Intervention Strategies. Objective – participants will understand and be able to: apply specific intervention strategies in their classrooms.

InterventionStrategies

InterventionStrategies

Objective – participants will understand and be able to:• apply specific intervention strategies in

their classrooms.

How do effective teachers help all students think—and learn?

Specialized Services

Specific Intervention

sEffective Instruction

For All Students

Some Intervention Strategies for an Inclusion Classroom

1. Incorporate interaction with various groupings (cooperative learning).

2. Establish prior knowledge. 3. Use a step-by-step approach. Scaffolding)4. Teach learning strategies.5. Vary types of instruction and assessment

with multiple intelligences and sensory elements (visual, auditory, kinesthetic).

6. Handouts – Inclusion Strategies That Work! And “Valuable and Applicable Things To Do Every Day In All Classrooms On A Daily Basis”

Interaction Activity – Shared Likes & Dislikes1. Form groups of 5 or 6.2. You have only 5 minutes to reach

agreement on a movie that all of you like and one movie that all of you dislike; a celebrity that all of you like and one that all of you dislike; and a book that all of you like and one that all of you dislike.

3. The goal is to reach consensus quickly.

Shared Likes & Dislikes(One paper and one reporter per group)

We like … We don’t like…

Movie

Celebrity

Book

Why use Interaction in the classroom?

• Learning is more effective when students have an opportunity to participate fully in lessons by discussing ideas and information.

• Socially, students become more interpersonal by sharing introspections. Learning about each other is very interesting.

• Interaction with others is an important component of reading instruction for increasing motivation and comprehension. (Interaction need not always be oral. Ex. journals, e-pals)

• Additionally, when student interests are considered and they are given choices, students become more involved in their learning, and make meaningful learning connections and achieve and retain deeper understandings.

Interest Inventories

Teachers can motivate learners to make necessary connections to their own lives to achieve lasting insights. Some curriculum connections in Grades K-12 follow:

K-3

Draw or cut out pictures from magazines of their favorite things. Word banks, clip art, or picture dictionaries are also great alternatives. If help is needed with handwriting, configuration strategies, stencils, computer programs, or

templates for words can be used as scaffolding techniques to improve the appearance of the printed word.

4-6

Use the interest inventory for writing topics. If possible, try to acknowledge likes and dislikes in the lessons. Have students periodically review inventories to see if interests changed. Students exchange thoughts with peers by sharing ideas. Inventories can be turned into a class graph.

7-8

Students create their own categories. Design a cartoon, advertisement, or chart based on interests. Create a poem, short story, news article, word search, or jumble.

9-12

Compare students’ interests to family/school surveys. Form cooperative writing groups based upon student interests. Match interests with a variety of genres in reading and writing across all subjects.

Encuesta de Intereses: Mis Cosas Favoritas

Comida

Persona

Lugar

Libro

Película

Programa de televisión

Estación del año

Juguete

Deporte/Juego

Canción

Materia

Hora

How do effective teachers help all students think—and learn?

“Thinking is to a student’s knowledge as photosynthesis is to a plant’s food. Plants do not get food from soil. They make it through photosynthesis, using water and nutrients from the soil and energy from sunlight. No photosynthesis, no food. Students do not get knowledge from teachers, or books, or experience with hands-on materials. They make it by thinking, using information, and experience. No thinking, no learning.”

Charles Thompson & John Zueli, 1999

What is Scaffolding?A Step-by-Step Approach

Teachers scaffold instruction when they provide substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then decrease the amount of support as the learners acquire experience through multiple practice opportunities. (Vacca, 2000)

Scaffolding TechniquesScaffolding Techniques

Scaffolding Model: Teach, Model, Practice, ApplyScaffolding Model: Teach, Model, Practice, Apply

Teach Model Practice Apply

Whole classSmall group Partners Independent Work

Scaffolding Model: GroupingScaffolding Model: Grouping

Say and write the directions step by step and repeat them for better understanding. Paso 1: Dibuja un óvalo.

Paso 2: Añade una línea diagonal a la izquierda del óvalo.

Paso 3: Añade una línea diagonal a la derecha del óvalo.

Paso 4: Añade un óvalo más pequeño a la parte inferior de la copa.

(Handout Step by Step)

Estrategias de aprendizaje – ¿Cómo podemos ayudar a los alumnos a

aprender cómo aprender?

• Las estrategias se refieren a conductas que los estudiantes utilizan para ayudarles a entender, estudiar o retener información nueva.

• Algunos estudiantes tienen dificultad para iniciar un papel activo en el uso de estrategias de aprendizaje debido a altos niveles de frustración o ansiedad.

What are Learning Strategies?(How do you know what you know?)

Effective learners have special ways of processing the new information they are learning. These mental processes are called learning strategies. Students with learning difficulties have difficulty processing new information due to their neurological processing. However, teachers can impact student learning by teaching a variety of strategies to improve how students access information in memory (background or prior knowledge), make connections between what they know and what they are learning, solve problems, and retain newly learned information.

