A ‘Sharing best practice’ post by Richard Noibi (Mathematics)

Reading time: 2 minutes

When we speak of interventions in education, particularly in the areas of literacy and numeracy, we typically think of large scale initiatives.  Schemes that might run across a whole school.  Interventions that have been meticulously planned with supporting documentation, layers of responsibility and financial accountability.  These are important but for many  pupils, it can often be the small-scale interventions teachers make, that can have the greatest impact in overcoming a barrier to learning in a particular lesson.

One example I use is the ‘mini-intervention’.  This is a way of supporting a pupil who has missed a lesson or not understood a key step in their learning.

Here’s how it works in my maths lessons.

Step 1

At the start of each lesson I give my class a bell-work/starter activity to get their mathematical brains warmed up.  This might reinforce the learning from recent lessons, give them a chance to demonstrate their mastery of an aspects of maths, or get them engaged with a new area of study.


Figure 1. An example of a starter activity

Step 2

While the majority of the class are working on the starter I will sit down with a pupil who was absent for the last lesson and go over the work we have covered in a 1:1 ‘mini- intervention’ and using a block of post-it notes to provide a brief explanation and  summary of the key learning points they have missed.

Fig 1

Figure 2. An example of some ‘mini-intervention’ post-it notes on trigonometric ratios given while the rest of the class work on their starter problem

Step 3

The pupil now has a greater chance of succeeding with the lesson ahead.  They can still seek support but they have enough information to make a start on the work set for them and often this is enough to let them catch up with the rest of the class.

Fig 2

Figure 3. Work on  multi-step trigonometric ratio problems completed by the pupil who received a ‘mini-intervention’ in figure 2. who has caught up with the rest of the class

By providing a pupil with a  post-it intervention they have a reference point to help them tackle the work, rather than having to repeatedly seek help once the main part of the lesson has started.  This helps them to be more independent in catching up with the rest of the class and allows me to focus my attention on the needs of other pupils in the class.

Fig 3

Figure 4. An example of a ‘mini-intervention’ post-it on the transformation of functions

Fig 4

Figure 5. The work completed independently by the pupil in figure 4 following their min-intervention

Why not try some mini-interventions yourself?

Featured image: ‘post its/ideas’ by B-G on Pixabay.  Licensed under CC0 Public Domain



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