Intensive Mathematics Intervention: Instructional Strategies
Intensive Mathematics Intervention: Instructional Strategies
Intensive Intervention in Mathematics Course: Module 5 Overview
In Module 4, we discussed important components for the delivery of intensive intervention. In Module 5, we focus on three instructional strategies teachers should embed within every intensive intervention session. We rely on a strong research base for these recommendations about fluency, problem solving, and motivation. In this module, educators will learn about:
- How to build fact fluency
- Ineffective and effective problem-solving strategies
- Why to include a motivation component within intensive intervention
This module is divided into three parts, with an introduction and closing. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below.
Complete Slide Deck (508 compliant)
For questions related to course content, please contact ncii@air.org
Introduction
This video introduces Module 5 and provides an overview of the module content and related activities.
Related Videos
Part 1: How do you build fact fluency within intensive intervention?
Part 1 emphasizes the need to practice math facts with students who require intensive intervention. We review the four operations and strategies to help students organize math fact knowledge. Teachers learn math fact practice should be brief but occur during every intensive intervention session. We also provide an overview of several ways to practice fact fluency.
Worksheets & Activities
Activity 1 - Make Remarks on Flashcard Routine
Activity 2 - Determine Which Facts to Use for Incremental Rehearsal
Activity 3 - Design a Taped Problems or Cover Copy Compare Sheet
Discussion Board – Fluency Activity
Related Videos
Video Example: A student and tutor work on a flashcard routine
(Associated with Activity 1)
Part 2: How do you incorporate effective problem-solving strategies within intensive intervention?
Part 2 reviews the research base on problem-solving instruction. We explain how teaching students to recognize keywords and linking keywords to an operation is an ineffective problem-solving strategy. Teachers learn to use an attack strategy coupled with a focus on the schema of word problems in order to teach students to be efficient problem solvers. We emphasize problem-solving instruction should occur within every intensive intervention session.
Worksheets & Activities
Activity 4 - Determine Why Using Key Words May Be Problematic
Activity 5 - Identify Problem Types for Additive Problems
Activity 6 - Identify Problem Types for Multiplicative Problems
Discussion Board – Design and Share Word Problem Poster
Related Videos
Video Debrief (Associated with Activity 5. Stop at 39:26)
Video Debrief (Associated with Activity 6. Stop at 54:20)
Part 3: How do you incorporate a motivational component within intensive intervention?
Part 3 briefly describes the need for a motivation component as students in intensive intervention often experience high mathematics anxiety and low mathematics confidence. Teachers review several examples of motivation components from evidence-based interventions.
Worksheets & Activities
Activity 7 - Analyze Motivation Component of an Intensive Intervention
Discussion Board – Motivational Tools
Closing: What are the next steps?
The closing video reviews the content covered in the module and concludes with a classroom application activity.
Worksheets & Activities
Classroom Application: Preparing to Teach Word Problems
Related Videos
Coaching Materials and Facilitation Guide
"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It is intended for use by external (i.e., SEA or LEA staff, faculty, project-based coaches) or internal (i.e., school-based instructional coaches) coaches working directly with in-service educators who are learning and practicing the course content. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction.
