc.pdf, http://www.angus.gov.uk/gsearchresults.htm?cx=005204087397907911534%3Aqayq_sfatmu&cof=FORID%3A11&q=making+the+differnece&sa=Go.

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