What are the characteristics of educational intervention?

The educational system has many mechanisms to ensure that all students meet the objectives set. One of them is the educational intervention.

This concept will be the guiding thread of this article, so that it will allow us to know all the facets of this method, its advantages and main applications, in addition to the different types that we can find.

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What is the educational intervention?

When we talk about educational intervention we are referring to a series of measures carried out by educators to ensure that the students under their charge achieve the established goals for the level of education in which they are.

In other words, the purpose of this technique is to ensure that every student achieves the objectives that have been established in the curriculum corresponding to their educational level, and therefore achieve a full use of all the subjects of the course that has done.

The function of educational intervention is to have

a system where no student is left behind, but that educators know how to provide these children who are experiencing difficulties, the resources they need to overcome these barriers and finish the course having achieved the goals set in a start.

Therefore, the educational intervention will take place whenever a teacher observes that one of his students is experiencing a problem at the time of acquiring certain knowledge or skills. It is then when the professional must initiate the protocol to assist the student and promote her learning through tools tailored to her.

If the educational intervention is applied in a favorable way, the result will be that, once the educational cycle in which the students are at the end of the all of them will have been able to achieve the goals that corresponded to them, either through regular classes or thanks to that extra support that the people who have requested it will have received.

Main characteristics of the educational intervention

We already know the general idea behind the educational intervention. Now we must focus on all those characteristics that would make up the most correct performance and therefore the one that will provide a higher success rate.

Even so, We must never forget that each case is unique and more so when we talk about peopleTherefore, what a student needs at a given moment to overcome an educational hole, does not It has to be exactly the same thing that one of your colleagues requires when faced with a problem similar.

It will be, therefore, the job of the educator to know how to adapt all the characteristics that we are going to see, to achieve that the effect of the intervention is optimal and thus achieves that its students overcome all the possible obstacles that could arise throughout their formative process in the classroom.

1. Concretion

The first of the characteristics of the educational intervention we have anticipated in some way in the previous lines, and it is none other than the concretion. That is, this technique must be specific to the case at hand and as such must be adapted to the student in question who is experiencing difficulties in achieving a certain objective.

In this sense, the educational intervention will be a procedure between only two parties, the educator and the student. Together, they will design a plan to achieve the goal that is putting the child in trouble. The steps to be followed to achieve this goal will be established.

2. Integration

But the educational intervention, although it is developed by the educator, together with the student, should not be limited by them. On the contrary, the family context must be a support for the student. Therefore, the child's parents must also provide him with the tools he needs to overcome the impediments he has encountered.

Family members also have the important role of identifying possible educational elements that are causing problems for the child., in order to be able to anticipate and communicate it to the teacher, in case he had not yet realized the difficulty. In this way, they will save valuable time, and the educator can start the educational intervention as soon as possible.

Thus, they will get the student to retrace his steps to consolidate that knowledge that she had not achieved at first, preventing it from occurring. the dreaded snowball effect, which occurs when a concept that is key to understanding the following ones is not understood, and so on successively.

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3. Assessment

A fundamental part of the educational intervention is the one that refers to the evaluation, that is, to the verification that, indeed, it has been effective and therefore the student has managed to integrate the knowledge that previously caused him some difficulty.

For this process, the role of the educator is key, since he must be the one who evaluates and also proposes self-assessment techniques with which to that the student verify for himself if he is now capable of handling these concepts or, on the contrary, they are still causing him issues.

The evaluation must be continuous, because in this way the teacher will know if the educational intervention process is being effective or if, on the contrary, he must continue adapting it to the needs of the student in order to achieve the end that both have proposed.

4. Active role of the student

It is important to be clear that the student has to maintain an active role throughout the procedure of the educational intervention, so this cannot be limited solely to a presentation of the lesson by the teacher. On the contrary, The student must be a participant in the process, carrying out the activities that the educator entrusts and even being proactive..

Only with this involvement will we really get the child to adequately process the concepts to which she is engaging. facing, consolidating them and therefore exceeding the goals that would have been set in the curriculum correspondent. In this way, educator and student will act as a team with a common goal, and success will be born from the interaction between them.

5. temporary deadlines

An educational intervention cannot be a tool that lasts indefinitely over time.. On the contrary, work deadlines must be established from the beginning where both these and the goals that must be achieved in that period are clear.

If the established deadlines are reached and the objectives have not yet been completed, a new educational intervention must be established, reviewing what has failed in the previous one to adapt the following strategy without falling into the same situations for which the first one failed tried.

In any case, we already saw before that this must be an active process and in constant evaluation, therefore, generally, When the teacher detects that the chosen system is not succeeding, he himself anticipates and modulates it to adapt it to the new needs. detected, so in one way or another, he finds the path he is looking for to help the student overcome the difficulty.

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How to create a good educational intervention

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

1. Have clear objectives

Of course, the teacher will hardly be able to identify the difficulties of a student to achieve a specific objective if he is not absolutely clear about what these are. Therefore, the first task of the educator will be fully understand the educational goals included in the curriculumin the short, medium and long term.

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2. meet the students

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

Each child has certain characteristics and, while some will ask the teacher as soon as they realize that they are not understanding a question, others will opt for silence and others will not even have realized that they are not. understanding. The work of the educator to discern between these scenarios is essential.

3. Creativity

The educator, likewise, must have varied and creative resources to be able to provide students with difficulties with those concepts that are causing them some problem. As in the previous point, we must bear in mind that each student is different, and the technique that works with some does not necessarily work with others.

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

Bibliographic references:

• Barnett, W.S. (2011). Effectiveness of early educational intervention. Science.
• Gallardo, b. (1995). Learning strategies. State of the matter. Proposals for educational intervention. Editions University of Salamanca.
• Jordán, M., Pachón, L., Blanco, M.E., Achiong, M. (2011). Elements to take into account to carry out an educational intervention design. Electronic Medical Journal.