Clinical Field Experience Verification Form: Intervention

Clinical Field Experience Verification Form: Intervention
The grade five students identified in clinical field experience B had organizational, attention, and language difficulties. Therefore, the teaching intervention plan would focus on intervention strategies that enhance the student's learning capabilities by focusing on the above challenges. The plan would eliminate or manage organizational, attention, and language difficulties, enhancing the learners' capabilities to understand maths. In this case, the ideal tier three interventions are structured feedback and collaborative learning.
The structured feedback intervention focuses on the learner's consistency, accuracy, and organization with the help of a teacher. The teacher segments the learning content into smaller parts focusing on techniques to improve the student's organization skills. The teacher then reviews back the segment focusing on building consistency and accuracy. Feedback is then given regarding the teacher's evaluation of allocated tasks. Such feedback aims to provide a step-by-step guide to completing the task in the most efficient way possible. The intervention requires a conducive learning environment that is conducive to learning. Among the learning activities ideal for this intervention, strategy is dual tasks, interactive worksheets, and games. These activities help the learners to develop good performance, improve accuracy and organization and enhance problem-solving skills (Stefanidis et al., 2019). The feedback intervention strategy supports organizational, attention, and language difficulties by enhancing learners' level of understanding of the lesson. The strategies used to develop this intervention strategy are descriptive feedback, job aids, and learning logs. Teachers support students in determining what they need to improve on by providing a detailed review in the form of objective and subjective feedback. The objective feedback is given in terms of 'correct' and 'incorrect.' The objective feedback gives an overview of the division between correct, incorrect, and inaccurate responses. Objective feedback can also be given for each task or individual lesson.
The collaborative learning intervention focuses on meaningful work, which is beneficial to students by offering experiences that support them in learning. The teacher and student share the tasks so that each works individually but collaborates on their tasks and the time for each task. The tasks are assigned following the learners' ability to complete them. The teacher collaborates with the student by providing clues and prompts which help them complete each task together. The learners then build on the skills developed to complete the task individually. The learners are divided into three groups: learner, teacher, and peer tutor or assistant. The learner, teacher, and peer tutor or assistant need to work together to help one another ...