Appropriate Intervention Tier and Aligning Intervention Strategies

Appropriate Intervention Tier and Aligning Intervention Strategies The grade five learners selected in clinical field experience C had attention, organizational, and language difficulties. The attention difficulties were displayed by the learner's inability to maintain attention for longer periods and not fully comprehending information. The organizational difficulties were displayed by their inability to prioritize and complete tasks independently. The language difficulties were seen in the learners having a limited vocabulary, inability to communicate ideas, and difficulty understanding what they read. The intervention strategies were chosen to reduce the learner's attention, organizational, and language difficulties in learning mathematics. The intervention's strategy choice also focused on the learners' working memory (Strogilos et al., 2020). The method of intervention was collaboration and feedback. Both of these strategies helped the learner's confidence in their abilities. The collaboration and feedback strategies played an important role in improving the student's performance in Mathematics.
The feedback strategy assisted in monitoring the learner's progress and application of strategies. The learners were assessed to determine their capabilities in solving math problems. The assessment revealed that the feedback strategy had improved the learner's capability to pay attention to details, organize work and interpret vocabulary accordingly. Through feedback, learners found it easy to identify the errors they made in solving math problems and correcting them. It also allowed the teacher to interact with the learners better and understand their weaknesses. When receiving assessment feedback, learners easily distinguish their strengths and weaknesses in solving math problems.
The collaboration strategy also played an important role in improving learners' performance. It helped in providing support to the students and teachers. The collaboration strategy expanded the learners' repertoire of strategies they had to apply in their learning. The strategy also helped in monitoring learners' progress. The strategy was to give informative feedback to the learners on how they were doing and what strategies could be used. It also enhanced the learners' ability to use strategies other students in the class used. This helped learners enhance their self-confidence in learning mathematics, enhancing their ability to solve math problems independently. The collaboration strategy facilitated peer discussions among the learners, making it easy for them to pay attention and organize content. The collaboration strategy helped the learners take ownership of the learning process. For instance, learners were assessed for their understanding of a concept and their application of strategies to solve problems. This made it easier for the students to explain their weaknesses in using strategies, hence making them more confident in learning mathematics. The strategy was very effective because it play...