What are the characteristics of the educational intervention?

The education system has many mechanisms to ensure that all students achieve the goals set. One of them is that of educational intervention.

This concept will be the leitmotif of this article, so it will allow us to know all the facets of this method, its advantages and its main applications, as well as the different types that can be found.

    What does the educational intervention consist of?

    When we talk about educational intervention, we are talking about a series of measures carried out by educators to ensure that the students in their care achieve the goals set for the level of education they are in.

    In other words, this technique aims to ensure that all students achieve the goals set in the curriculum for their level of education, and therefore make full use of all the subjects in the course they have taken.

    The function of educational intervention is to have a system in which no student is left behindRather, educators know how to provide these struggling children with the resources they need to overcome those barriers and complete the course after meeting their original goals.

    Therefore, the educational intervention will take place whenever a teacher notices that one of his students has a problem in acquiring certain knowledge or skills. It is at this moment that the professional will have to initiate the protocol to support the student and promote his learning using tools adapted to him.

    If the educational intervention is applied in a favorable manner, the result will be that, once the educational cycle in which the pupils find themselves, all will have been able to achieve the objectives that corresponded to them, either through regular courses, or thanks to this additional support which will have received the people who needed it.

    Main characteristics of the educational intervention

    We already know the general idea behind educational intervention. It is now necessary to concentrate on all the characteristics which would constitute the most correct performance and therefore the one which will offer the highest success rate.

    Despite this, we must never forget that each case is unique and even more so when we talk about peopleThus, what a student needs at any given time to overcome an academic gap does not necessarily have to be exactly the same as what a peer needs when faced with a similar problem.

    It will therefore be up to the educator to know how to adapt all the characteristics that we will see, to ensure that the effect of the educational intervention is optimal and thus to ensure that his students overcome all possible obstacles that may arise. throughout his life. classroom process.

    1. Concretion

    The first of the characteristics of the educational intervention that we anticipated in a way in the previous lines, and is none other than the concretion. In other words, this technique must be specific to the case and as such must be adapted to the pupil in question who is having difficulty in achieving a particular goal.

    In this sense, educational intervention will be a procedure between only two parties, the educator and the student. In between, they will devise a plan to achieve the goal that puts the child in difficulty. The measures to be taken to achieve this objective will be established.

    2. Integration

    But the educational intervention, although developed by the educator, in collaboration with the pupil, should not be limited by them. On the contrary, the family context must be a support for the pupil. Therefore, the child’s parents should also provide him with the tools he needs to overcome the obstacles he has encountered.

    Relatives also have an important role to play in identifying possible educational elements that are causing problems for the child., In order to be able to anticipate it and communicate it to the teacher, in case he has not yet realized the difficulty. In this way, they will save very precious time and the educator will be able to start the educational intervention as soon as possible.

    Thus, they will lead the student to retrace his steps to consolidate this knowledge that he had not acquired at the beginning, thus avoiding the dreaded snowball effect, which occurs when you do not understand a key concept for understand the following, and so to.

      3. Assessment

      A fundamental part of the educational intervention is that which refers to the evaluation, that is to say a the verification which, in fact, was effective and therefore that the student has succeeded in integrating the knowledge which previously caused him some difficulty.

      For this process, the role of the educator is essential, because he will have to be the one who will assess and propose more self-assessment techniques with which the student will check for himself whether he is now able to manage these concepts. or, on the other hand, they still cause him problems.

      The evaluation must be continuous, because in this way the teacher will know if the educational intervention process is effective or if, on the contrary, he must continue to adapt it to the student’s needs in order to achieve the objective that the two have been proposed. .

      4. Active role of the student

      It is important to be clear that the student must maintain an active role throughout the procedure of the pedagogical intervention, so that this cannot be limited to a presentation of the lesson by the teacher. On the other hand, the student must be involved in the process, carry out the activities assigned to him by the educator and even be proactive.

      It is only with this involvement that we will be able to really treat the child with the concepts with which he is confronted, consolidating and therefore exceeding the objectives set in the corresponding program. In this way, the educator and the student will act as a team with a common goal, and success will arise from the interaction between the two.

      5. Deadlines

      An educational intervention cannot be a tool that extends indefinitely over time. On the contrary, deadlines should be set from the start, where these goals and the objectives to be achieved during this period are clear.

      If the deadlines are met and the objectives are not yet met, a new educational intervention must be implemented, reviewing what failed in the previous one to adapt the next strategy without falling into the same situations for the one that failed on the first try.

      In any case, we have seen previously that this must be an active process and in constant evaluation, so that, generally, when the teacher detects that the chosen system is not successful, he anticipates it and modulates it himself to adapt it to new needs detected, so that somehow there is the path he is looking for to help the student overcome the difficulty.

        How to create a good educational intervention

        Although we have already reviewed the main characteristics that a correct educational intervention must fulfill, we are now going to know another series of questions that will undoubtedly be very useful to the educator who wants to use this methodology with the greatest guarantees. of success. , and thus be able to help its students.

        1. Be clear about your goals

        Of course, the teacher will hardly be able to identify a student’s difficulties in achieving a given goal if it is not absolutely clear what it is. Therefore, the first task of the educator will be to fully understand the educational objectives included in the course, In the short, medium and long term.

          2. Get to know the students

          Not only must he know the objectives, but the teacher must know in depth all his students, because only then will he realize that some of them are suffering to assimilate a certain problem and will be able to design an educational intervention to be able to help. him.

          Each child has certain characteristics and, while some will ask the teacher as soon as they realize that they do not understand a problem, others will opt for silence and others will not even realize that they do not understand it.. The task of the educator to discern between these scenarios is fundamental.

          3. Creativity

          The educator must also have varied and creative resources to be able to bring to the pupil in difficulty these concepts which pose a problem to him. As in the previous point, keep in mind that every student is different and that the technique that works with some does not necessarily have to do with others.

          Therefore, the educational intervention must be creative and designed for the student in question.

          Bibliographical references:

          • Barnett, WS (2011). Effectiveness of early educational intervention. Science.
          • Gallardo, B. (1995). Learning strategies. State of the art. Educational intervention proposals. University of Salamanca Publishing.
          • Jordà, M., Pachón, L., Blanc, ME, Achiong, M. (2011). Elements to be taken into account when designing an educational intervention. Electronic medical journal.

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