Examples of learning strategies:

One good definition of a learning strategy is ‘a systematic plan, consciously adapted and monitored to improve one’s performance in learning.’1

A strategy for making links between the students’ background experience and new learning concepts would be analogy. EJ: A government is like a family.

A strategy for ensuring that students comprehend information is visual imaging. Ask students to see the object in their minds, and then to draw a picture of it. (Rainbow, p. 4 Opposites)

Learning Strategies – How can we help our students learn how to learn?

• Provide explicit instruction in learning strategies.

• Model learning strategies.• Offer many opportunities to use a

variety of strategies.

Definition and examples:

A strateg to make links between prior knowledge and new concepts would be analogy.

EX: A government is like a family.

A strategy to ensure that students understand the information is visualization.

Activity: Using Visual Imaging toTeach the Concept of Opposites 1. Close your eyes and relax.

2. Pretend your body is the word “cold.”3. Visualize the word in a cold color,

picture something cold, feel your body getting colder, move your body the way you would if you were cold.

4. Relax. “Hot” is the opposite of “cold.”

5. Experience being “hot.” Visualize, picture, feel and move.

1. 6. Discuss the differences in feelings.

Imaginable Curriculum Connections• Social Studies: Imagine you are

living in 1500. Look around and describe your thoughts.

• Science: You are a plant with roots too small for your pot. How do you feel? What are your needs? Describe your greatest wish.

• Reading: You are the main character’s best friend. What activities do you do together? Tell how you would change the plot.

Actividad: MULTIPLE INTELIGENCES…

1. Interview: Stand up and circulate. Interview a colleague who can answer “Yes” to the following questions. If the interviewee answers “No,” you you have to find and interview a different person.

2. Write the name of the interviewee in the blank.Careful! It has to be a different

person for each question. 3. When you have completed the survey,

return to your seat.

Warm-up activity - Find someone who…

1. Loves to dance and/or _________________ does physical exercise.2. Is good at solving math _________________ problems (balances checkbook).3. Loves to read and _________________ expresses him/herself well.4. Can draw a picture to _________________ represent his/her feelings today.5. Sings in the shower and _________________

when riding in the car.

Samples of activities with multiple intelligences and sensory elements:

1. Teaching How to Tell Time: The Clock Body – Draw a 4’ circle (clock)on the chalkboard. The children stand and pretend they are clocks. Begin with both hands at the 12:00 position, etc.

2. Compare/contrast: Cinderella – Draw a picture of Cinderella and her stepsisters. Then say how their lives were the same and different. Your peer/tutor acts as scribe and writes down your conclusions in a Venn diagram. Dialog is important.

3. Memorization - Compose a rap or lyrics to a popular melody (“London Bridge,” “Twinkle, Twinkle Little Star”) using historical or scientific facts.

4. Write a poem or mnemonics to memorize facts.5. Summarize: “Somebody wanted to __, but __ so__

(Handout: Venn diagram)

Discussion – How Can You Use Graphic Organizers In Your

Classroom?• Graphic Organizers - a strategy for showing the

relationships among concepts or vocabulary being taught. http://www.eduplace.com/graphicorganizer/spanish/

Handouts in Teacher Packet:• p. 62, IC That Work! Establishing Prior Knowledge• Semantic Mapping – Teaching New Vocabulary and Key

Concepts• Venn Diagram• T- Chart• Interest Survey

• Use Interaction (Cooperative Learning)

• Implement Scaffolding (step by step)• Share graphic organizers• Teach learning strategies – how to

learn• Asociate the interests of the student

with the lesson content• Include activities for multiple

intelligences and sensory elements

Closure:¿Qué hacen los profesores eficaces para ayudar a sus alumnos a pensar y aprender?

• Activate the prior knowledge of the students and relate it explicitly to the day’s lesson content.

• Use gestures, body language, real objects (supplementary) and pictures to acompany your spoken words and bring meaning to the message.

• Explain using oral and written instructions; show, don’t tell or model the task.

Repaso:¿Qué hacen los profesores eficaces para ayudar a sus alumnos a pensar y aprender?

ESTABLISH PRIOR KNOWLEDGE

Say everything you know about (Topic)Curricular questions and examples:• Who? _____________________• Where? _____________________• Why? ____________________• When? ____________________• How? ______________________• What? ____________________

Supplementary materials

• Objects you can touch or manipulate

• Authentic materials • Pictures and drawings• Multimedia objects• Demonstrations• Literature y personal reviews • Graphic organizers

Activity – In your group, choose and implement one of these strategies:

Topic: "Special Education Conference“1. Write a headline or newspaper review.2. Role play: A reporter y several

interviewees. 3. Draw a picture or advertisement; write a

caption.4. Write a rap/poem/song/videogame5. Your own way to represent what you

learned.(You may use any resources available.)