Wave 1 intervention is a tricky one; as teachers, I feel we immediately jump to the ‘Wave 2’ – bringing those under-performing pupils back to countless revision sessions that have, arguably, not much affect on exam results. But how to successfully implement wave 1 intervention? I have been experimenting using various techniques.
My first advice is to keep a seat free with all ‘key’ groups in your classes (lowest achievers, middle achievers, higher ability, SEN, gifted & talented… the list goes on) which will allow you to sit with the group and offer specific teaching to each group, but at the same time you can keep an eye on the rest of the class. I’ve also used pupil representatives who act as additional teachers and they can circulate and offer help to the weaker pupils. I’m an MFL teacher, so I challenge these pupils by making them use the target language to communicate with those they are helping.
Finally, if you are lucky enough to have a TA, don’t waste them as a resource. Get them to monitor the class whilst you’re working with the SEN pupils, or the high achievers. Plan out several mini sessions that you can deliver within 2-5 minutes with each of these groups, and have activities matched to them. I feel this is personalised learning at its best, and I’ve already started to see a great increase in progress amongst my classes. Happy intervening!
@DeutschLehrer11 Manchester – Teacher of German/ French
This ‘In Brief’ Article Originally appeared in the October 2015 Edition of UKEdMagazine.
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