Research states that no two students learn at the same pace; one student may be slightly behind in learning while another student may be years behind. Due to these various learning styles, this is where Intervention and the new standards come into the classroom. The main focus is to identify key areas where the student is struggling and create an action plan for each grade level or course.
The new standards emphasize deep learning, which means applying concepts with skills in the specific grade level. Curriculum should be consistent across grade levels making a connection to future instruction. More specifically this can be defined as vertical growth – tracking progress within a school year and as the student progresses from year to year.
Intervention happens at all levels of learning. At first, the student learns concepts through a series of instructional steps. Secondly, differentiated classroom instruction is where effective strategies are taught so the student can incorporate them into their coursework. Finally, teachers must document these intervention strategies so the student receives continual feedback as they progress through more difficult content. Below are a few ways to help the struggling student.
- Problem-based learning, where problems are used to motivate key concepts and skills.
Students learning problem-solving skills – they must be given the opportunity to solve, as well as have the time to struggle with the problems and find their own solutions.
- Problem based learning allows for the teacher to provide support the students need (without giving too much away).
Instructional strategies centered around a question: what instructional strategies are effective in helping students solve a particular problem? Teachers can use structured peer-assisted learning activities.
- Another way would be to systematically instruct using visual representations. Students can interact through classroom discussions, activities and quizzes.
- A final way would be for teachers to provide opportunities for students to think aloud while they work and review answers collectively in class and explain why answers are correct or incorrect.
Schools must find a way to incorporate the new standards into their intervention programs; for this to happen teachers need to be included in high-quality professional development programs. This professional development would be a place for teachers to safely engage in deep conversations about content, teaching, and learning. The purpose is to ensure that there is sufficient expertise in content, pedagogy, leadership, and special training for these struggling students. This is all facilitated through quality interactions among the teachers.
The main goals of both Intervention and the standards is empowerment to make changes in curriculum, instruction, support and programs to not only further the knowledge of the students, but also improve teacher instruction.
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