Intervention Strategies for Intervention Strategies for borderline studentsborderline students

Intervention Strategies for Intervention Strategies for borderline studentsborderline students

How to get your D’s into C’s!!How to get your D’s into C’s!!

The issuesThere are a number of factors that frequently cause students to lose marks in exams, and for the D/C student this can mean not achieving the C grade of which they are capable. These are:-

Misreading the question and as a result giving an answer which misses the point;Failing to tailor the exam answer to the number of marks available;Extracting information inaccurately from tables, graphs, drawings, photographs or other sources in the exam;Using subject-specific, often technical language inaccurately or incorrectlyOmitting units for numerical answersPoor spelling;Not making best use of time in the exam.

The issues continued…More generally, the D/C student also exhibits weakness in exam preparation, such as:

Failing to organise their revision, including failing to prepare a timetable;Not being able to prioritise the most important aspects to revise;Spending time ‘revising’ while not concentrating;Lacking a suite of effective revision skills and techniques;Having insufficient subject notes to revise from;Showing uncertainty about how to tackle the exam itself

Objectives• To know what is meant by intervention

and when it should take place• To know what form successful written

and oral feedback should take and how it works as an intervention strategy.

• To know how to utilise target setting to improve students performance.

When should intervention take

place?

• Intervention should take place throughout the GCSE course, starting from the first lesson finishing the lesson before the exams

Revision classes

Informationto

parents

Learning mentors

One-to–one coaching Teaching

Exam technique

In class support

Targeted homework

Target setting

Quality feedback

Easter/Summerschool

Interventionstrategies

Oral FeedbackOral FeedbackOral FeedbackOral Feedback

Oral FeedbackTask 1: In groups of 2 or 3 write down as

many advantages of oral feedback that you can think of.

immediate and context specific

dynamic and adaptable

ongoing

stimulating

personalised

versatile

motivating

Some possible difficulties of oral feedback

Task 2: In groups of 2 or 3 discuss possible ways of avoiding these possible difficulties.

Instant responses from the teacher may not always be well consideredPupils may not act on oral feedback and may not take it seriously. Other pupils may not listen to itUnplanned responses can become random and fail to develop pupils’ learning in a structured wayPupils may feel exposed by public feedbackPupils may not have the time needed to reflect on the feedback and respond to itFeedback may not be immediately understoodIndividuals can dominate question and answer sessionsFast-paced question and answer sessions may be mistaken for fast-paced learningTime for individual feedback is limited

Oral feedback

Specific

Non-specific

Negative Positive

Slide 4.1.5

Task 3: listen to the statements and place the letter for each statement on the diagram.

Oral feedback as intervention

Instant, informal reply

Interim review at the end of key episodes during a lesson to build on learning

Planned review with individual or groups of pupils focusing on their targets

Handout 4.1.5: shows various types of oral feedback and the group composition used.

A suggested sequence for giving individual oral feedback in a

planned review as intervention1. Plan feedback which is positive and specific

2. Reinforce the value and importance of the pupils’ contribution

3. Focus on recent learning objectives and learning outcomes in the context of pupil targets

4. Give the pupil(s) time to reflect and respond

5. Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made

6. Identify and agree the most important next steps in learning and revise pupil targets if necessary

7. Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought

Written FeedbackWritten FeedbackWritten FeedbackWritten Feedback

Developing quality written feedback

In order to improve the quality of feedback there must be explicit expectations about it. Teachers need to explain to pupils that, in line with whole-school policy:

• they will receive feedback on their work periodically and selectively

• such feedback will be focused on key priorities [the learning objectives]

• such feedback will identify what they need to do to improve

• seeking help is an essential part of their learning and leads to useful discussion about ways of learning

• feedback will require interactivity/action by the pupil

Slide 4.2.4

Examining the quality of written feedback

Task 4: Use handout 4.2.1 to examine different written feedback comments and decide whether it provides information to the pupil:

A. whether they are on the right track?

B. their limitations and encourage them to correct work?

C. a way to improve their learning?D. a way to think through the

answers for themselves?

Summary on Feedback All feedback needs to be positive and specific.Feedback is even better if linked to curriculum targets eg grade requirements.Taking the time over constructive comments reaps rewards with student performance. Mark less to achieve more!!!

Target SettingTarget SettingTarget SettingTarget Setting

The purposes of target setting

To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment.To ensure pupils’ prior attainment and achievement is built upon throughout the key stage.To identify and focus teaching on areas of underperformance.To actively support improved learning outcomes for underachieving groups of pupils.

Curricular and Grade targets

Long term: GCSE predicted gradeMedium term: End of module target/

project targetShort term: Target generated

from homework or class work.

Using Targets to improve performanceIt is important that students get regular updates of their current performance. Students also need to know how to improve – the use of grade ladders and curricular targets is vital here.Students need to be able to log improvement and keep a record of their progress.

See handouts for suggestions and examples

Final Hints and tips using target setting

The majority of GCSE subjects have pre-published sheets to aid students with their revision, using curricular targets.Checklists can be created for all units of work and are helpful in reinforcing grade differences.Persistent use of revision booklets reinforces good revision habits in studentsStudents need to be encouraged to set, and record, their own curricular targets.Students need to be given opportunities to self-assess their own coursework and make any amendments if required.It is vital that coursework pieces, once marked, are shared with the students so that they know how to improve on any future pieces.

Summary of intervention strategiesIntervention needs to be constant throughout Key Stage 4Oral and written feedback are two of the most successful intervention methodsTarget setting is crucial in making students aware of their progress and the next steps that they need to take to move up a grade.