Clinical Field Experience: Small Group Interventions for Math Students
Math is an academic area that can be challenging for many students in many cases due to multi-step problem-solving. When planning interventions, it is important to identify where and why the student struggles. With this information, the appropriate tier of intervention can be addressed. Understanding the tiers of intervention can help to differentiate struggles associated with content, application, or delivery.
Allocate at least 3 hours in the field to support this field experience.
Continuing to work with your mentor teacher, create an intervention plan for the student or students identified in Clinical Field Experience B.
Your plan should include the following:
Identification of applicable tiered intervention (1, 2, or 3)
Grade level of instruction
An activity implementing 1-2 intervention strategies (these may be the intervention strategies you identified in Clinical Field Experience B)
Brief description of each intervention strategy and how it supports the identified student challenges
Materials needed and procedures for each intervention strategy
Upon completing your intervention plan, continue to collaborate with your mentor teacher to ensure the plan will appropriately meet the needs of the student/s identified. Incorporate feedback accordingly.
In 250 words, summarize and reflect upon your conversations and instructional support. Address how your mentor teacher plans for and reflects upon intervention choices in his or her own classroom and explain how you will use your findings in your future professional practice.
APA format is not required, but solid academic writing is expected.
Clinical Field Experience C: Intervention
Student’s Name
Institutional Affiliation
Course Code and Name
Instructor’s Name
Date
Clinical Field Experience C: Intervention
The best intervention strategy for the grade three students is small group interventions. These interventions will depend on the learning capabilities of each student. The students who could not get enough help during tier one intervention will require tier 2 intervention. This process will ensure that all the students understand a concept before progressing to the next concept. This intervention strategy will involve the students solving math problems with multi-step problem-solving. This strategy will enable the educator to identify the steps where each student has challenges in solving the math problem. Once such areas have been identified, it will be less challenging for the teacher to explain the concept. This is unlike a whole-class intervention where the teacher might not know the needs of individual students (Sidhu & Srinivasan, 2018)....