Field Experience : Intervention Implementation
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Upon identifying an appropriate intervention tier and aligning intervention strategies, teachers can begin the implementation process. Implementing identified intervention strategies during instruction will help to not only meet the needs of students but help teachers to identify where to monitor and adjust instruction as needed. Implementation and evaluation of intervention is an ongoing process when working with all students.
Allocate at least 3 hours in the field to support this field experience.
Working with your mentor teacher, identify a math lesson or time during which interventions from the Clinical Field Experience C intervention plan can be implemented to benefit the previously identified students.
After implementing the intervention strategies, seek feedback from your mentor teacher about how it went. Continue discussion regarding the strengths and potential improvements of the students.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
After the math lesson or activity, summarize and reflect upon your experiences in 250-500 words, being sure to:
· Briefly describe the students identified needs and explain how interventions were selected. Rationalize choices in relation to the needs of the students.
· Describe how the students performed on the math activities and reflect upon your experience implementing the intervention strategies. Include possible changes you would make in the future when implementing these strategies.
· Describe how students could utilize one of the intervention strategies at home.
· Explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
Running Head: IDENTIFYING STUDENT CHALLENGES 1
IDENTIFYING STUDENT CHALLENGES 2
IDENTIFYING STUDENT CHALLENGES
Identifying student challenges is important as it will help a teacher know the specific needs of the student. Math is a critical subject and requires putting more effort in it. teachers need to come up with strategies that will help students improve their learning in this subject. I have noticed the poor performance of my students in mathematics for a quite now. I have decided to share with my mentor teacher so that she can advise on what to do to raise student’s performance. Out of 25 students we have selected 15 students as sample to work with and identify the areas the majority are finding it hard to tackle. (Hansen & Rodrigues 2017). We have given the students some mathematical tasks to handle. During their assignments I have realized the challenging areas that make them hard to solve the problems.
The students have difficulties in handling multiple questions in mathematics. Most of the also don’t understand the language used in phrasing the questions. And others are not fully attentive in class hence difficulties in solving problems. (Schindler & Lilienthal 2018). I have called the students and shared with them about the areas challenging them when solving the problems as per my observation. They all have agreed that they are having problems with the areas and they need my support.
I have decided to come up with differentiation and intervention strategies that will help my students improve in their performance. I had talked had shared about the strategies with my mentor before and he had been positive about them. Some of these strategies that we want to implement include the following; a differentiation strategy of relating math problems to every day example. This includes give examples with real life while teaching. This will enable students have a greater reflection hence making them more attentive in class. (Wijaya & Doorman 2015). Use of real-life examples is a language that will make them understand questions in an easier way. Second, the use of math EdTech tools. This are math video games which are educative to students. This is visual and will create a long-lasting image in students. Hence when it comes to answering questions, they will remember what they watched. Watching is enjoyable at will capture a lot of students. The third differentiation strategy is creating learning stations where I will divide the class into groups, give them different questions to solve while closely observing them. This will help them put different ideas together which will help in solving the questions. Hence the problem of answering multiple questions will be solved since I’ll keep rotating them to handle different questions.
The interventions strategies that I have decided to apply is that I’ll be giving them assignments and monitor their progress. (Sullivan & Walker 2015). This will help greatly on practice as math requires a lot of practice. Second, I will make sure I give them feedback now and then about their performance as this will motivate them to work harder.
Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks. Mathematics Education Research Journal, 27(4), 637-662.
Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., Mornane, A., Roche, A., & Walker, N. (2015). Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education, 18(2), 123-140.
Schindler, M., & Lilienthal, A. (2018). Eye-tracking for studying mathematical difficulties: Also in inclusive settings. In Annual Meeting of the International Group for the Psychology of Mathematics Education (PME-42), Umeå, Sweden, July 3-8, 2018 (Vol. 4, pp. 115-122). PME.
Hansen, N., Jordan, N. C., & Rodrigues, J. (2017). Identifying learning difficulties with fractions: A longitudinal study of student growth from third through sixth grade. Contemporary Educational Psychology, 50, 45-59.
