BPT1501
ASSIGNMENT 02
SOLUTIONS
SEMESTER 1
, QUESTION 1
(1). As a Mathematics teacher, list and explain the intervention strategies you would apply in your
teaching in assisting a child who is like Peter and why do you think your strategies will be effective?
Substantiate your response by giving examples (16)
(i) List and discuss the importance of at least 4 strategies (12)
One-on-one and small group instruction
One strategy that teachers use is to vary the size of the group they teach to. Some lessons are
taught to the whole class. Others are better for a small group of students or one student. Learning
in a small group or one-on-one can be very helpful to kids with learning and thinking differences.
Some kids are placed in small groups because of their intervention. But that’s not always the case.
Teachers often meet with small groups or one student as a way to differentiate instruction. This
means that they tailor the lesson to the needs of the student.
Graphic organizers
Graphic organizers are visual tools. They show information or the connection between ideas. They
also help kids organize what they’ve learned or what they have to do. Teachers use these tools to
provide support around, the learning process for struggling learners. (It’s the same idea as when
workers put up scaffolding to help construct a building.)
There are many different kinds of graphic organizers, such as Venn diagrams and flow charts.
They can be especially helpful with Executive functioning issues: Kids with weak executive skills
can use these tools to organize information and plan their work. Graphic organizers can help kids
condense their thoughts into short statements. This is useful for kids who often struggle to find the
most important idea when taking notes
Modeling
Most kids don’t learn simply by being told what to do. Teachers use a strategy called “I Do, We Do,
You Do” to model a skill. The teacher will show how to do something, such as how to do a math
problem. Next, the teacher will invite kids to do a problem with the teacher. Then, kids will try a
math problem on their own.
This strategy can help with All learning and thinking differences: When used correctly, I Do, We
Do, You Do can benefit all learners. That’s because a teacher can provide support during each
phase. However, teachers must know what support to provide. They also need to know when
students understand a concept well enough to work on their own. Think of it like riding a bike: The
teacher needs to know when to take off the training wheels
Multisensory instruction
Multisensory instruction is a way of teaching that engages more than one sense at a time. A
teacher might help kids learn information using touch, movement, sight and hearing. Many
programs for struggling readers use multisensory strategies. Teachers might have students use
their fingers to tap out each sound in a word, for example. Or students might draw a word in the air
using their arm.
0|Page
ASSIGNMENT 02
SOLUTIONS
SEMESTER 1
, QUESTION 1
(1). As a Mathematics teacher, list and explain the intervention strategies you would apply in your
teaching in assisting a child who is like Peter and why do you think your strategies will be effective?
Substantiate your response by giving examples (16)
(i) List and discuss the importance of at least 4 strategies (12)
One-on-one and small group instruction
One strategy that teachers use is to vary the size of the group they teach to. Some lessons are
taught to the whole class. Others are better for a small group of students or one student. Learning
in a small group or one-on-one can be very helpful to kids with learning and thinking differences.
Some kids are placed in small groups because of their intervention. But that’s not always the case.
Teachers often meet with small groups or one student as a way to differentiate instruction. This
means that they tailor the lesson to the needs of the student.
Graphic organizers
Graphic organizers are visual tools. They show information or the connection between ideas. They
also help kids organize what they’ve learned or what they have to do. Teachers use these tools to
provide support around, the learning process for struggling learners. (It’s the same idea as when
workers put up scaffolding to help construct a building.)
There are many different kinds of graphic organizers, such as Venn diagrams and flow charts.
They can be especially helpful with Executive functioning issues: Kids with weak executive skills
can use these tools to organize information and plan their work. Graphic organizers can help kids
condense their thoughts into short statements. This is useful for kids who often struggle to find the
most important idea when taking notes
Modeling
Most kids don’t learn simply by being told what to do. Teachers use a strategy called “I Do, We Do,
You Do” to model a skill. The teacher will show how to do something, such as how to do a math
problem. Next, the teacher will invite kids to do a problem with the teacher. Then, kids will try a
math problem on their own.
This strategy can help with All learning and thinking differences: When used correctly, I Do, We
Do, You Do can benefit all learners. That’s because a teacher can provide support during each
phase. However, teachers must know what support to provide. They also need to know when
students understand a concept well enough to work on their own. Think of it like riding a bike: The
teacher needs to know when to take off the training wheels
Multisensory instruction
Multisensory instruction is a way of teaching that engages more than one sense at a time. A
teacher might help kids learn information using touch, movement, sight and hearing. Many
programs for struggling readers use multisensory strategies. Teachers might have students use
their fingers to tap out each sound in a word, for example. Or students might draw a word in the air
using their arm.
0|Page
