Intervention Groupings

     Each year I teach a math intervention course.  This course runs for about 25 minutes, so I don't get very much time to work with my students.  I have to make every minute matter, so each day is very carefully structured.  But this can be very hard to do!  What skills should I cover? Do I have time to get out the manipulatives?  Are number talks worth the time it takes to do them?
    I have found a few things do help to make the intervention time successful.  First of all, keep the number of students relatively small.  Less than 20 students is ideal, but under 16 is even better.  When the class is too big, it is very difficult for every student to have a voice.  I need to make sure that I have an opportunity to interact with every student, so keeping the numbers small is important. 
    Secondly, ditch the worksheets!  The drill and kill approach to reviewing material is ineffective.  Students need to develop an understanding how the math works rather than just trying to memorize a set of seemingly obscure steps.  This means that I have to get out the manipulatives.  We use linking cubes, algebra tiles, number lines - whatever it takes to help students see the connections.
   Thirdly, yes do the number talks and other thinking routines!  Students really thrive with these types of open-ended questions.  There are so many different approaches that students can take to work through a number talk. In addition to number talks, there are also "Which One Doesn't Belong" (http://wodb.ca/) and estimation routines (http://www.estimation180.com/) that also help develop number sense and reasoning skills.
    Do you also work with math intervention?  Let me know your favorite success tips. Drop a comment below.
   

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