RunningHead: INTERVENTION 1
Struggling students in mathematics need some intervention strategies to help them develop
positive attitude towards math and improve their performance. Tutors however need to connect
with their students. Establishing a good relationship with your students will enable them open up
on the areas they are facing problems. (Morin & Raver 2017). I have continued to work with my
mentor teacher in creating an intervention plan for the 15 students who had struggles in solving
math problems in clinical field experience B.
We have identified different levels of intervention strategies. They will help students in
understanding the context, apply them in solving multi-step math problems. The strategies will
also guide me in content delivery. In clinical field B we had looked at two intervention strategies;
monitoring the students progress and giving feedback them feedback in order to motivate them to
continue with the spirit of working hard. (Rubie-Davies & Rosenthal 2015). I have given the
students the assignments that they are supposed to tackle so that I can observe their progress. For
this lesson I have identified other three intervention strategies that will help students in tackling
multi-step mathematical problems.
The first intervention strategy for struggling students is providing students with rich ideas
during math lesson. This will help students to fully understand the context and get knowledge on
how to handle math procedures. The second strategy is providing step by step instructions to help
the struggling students know how to tackle problems in each step. Clear instructions are important
since they make math language easier. Last, practicing basic facts. I will guide them on how to
handle arithmetic daily during their free time to get used to math problems. (Morin & Raver 2017).
This will increase their confidence and speed hence overall performance improvement. I will use
these strategies even in my future professional practice to motivate my students to getting higher
However, I need materials and procedures for better implementation of the intervention
strategies. I will need various mathematical textbooks in order to learn different ideas on helping
struggling students. In the second strategy of providing clear instructions to students, I will need
visual aids like projectors. This will help me in better delivery on showing them procedures to
follow in handling math problems. (Zhang & Asam 2015). The images will stick in their minds
and it will be easier to remember. The last strategy I will need to offer students with extra exercise
books for home assignments. This will help distinguish the class work from home practice work.
Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving
student learning: An exploratory study in an inclusive fourth grade
classroom. TechTrends, 59(2), 32-39.
Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A teacher expectation
intervention: Modelling the practices of high expectation teachers. Contemporary
Educational Psychology, 40, 72-85.
Morin, L. L., Watson, S. M., Hester, P., & Raver, S. (2017). The use of a bar model drawing to
teach word problem solving to students with mathematics difficulties. Learning Disability
Quarterly, 40(2), 91-104.
RunningHead: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O’Connor 2016). And how they
are supposed to be treated in order to have a good understanding of subjects as mathematics.
The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
that the student programs are followed. (De Melendez & Beck 2018). Students are divided into
small groups hence getting a chance with their instructors one on one. Inclusive learning will give
a chance to the mild disabled students to learn how to solve mathematical problems easily. This is
because they are interacting with other students under good guidance from different teachers and
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
mathematical problems. Second, they should encourage students based on life experiences. Show
them that anything is achievable when it comes to the real world. (Ismail & Muhammad 2018). By
doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
Team teaching may have their own advantages as well as disadvantages. One advantage is
that there will be quality teaching since teachers from different fields combine efforts in handling
problems. This will improve student’s satisfaction. Collaborative teaching stimulates creativity as
teachers their different ideas on how to handle students from all aspects. Disadvantages of
collaborative teaching; it requires more time to plan on how to handle lessons, decision making
takes long since all members must come to a conclusion. (Pancsofar & Petroff 2016). Some
teachers feel that they are doing more work than others and this will create conflicts. Team teaching
basically may discourage teachers since they don’t want to be humiliated when they haven’t
reached their targets.
LEADERSHIP AND COLLABORATION IN TEACHING 4
De Melendez, W. R., & Beck, V. (2018). Teaching young children in multicultural classrooms:
Issues, concepts, and strategies. Cengage Learning.
Ismail, S. N., Kanesan, A. G., & Muhammad, F. (2018). Teacher Collaboration as a Mediator for
Strategic Leadership and Teaching Quality. International Journal of Instruction, 11(4),
Pancsofar, N., & Petroff, J. G. (2016). Teachers’ experiences with co-teaching as a model for
inclusive education. International Journal of Inclusive Education, 20(10), 1043-1053.
Mulholland, M., & O’Connor, U. (2016). Collaborative classroom practice for inclusion:
perspectives of classroom teachers and learning support/resource teachers. International
journal of inclusive education, 20(10), 1070-1083.