Connecting Differentiation with Intervention
Connecting Differentiation with Intervention
This discussion allows for a chance to refine your understanding of intervention. You will now reconsider the concept of intervention with differentiation in mind. The term differentiated instruction is used frequently in educational contexts and is often times misused. Differentiation is about customizing learning, experiences, or outcomes for a more individualized experience and to respond to the needs of the learner. This discussion also highlights another layer of the Week Six Final Project by utilizing your learner from the previous weeks, Kevin (Scenario A) or Jane (Scenario B), and exploring how your intervention plan supports differentiation.
Prepare
- Watch the video Using Differentiated Instruction to Support All Learners (Links to an external site.) (4:04) and note how differentiation connects with what you know about intervention.
- Read the Differentiation Is-Is Not (Links to an external site.) infographic and use the information there to help create your own definition of differentiation.
Write (Post an initial response by Day 3)
Using both sources, provide an initial discussion response addressing the following points:
- Create your own working definition of intervention. This definition will support what you design for the Week Six Final Project.
- Give an example of differentiation that you have seen or that you are interested in trying.
- Reflect on how differentiation connects with what you have learned so far about intervention. Describe the connection. Use examples from your experience.
- Go back to the scenario you selected in Week Two, Kevin or Jane. Describe how you plan to differentiate instruction for the learner you selected. You will see this new consideration again in the Student-Centered Intervention Plan Template during Week Six when you identify an original learner to build an original intervention plan for.
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Intervention Plan |
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1. Identified Need of Individual (Describe the problem or issue needing improvement) From the analysis of the case, Jane is a slow learner. Jane understands what the general topic is; however, she has challenges remembering and writing down the topic’s fine details. Most adult learners have a vague idea of what is being taught; however, they cannot detail the lesson (Wilson, 2019). Jane needs specialized attention, which she can get through group discussions or direct lessons from the staff trainer. |
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2. Goal or Outcome for the Intervention (Describe what you want to happen at the end of this intervention) The intervention’s ultimate goal is for Jane to catch up with the rest of her colleagues and build solid relationships with her colleagues. The relationships will aid her learning in the future. |
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3. Screening Data (List the data you collected, observed, and analyzed to help identify the need for intervention.) As a staff trainer, I observed Jane’s interactions with her colleagues. I would also want to try out different teaching methods to understand what kind of a learner she is. |
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4. Intervention Description (Describe the type of interventions you will implement. Include any technologies needed, materials needed, and how you will be implementing this technology.) I would have the class session be in the form of a flipped classroom to make it easier for Jane instead of a lecture class. Group discussion classes allow quiet students to open up and help them build relations (McCollum et al., 2017). |
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5. Recommended Timeline (Outline the approximate duration and any stages of involved in implementing the intervention from start to finish. Explain why you believe this time is appropriate.) To be able to implement and measure the intervention, I would need the three remaining sessions. The first session will be to implement the session and measure the effectiveness. After measuring Jane’s performance, I will use the second session to confirm if the intervention is successful. |
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6. Collaboration (Describe who is responsible for the intervention. Include how you will communicate expectations to these collaborators.) Jane’s classmates, who are her colleagues, will be the only stakeholders with whom communication and collaboration are necessary for the intervention’s success. |
References
McCollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the Flipped Classroom. Canadian Journal for the Scholarship of Teaching and Learning, 8(3), n3. Retrieved from https://eric.ed.gov/?id=EJ1162998
Wilson, G. (2019). Teaching Tech Together: How to Make Your Lessons Work and Build a Teaching Community around Them. CRC Press.