Intervention Strategies

Kara Suckow
EDUC-613
1) Use Warm-Up Activities:
a. Use this time to review what you had done the previous
day. You can have them verbally review, or offer questions
that cover the material. Daily quizzes for points or no
points can be used, or kids can write their thoughts in a
journal. This will allow the teacher to see what the
students did or did not understand/retain from the previous
days lesson.
b. Example: Preparing a 3 question mini-quiz with questions
from the previous days notes, and students answer on
Google Classroom.
2) Students Work in Small Groups or Pairs
a. Students benefit from receiving explanation from and/or
explaining material to another student. At times, students
may understand a concept better when its covered with
their peer. Students may also be insecure about not
understanding something, and sharing that with another
student may be less intimidating. Its important to may
appropriate parents that will allow students to be
productive.
b. Example: Students are assigned a topic and put in groups.
The groups create a PowerPoint presentation and present
the topic to the class.
3) Real-Life Applications
a. Present the topic being covered in as many real-life
situations as possible. This can make the topic more
relevant for the students and have more meaning. It can
also make the new information being taught more
interesting to the students because they can make a
personal connection to it.
b. Example: Classroom students research the top 10 causes
of teenage car crashes.
4) Look in to Tutoring Options
a. Look in to after-school tutoring programs if your school
offers one, or locate a tutoring service through your local
education agency. School or outside mentoring services
may also be an option for students. This allows students to
get extra assistance in the areas they are struggling in, in a
one on one setting.

b. Example: A student is set-up with a tutor recommended by

the school guidance counselor. The teacher send
coursework to the tutor, who further develops knowledge
of a concept during one on one sessions.
5) Scaffolding
a. This is an individual intervention technique to set up a
system of modification to aid a student when learning a
new task. It is a step-by-step process that a student
follows to gain the skills necessary to complete the task.
b. Example: Reducing the number of problems assigned, and
slowing adding more work as the student gets more
confident.
6) Student Talk-Through Activities
a. After students have shown that they have successfully
learned a new skill, set up activities where the students
can talk the rest of the class through the steps needed to
complete the task. Students tend to learn more from
teaching one another and listening to their peers.
b. Example: Present a problem, and have students problem
solve out loud how to solve that problem.
7) Progress Monitoring
a. Once a new skill/concept is presented, teachers regularly
track progress. Information from several different types of
assessments can be collected to determine what parts of
the information students understand and what they still
need more assistance with.
b. Example: Curriculum based assessment
8) Modeling and Demonstration
a. Model and demonstrate the specific strategies needed to
learn the new material, and/or how to complete
assignments. Have students follow along until they can
successfully demonstrate they can complete the task
independently.
b. Example: A teacher completes the steps of a problem one
at a time, and students model each step exactly like the
teacher.
9) Consider Seating Arrangements
a. Productive learning should be the number one goal when a
teacher prepares a seating chart. Not only should a
teacher consider what students should sit with who, but

the physical placement of the room should also be

considered. Struggling students should especially be taken
in to consideration. All students should feel comfortable.
b. Example: Seating a special education student near the
door, so they feel comfortable leaving the classroom when
needed for extra assistance, without having to walk in front
of the whole class.
10)

Assign Application Problems

a. Application problems can be used prior to moving on to a
new concept, and be assigned to determine what students
who have not completely mastered a concept. If a teacher
moves on and the student does not master the concept,
they will require more interventions for the new concept.
b. Example: Using word/story problems on a math
assignment, where students have to apply the concept and
use an equation learned.