Interventions for

• Before you start, a few important points:

Interventions:

Create multiple storage and retrieval paths using synonyms, antonyms, symbols, songs, sentences, skits, discussions, example, non-examples, movements, etc.

Search for meaning occurs through patterning. Multi-modal instruction aids in retention.

1. Visual (watching) - 40-60% prefer this (color, icons, pictures, handouts, etc.)
2. Auditory (listening) - 0-20% prefer this (vocal variation, group discussions, choral responses)
3. Kinesthetic (doing) - 20-40% prefer this (movement, gestures, activities)
4. BUT, don’t classify students! The more connections you make by using all 3, the more bridges you build from working memory, to short term, to long term memory.

Provide opportunities for repeated practice

Teach students to revise notes regularly and use visual organizers

Make sure student can explain WHY the information or skill is relevant

Spend extra time on what is learned in the middle of lessons

Search for meaning is innate/natural:

1. Do I understand this? (comprehension)
2. Can I use this? (application)
3. Is this engaging? (Interest Level)
4. What is my emotional state? (Social Connections)
   • Learners will never be comfortable with the content if they’re not comfortable with the people around them. Relationships!
5. Am I overwhelmed? (Stimulus Level)
   • Give Information in chunks

Learning is enhanced by challenge and inhibited by threat

Learning happens in Zone of Proximal Development. Learning DOES NOT happen in comfort zone or danger zone.