Students do not learn in equal ways and therefore must be taught in a way that matches their learning style. For example, students who are visual learners may benefit from lectures with PowerPoint slides and visuals. On the other hand, auditory learners could benefit from audio recordings or verbal lectures. It is also important to note that different students have different levels of knowledge and some require more explanation than others.


Throughout my teaching career, I have dealt with students who have different learning styles. During the first four or 8 weeks of each new year, I would double down on my efforts to understand each student’s learning style and background in order to assess how I could best help them with their learning. 


I would always look for clues in the way they interacted with their peers, asked questions and took notes. This allowed me to be able to adjust my teaching style and lesson plans accordingly.

As you understand your students learning styles and their learning needs, you can build appropriate and effective classroom interventions. There are various classroom intervention types and in this post I will cover some popular ones but let us define what a classroom intervention is.

What are classroom interventions?

Classroom interventions are strategies and techniques employed to support students’ academic, social, emotional, and behavioral needs within the classroom setting. These interventions aim to enhance learning, promote positive behavior, and address specific challenges that students may face.

Classroom intervention types

Implementing the right intervention type can have a significant impact on their academic success. There are several different types of classroom interventions that can be used, including behavior-focused interventions, instructional interventions, and what I like to refer to as supplemental interventions (some call it academic interventions).

1. Behavior-focused interventions
Behavior-focused interventions, as their name indicates, focus on addressing students behaviour with the goal of improving it. These are strategies you develop and use in your class to reduce disruptive behavior and improve students social skills. Examples of behavior-focused interventions include classroom management strategies like positive reinforcement, token economies, establishing clear expectations, implementing behavior contracts, and teaching self-regulation skills, among others.

2. Instructional interventions
Instructional interventions focus on instructional practice with the goal of improving the quality of content delivery and can include strategies such as differentiated instruction or collaborative learning. These interventions are designed to improve learning outcomes by making instruction more engaging and relevant to the students’ needs.

Differentiated instruction involves tailoring teaching methods and materials to accommodate diverse learning styles, abilities, and interests of students. Teachers provide varied instructional approaches and resources to meet individual needs.

As for collaborative Learning interventions, they involve structured group activities where students work collaboratively to achieve common learning goals. This approach promotes social interaction, engagement, and the development of teamwork and communication skills. One important form of collaborative learning intervention is small group intervention.

Small group interventions involve dividing the class into smaller groups to provide targeted instruction and support to students with similar needs. The teacher can focus on specific skills, provide additional practice, or address individualized goals within these smaller settings.

3. Supplemental interventions
These interventions are administered to further support students who may need additional assistance or reinforcement. Supplemental interventions can be used in addition to instructional and behavioral interventions in order to help students meet their goals. Some examples of supplemental interventions include tutoring, reading intervention programs, peer-mediated instruction, computer-assisted instruction, and mentoring.

The goal of these interventions is to help students understand concepts better by providing additional support tailored to their individual need. For example, a teacher may provide extra instruction on topics that they find challenging or review and practice exercises to help a student better understand the material.

Classroom intervention tips

Classroom interventions, from my own teaching experience, only work when they are well planned for and implemented appropriately. The following are some useful tips to help you design and implement effective classroom interventions.

1. Identify the specific needs
This goes without saying, you can not plan an intervention if you don;t have a clear and informed picture of your students individual needs and challenges. Things such as assessments, observations, and students garnered feedback can help you understand the students’ needs and design an effective intervention.

2. Develop a collaborative plan
Once you have identified your students needs, work with them to come up with a plan that meets their individual requirements and is also feasible for implementation in your classroom. This includes considering factors such as resources availability, time constraints, etc.

3. Monitor and assess progress
It is important to monitor the progress of classroom interventions regularly, in order to ensure that they are effective and making an impact on student learning outcomes. Assessments such as pre-and post-tests can be used for this purpose. It is also worthwhile to get feedback from students about how the interventions are going, in order to make any necessary adjustments and improvements.

4. Make modifications as needed
An important part of implementing successful classroom interventions is being willing to adjust the strategies and activities that you are using if they are not working as intended. This may include adjusting the materials, instruction methods, or other aspects of the intervention. It is important to be flexible and willing to make changes in order to ensure that the intervention is providing students with the support they need.

5. Collaborate with colleagues and specialists
Work collaboratively with other teachers, specialists, and support staff to share insights and strategies. Seek guidance and support from professionals who have expertise in addressing specific challenges.

6. Involve parents and guardians
Communicate and collaborate with parents or guardians to involve them in the intervention process. Share updates on progress, provide strategies for support at home, and seek their input and feedback.

7. Foster a positive and supportive environment
Create a safe and inclusive classroom environment that promotes engagement, participation, and positive relationships. Encourage students to support one another and celebrate achievements together.

In conclusion, Classroom interventions are essential for helping students reach their learning goals. Remember that effective classroom intervention is an ongoing process that requires dedication, flexibility, and a student-centered approach.



References

Here is a list of academic references on classroom interventions. These sources cover various aspects of classroom interventions, including their effectiveness, implementation, and best practices.
2. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
3. Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.
4. Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: U.S. Department of Education.
5. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
6. Powell, S. R., Fuchs, L. S., & Fuchs, D. (2013). Reaching the mountaintop: Addressing the Common Core standards in mathematics for students with mathematics difficulties. Learning Disabilities Research & Practice, 28(1), 38-48.
7. Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). New York, NY: Springer.
8. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.

This post originally appeared in Educational Technology and Mobile Learning ( www.educatorstechnology.com ).